Translation, Adaptation and Content Validation of Section I of the Scale “Assessment of Peer Relations” Into the Portuguese Language

Soares, Elsa; Serrano, Ana María; Guralnick, Michael J.

doi:10.7322/jhgd.50388

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…For White-Koning et al 20 , despite the importance of the self-report, in situations in which children cannot express themselves due to the impact of their disability in functional skills, assessment of quality of life can be made using information obtained from their parents, since they know their children deeply. Soares et al 32 expressed the importance of the caregiver for supplementary information about a child, because it is they who know them best.…”

Section: Discussionmentioning

confidence: 99%

Quality of life questionnaire for children with cerebral Palsy (cp qol-child): translation and cultural adaptation to the Brazilian portuguese language

Braccialli¹,

Braccialli

Sankako

et al. 2013

J. Hum. Growth Dev.

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Journal of Human Growth and Development 2013; 23(2): 157-163ORIGINAL RESEARCH AbstractThe aim of this study was to verify the reliability of the Brazilian Portuguese version of the instrumentCerebral Palsy: quality of life questionnaire for children: primary caregiver questionnaire (CP QOLChild: primary caregiver) translated and culturally adapted. Thus, the translation and cultural adaptation of the instrument was made, and then the procedures to verify its reliability were performed. The translated and culturally adapted questionnaire was answered by 30 caregivers of children with cerebral palsy and inter-and intra-observer analysis followed. The data allowed the authors to identify an internal consistency rangering from 0.649 to 0.858, intra-observer reliability from 0.625 to 0.809 and inter-observer reliability from 0.498 to 0.903. The analysis suggests that the instrument has acceptable psychometry.

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Section: Discussionmentioning

confidence: 99%

Quality of life questionnaire for children with cerebral Palsy (cp qol-child): translation and cultural adaptation to the Brazilian portuguese language

Braccialli¹,

Braccialli

Sankako

et al. 2013

J. Hum. Growth Dev.

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“…Sem publicação prévia, a EAES constitui uma medida de heterorrelato, que capta as perceções dos educadores de infância, tendo sido desenvolvida tendo por base o instrumento Assessment of Peer Relations (APR; Guralnick, 1992b;Soares, Serrano, & Guralnick, 2013) e o Play Tools for Learning (Bruder & Chen, 2007) e fundamentando-se, conceptualmente, no modelo hierárquico de Guralnick (1992aGuralnick ( , 1999. Este modelo permite compreender os fatores que influenciam a competência social das crianças, entendida como a capacidade das crianças para, com sucesso e de forma adequada, selecionarem e atingirem os seus objetivos interpessoais (Guralnick, 1990).…”

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Escala de Avaliação das Estratégias Sociais: Um estudo de validação com crianças em idade pré-escolar

Fialho

Aguiar

2017

Análise Psicológica

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A Escala de Avaliação das Estratégias Sociais (EAES; Aguiar, 2007) destina-se a avaliar as estratégias sociais específicas que as crianças em idade pré-escolar utilizam nas tarefas sociais de entrada no grupo de pares, manutenção do jogo e resolução de conflitos. Neste estudo, avaliamos as características psicométricas dos dados obtidos com a EAES e com o Sistema de Avaliação das Competências Sociais (SSRS; Gresham & Elliott, 1990) em 349 crianças Portuguesas em idade pré-escolar. Internamente consistentes, correlacionadas com uma medida estabelecida de competência social, e com algumas variações em função do sexo e idade das crianças, as estratégias sociais de Manutenção do jogo, Iniciação harmoniosa, Iniciação ativa e Resolução de conflitos poderão relevar-se úteis para a investigação sobre relações entre pares.

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Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

Pinto

Grande

Coelho

et al. 2018

Developmental Neurorehabilitation

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This study aims to explore the role of three specific factors within the childenvironment interaction process-engagement, independence and social interactions-in influencing development and learning of children with disabilities in inclusive preschool settings. The main question is whether children can be categorised in homogenous groups based on engagement, independence and social interactions (proximal variables within a biopsychosocial framework of human development). The study also examined whether children with the same diagnosis would group together or separately, when trying to identify clusters of engagement, independence and social interactions, and additionally whether such clusters vary as a function of individual child characteristics, and/or as a function of structural and process characteristics of preschool environment. Data was taken from an intervention study conducted in mainstream preschools in Portugal. A person-centred cluster analysis was conducted to explore group membership of children with various diagnoses, based on their engagement, independence and social interaction profiles. Results show that children clustered based on similarity of engagement, independence and social interaction patterns, rather than on diagnosis. Besides, it was found that quality of peer interaction was the only predictor of cluster membership. These findings support the argument that participation profiles may be more informative for intervention purposes than diagnostic categories, and that preschool process quality, namely peer interaction, is crucial for children's participation.

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Translation, Adaptation and Content Validation of Section I of the Scale “Assessment of Peer Relations” Into the Portuguese Language

Cited by 3 publications

References 9 publications

Quality of life questionnaire for children with cerebral Palsy (cp qol-child): translation and cultural adaptation to the Brazilian portuguese language

Quality of life questionnaire for children with cerebral Palsy (cp qol-child): translation and cultural adaptation to the Brazilian portuguese language

Escala de Avaliação das Estratégias Sociais: Um estudo de validação com crianças em idade pré-escolar

Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings

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