Parent-Teacher Agreement On Cognitive Disengagement Syndrome Symptoms In School-Age Children

Yıl 2025, Cilt: 12 Sayı: 1, 72 - 79, 26.03.2025

Akın Tahıllıoğlu , Burcu Kardaş , Ömer Kardaş , Nagihan Saday Duman , Emel Sarı Gökten , Merve Çıkılı Uytun , Özlem Kahraman , Esra Özdemir , Ayşe Irmak Taşdemir , Zeyneb Lushi Şan , Funda Dönder Şen , Elif Kurt Yılmaz , Gamze Yılmaz Türkel , Merve Ergüven Demirtaş , Eyüp Sabri Ercan

https://doi.org/10.34087/cbusbed.1550016

Öz

Aim: This study examined how well parent and teacher reports are concordant in evaluating Cognitive Disengagement Syndrome (CDS) symptoms in school-age children.
Method: The epidemiological sample consisted of 268 randomly chosen children aged 7 to 11 from four metropolitan cities in Turkey. Both parents and teachers evaluated the children by completing the Barkley Sluggish Cognitive Tempo Scale- Children and Adolescents (BSCTS-CA) and the CDS-Child Behavior Checklist (CDS-CBCL). Agreement and correlations between parent and teacher reports regarding CDS were assessed via coefficients of Cohen’s Kappa (k) and Spearman’s Rho (r).
Results: Parents were not in agreement with teachers concerning the presence/absence of CDS (k=0,143, p=0,042 according to BSCTS-CA evaluation; k=0,039, p=0,366 according to CDS-CBCL evaluation). However, parent and teacher ratings on CDS-daydreaming and CDS-sluggish scores of BSCTS-CA showed medium correlation (r=0,375, r=0,305; respectively; all p<0,001); whereas showed low correlation on CDS-CBCL total scores (r=0,290, p<0,001). Parent and teacher ratings showed low correlations on 9 out of 12 BSCTS-CA items (all r<0,26, all p<0,05) and on 3 out of 4 CDS-CBCL items (all r<0,16, all p<0,05).
Conclusion: The findings demonstrate that parents and teachers are in low agreement and concordance in evaluating CDS in school-age children. Despite medium-level correlations on both CDS symptom dimensions, the concordance between parents and teachers on almost all CDS symptoms remains at low levels. Although the outcomes may vary across different cultures, clinicians should pay regard to low inter-rater agreement on CDS symptoms in school-age children while evaluating them for CDS.

Anahtar Kelimeler

cognitive disengagement syndrome, parent-teacher agreement, assessment, concordance, CDS, sluggish cognitive tempo

Etik Beyan

Ethical approval was obtained from the Ege University Ethical Committee of Clinical Research (decision no: 15-11/3).

Destekleyen Kurum

Yoktur.

Teşekkür

The authors acknowledge all the participating children and adolescents and their parents who were involved in the study.

OKUL ÇAĞI ÇOCUKLARINDA BİLİŞSEL KOPMA SENDROMU BULGULARI AÇISINDAN EBEVEYN-ÖĞRETMEN UYUMU

Öz

Giriş ve Amaç: Bu çalışmanın amacı, okul çağındaki çocuklarda Bilişsel Kopma Sendromu (BKS) semptomlarının değerlendirilmesinde ebeveyn ve öğretmen bildirimlerinin ne kadar uyumlu olduğunun incelenmesidir.
Gereç ve Yöntemler: Örneklem Türkiye'nin dört büyük şehrinden 7 ila 11 yaş aralığında rastgele seçilen 268 çocuktan oluşan epidemiyolojik bir örneklemdir. Hem ebeveynler hem de öğretmenler, Barkley Yavaş Bilişsel Tempo Ölçeği-Çocuklar ve Ergenler (BYBTÖ-ÇE) ve BKS-Çocuk ve Ergenlerde Davranış Değerlendirme Ölçeği'ni (BKS-ÇDDÖ) doldurmuşlardır. BKS ile ilgili ebeveyn ve öğretmen puanlamaları arasındaki uyum ve korelasyonlar, Cohen’in Kappa (k) ve Spearman Rho (r) katsayıları aracılığıyla değerlendirilmiştir.
Bulgular: Olgularda BKS’nin varlığına veya yokluğuna yönelik olarak ebeveynler öğretmenlerle uyum içinde saptanmamıştır (BYBTÖ-ÇE değerlendirmesine göre k=0,143, p=0,042; BKS-ÇDDÖ değerlendirmesine göre k=0,039, p=0,366). Ancak, ebeveyn ve öğretmenlerin BYBTÖ-ÇE'nin BKS-gündüz düşleri ve BKS-yavaşlık puanlamaları orta düzeyde korelasyon (sırasıyla r=0,375, r=0,305; tüm p<0,001), BKS-ÇDDÖ toplam puanlamaları ise düşük düzeyde korelasyon göstermiştir (r=0,290, p<0,001). Ebeveyn ve öğretmen değerlendirmeleri arasında 12 BYBTÖ-ÇE maddesinin 9'unda (tüm r<0,26, tüm p<0,05) ve 4 BKS-ÇDDÖ maddesinin 3'ünde (tüm r<0,16, tüm p<0,05) düşük düzeyde korelasyon saptanmıştır.
Sonuç: Bulgular, ebeveynler ve öğretmenlerin okul çağındaki çocuklarda BKS'yi değerlendirmede düşük düzeyde fikir birliği ve uyum içinde olduğunu göstermektedir. Her iki BKS semptom boyutunda orta düzeyde korelasyon saptanmasına rağmen, neredeyse tüm BKS semptomlarındaki uyum ebeveynler ve öğretmenler arasında düşük düzeyde kalmaktadır. Sonuçlar farklı kültürlerde değişebilse de klinisyenler okul çağındaki çocukları BKS açısından değerlendirirken BKS semptomları açısından değerlendiriciler arasındaki uyumun düşük düzeyde olmasını dikkate almalıdırlar.

Anahtar Kelimeler

bilişsel kopma sendromu, ebeveyn-öğretmen uyumu, değerlendirme, konkordans, BKS, yavaş bilişsel tempo

Kaynakça

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