Tradução e adaptação para português da Vanderbilt ADHD Diagnostic Teacher Rating Scale: um estudo piloto

Oliveira, Luís; Pereira, Marcelino; Medeiros, Teresa; Serrano, Ana María

doi:10.17979/reipe.2019.6.1.4910

R Est Inv Psico y Educ

2019

DOI: 10.17979/reipe.2019.6.1.4910

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Tradução e adaptação para português da Vanderbilt ADHD Diagnostic Teacher Rating Scale: um estudo piloto

Luís Oliveira¹,

Marcelino Pereira²,

Teresa Medeiros³

et al.

Abstract: Este estudo integra uma investigação mais ampla, cujo propósito foi analisar o impacto da Perturbação de Hiperatividade/Défice de Atenção (PHDA) em contexto escolar, a nível académico, comportamental e social. A Vanderbilt Adhd Diagnostic Teacher Rating Scale (VADTRS) – Escala Vanderbilt de Diagnóstico de PHDA para Professores (EVDPP) - foi traduzida e adaptada para Português Europeu. 76 professores do 1.º ciclo da ilha de São Miguel (Açores) preencheram a EVDPP para 105 alunos diagnosticados com PHDA ou em a… Show more

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Cited by 3 publications

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Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Magalhães

Limpo

2022

Mindfulness

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Objectives Despite the increasing interest in mindfulness, there are few multifaceted mindfulness measures for children, mainly in Portuguese. Thus, this study developed the Portuguese version of the Comprehensive Inventory of Mindfulness Experiences (CHIME). Because this scale was initially created for adolescents, we also aimed to adapt it to children. Methods After translating the original CHIME to Portuguese and adapting the wording for children, the instrument was administered to 223 9–10-year-olds, along with self-report measures of affect and quality of life, teacher-rated measures of inhibition, inattention, and emotional lability, and a performance-based attentional measure. We examined CHIME’s factorial validity, inspected facets’ reliability, and tested convergent, discriminant, and predictive validity. Results Confirmatory factor analyses (CFA) supported a 7-factor structure of the scale, after removing the accepting and non-judgmental attitude facet. Factor loadings (> .34) and reliability indices (> .54) were acceptable, though the average variance extracted was less than desirable. Correlations with external correlates provided support to CHIME’s convergent and divergent validity ( r s range .13–.55, p s < .05). Finally, evidence of predictive validity was found with a regression analysis showing that external awareness ( b = − .16) and openness to experience ( b = − .17) predicted academic achievement. Conclusions This study provided preliminary validity and reliability evidence on the Portuguese CHIME. This instrument can provide relevant insights about the mindfulness facets and offer useful indications for the development of evidence-based interventions in childhood.

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Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Magalhães

Limpo

2022

Mindfulness

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A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children

et al. 2022

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Objectives Research into the effectiveness of mindfulness-based programs (MBPs) in school settings has grown substantially. However, studies in the field are still scarce, present methodological limitations, and fail to examine how children’s characteristics influence MBPs’ effects. The twofold aim of this study was to analyze the effectiveness of an MBP on children’s attention and emotional regulation, writing performance, and school grades, and to evaluate the moderating role of baseline scores, age, gender, and socioeconomic status. Methods Fifty-seven third graders received the MBP ( n = 28) or a health-based program ( n = 29), which is the active control group, for 8 weeks. In each week, both programs were composed of two 30-min sessions delivered by psychologists and three 5-min sessions delivered by teachers. Before and after the implementation of the programs, we assessed teacher-rated children’s attention and emotional regulation, performance-based attention networks (alerting, orienting, and conflict monitoring), writing performance (handwriting fluency, spelling, and text quality), and school grades in Portuguese, Mathematics, and Social Studies. Results Compared to the control group, after the program, the mindfulness group displayed higher teacher-rated attention and emotional regulation, as well as better Portuguese, Mathematics, and Social Studies grades. Emotional regulation and alerting baseline scores as well as age were found to moderate the MBP’s effects. Conclusions These findings provide preliminary evidence on the effectiveness of a MBP on children’s behavior and school grades. This means that students may benefit from the integration of mindfulness practices into the educational setting as a complement to the school curriculum.

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Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4

Limpo,

Vieira,

Magalhães

et al. 2023

Mindfulness

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Objectives There is a growing interest in mindfulness-based programs. Yet, research in the area is limited, and little is known about the factors that moderate the effects of these programs. The two-fold aim of this study was (1) to examine the effects of a mindfulness-based program on dispositional mindfulness, inattention and emotional lability, handwriting fluency, spelling accuracy, and composing quality, as well as school achievement; and (2) to evaluate the moderating role of lesson absences, intervention-related knowledge, and social validity. Method Using a quasi-experimental design, 257 fourth graders were assigned to an experimental group receiving a mindfulness-based program (n = 130) or an active control group receiving a health-based program (n = 127). Both programs were implemented in the classroom for 8 weekly units, which included two 30-min sessions delivered by psychologists, followed by three 5-min sessions delivered by teachers. All children were evaluated before and after the programs. Results Compared to the control condition, the mindfulness-based program resulted in higher levels of internal and external awareness, and decentering and nonreactivity, as well as better composing quality and mathematics grades. Lesson absences, intervention-related knowledge, and social validity did not moderate the effects of the mindfulness-based program. Conclusions These findings support the integration of mindfulness practices in primary school as a means to improve children’s academic-related skills and ability to be mindful.

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Tradução e adaptação para português da Vanderbilt ADHD Diagnostic Teacher Rating Scale: um estudo piloto

Cited by 3 publications

References 21 publications

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children

Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4

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