Preschool and Kindergarten Behavior Scales - Second Edition (PKBS-2): adaptação e estudos psicométricos da versão portuguesa

Abstract

ResumoEste artigo tem por objetivo apresentar o processo de tradução, adaptação e alguns estudos psicométricos da versão portuguesa das Preschool and Kindergarten Behavior Scales -Second Edition (PKBS-2;Merrell, 2002), uma escala de avaliação com 76 itens na sua versão original, especifi camente desenvolvida para avaliar aptidões sociais e problemas de comportamento em crianças pré-escolares. A amostra normativa é composta por 1000 crianças pré-escolares avaliadas por pais e educadores/ professores. Foram efetuados estudos de tradução/adaptação e inclusão de outros itens relevantes que, após análises de itens, análise fatorial exploratória e de consistência interna, resultaram numa versão portuguesa com 80 itens. Os resultados da análise fatorial exploratória permitiram identifi car três subescalas para a escala de Aptidões Sociais e duas subescalas para a de Problemas de Comportamento. As escalas apresentaram uma boa consistência interna e foram observadas intercorrelações moderadas a elevadas entre as subescalas e o resultado total. Para a estabilidade temporal, os resultados são congruentes com os da versão original, com valores moderados a elevados (r = 0,65 a 0,90). Apesar de algumas limitações apresentadas, fi ca disponível uma ferramenta útil e válida na avaliação de aptidões sociais e problemas de comportamento das crianças portuguesas pré-escolares. Palavras-chave: Avaliação, pré-escolares, habilidades sociais, problemas do comportamento. AbstractThis study aims to document the process of translation, adaptation and some psychometric studies of the Portuguese version of the Preschool and Kindergarten Behavior Scales -Second Edition (PKBS-2; Merrell, 2002), a behavior rating scale with 76 items on the original version, specifi cally developed to assess social skills and problem behaviors in preschool children. The normative sample comprises 1000 preschoolers rated by their parents and teachers. Studies of translation/adaptation and inclusion of other relevant items were done. After item analyses, exploratory factor analysis and internal consistency studies the Portuguese version with 80 items was developed. Exploratory factor analysis studies identifi ed three subscales for the Social Skills Scale and two subscales for the Problem Behaviors Scale. The scales showed good internal consistency, and moderate to high correlations between subscales and the total score were observed. Results from the test-retest study are congruent with results from the original version, with moderate to high values (r = .65 to .90). In spite of the presented limitations, it is made available a useful and valid tool for the assessment of social skills and problem behaviors of preschool Portuguese children.

Validating the Preschool and Kindergarten Behavior Scales-2: Preschoolers with autism spectrum disorders

“…The PKBS-2 has other positive features that deserve mention. It has good psychometric properties (Major & Seabra-Santos, 2014;Merrell, 2002), it assesses children who are 3 to 6, years of age, thus covering the median age of ASD diagnosis (4 years of age, according to Anagnostou et al, 2014), it addresses preschool settings where children interact with peers and developmental concerns such as core ASD symptoms may first appear or become more salient, it evaluates both positive and negative behavior and the same items can be answered by different informants. In this study it proved to be a useful tool to evaluate the social and behavioral functioning of children with ASD that may be helpful in future research and practice.…”

“…After a pilot study with 320 children, a nationally representative normative sample of 1,000 children was collected all over the country (each child rated by home and school informants). This process, as well as several reliability and validity studies, are documented elsewhere (Major, 2011;Major & Seabra-Santos, 2014).…”

“…These 32 children with ASD were paired with 32 typically-developing children from the normative sample of the Portuguese PKBS-2 version (Major, 2011;Major & Seabra-Santos, 2014). As shown in Table 1, the pairing process for selection of the comparison group resulted in an almost perfect equivalence between groups regarding age, gender, geographic region, geographic zone, residence area and SES (t and χ 2 non-significant differences).…”

Are We Talking About the Same Child? Parent-Teacher Ratings of Preschoolers’ Social-Emotional Behaviors

“…The process of translation/adaptation to the Portuguese language and back‐translation was completed following permission granted by the PKBS‐2 author and editor. Item analyses, as well as evidence of reliability and validity, were documented for the Portuguese version (Major, ; Major & Seabra‐Santos, ).…”

Alumnado rechazado por sus compañeros en Educación Infantil: prevalencia, diferencias de género y relación con problemas externalizados || Children rejected by their peers in Kindergarten education: Prevalence, gender, differences and association with externalizing problems

“…Por último, respecto al tercer objetivo, habiendo tenido en cuenta los estudios consultados (Fujiki y Brinton, 2009;Murray et al, 2010;Prizant, 1999;Rogers-Adkinson y Hooper, 2003), los resultados obtenidos no son los esperados: no se encontraron diferencias estadísticamente significativas en función del tipo sociométrico en todos los factores de competencia social. Sí se hallaron diferencias en Interacción social y Exteriorización de problemas, pero no en Cooperación Social e Independencia Social (Merrell, 2003). Los resultados de este estudio muestran que, en Interacción Social, los Preferidos puntúan por encima de cualquiera de los otros tipos sociométricos.…”