Questionnaires for teachers and parents during diagnosis of a child with unconstructive behavior Kindergarten
It often happens that parents or teachers, referring to the psychologist, can not determine the specific problems of the child. Before diagnose the preschooler, I propose to conduct a survey among parents and teachers. This will allow further diagnosis and to clearly make the correction route for each problem child.
Assessment of children by teachers
1. Map to assess the characteristics of child development
Name, surname________________Group №___________Age__________
Instruction: You are invited to assess the severity of symptom development of the child. This will help to organize effectively work with the child. It should be noted only one of three values:
2. Questionnaire “the Prevalence of situational and personal reactions disorders of conduct and emotions in children”
0 – NOT MANIFESTED AT ALL;
1 – SOMETIMES MANIFESTS ITSELF;
2 – OFTEN MANIFESTS ITSELF;
3 – ALMOST ALWAYS MANIFESTS ITSELF.
Casually hits counter.
Nip the other.
Says hurtful words, can’t hear when adult.
Swings, but not strikes.
Lip curled, fists.
Resists attempts to keep from aggressive actions.
Obstacle it stimulates aggressive behavior.
Requests to hit himself again.
Unexpectedly throws toys; rudely answers.
Can break allowance, to say the swear word.
Does the opposite.
Hardly included in the collective game.
To even interesting for myself and all activities.
Says often the words “do not want”, “shall not”, “no”.
Exaggerates movements in class.
Seeks to draw attention to themselves at the expense of employment.
Doing something on the contrary, watching the reaction of others.
Offended when losing the game.
Sensitive to comments on the heightened tone of voice.
Itself provokes a conflict.
Responds to conflict to conflict the actions of others.
Does not take into account the desires and interests of their peers in collaborative activities or relationships.
Not inferior toys.
When all the children together, seeking privacy.
Enters the room and goes directly to the toys.
Busy doing their own thing and ignoring others.
Does not use speech as a means of communication.
When he speaks, the speech is not addressed to the other party.
Not comply with the request, requirement, although hears and understands the content.
Does not respond to the transition from normal speech to a whisper.
Avoids looking into the face of the interlocutor.
Avoids situations oral questioning in class.
Waives the leading roles in the games.
Often uses the phrase “don’t know”, “maybe”, “hard to say”.
Does not answer the question, though he knows the correct answer.
In a situation of novelty child shows braking response; his behavior is variable.
Fear of the vacuum cleaner.
Fear of dogs.
Fear of the dark.
Fear from wind gusts.
Fear of new people in a new situation.
The fear of public speaking.
Fear of being alone.
The fear to jump from the platform to enter into new premises.
Vagus, faraway look.
Can’t explain the reasons for her anxiety.
Tends to be closer to adult.
Don’t know what to do
Inactive looking around
Speaks too quietly.
The pace of the action slowed down.
Late in the action for the signal.
Thinks all the toys, all the candy for him.
Impose our game, desires children.
Often uses the pronoun “I”.
Avoidance of mental effort
Quickly gets tired of available by age mental tasks (for comparison, generalization, actions on the model).
Not watching cartoons.
The attention deficit
You have to verbally repeat the task several times.
Requires a combination of the word show the mode of action.
Asks conditions of the assignment.
Hastily own action plans.
The quickening pace action.
The number of actions is redundant.
Acts previously agreed signal.
Rises in the first half of class, when the kids were still sitting.
Quickly excited and slowly calms down from the excitement of the game.
Talks too loud, can’t talk with normal voices of power.
The quickening pace of speech.
Talking in class, despite the comments of an adult.
Misunderstanding verbal instructions.
Confuses or ignores sequence of actions on the verbal instructions of an adult.
Focused on a clear pattern of behavior or actions of an adult, not an explanation of the job.
Draws repetitive elements.
Obsessive when communicating.
Repeats the same request or phrase.
Stuck on the offense.
Hard to switch.
3. Diagnosis and criteria for evaluating the disruptive behavior of children