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Title

Predicting a high rate of self-assessed and parent-assessed peer problems – Is it typical for students with disabilities?
Authors
Schwab, Susanne
Gebhardt, Markus
Hessels, Marco G.P.
Nusser, Lena
Published in Research in Developmental Disabilities. 2016, vol. 49-50, p. 196-204
Abstract Peer problems are common in children with special educational needs (SEN), but the reasons are poorly understood. This study aims to identify risk factors of peer problems (e.g. SEN, school setting, prosocial behaviour) for their occurrence. A subsample of 3’900 children from the National Educational Panel Study in Germany was analysed. Children and parents answered the items of the Strengths and Difficulties Questionnaire (SDQ) subscales ‘peer problems’ and ‘prosocial behaviour’. Students with SEN (attending special schools or inclusive classes) were more likely to score within the abnormal range of the SDQ subscale peer problems than students without SEN. The results further show a low level of parent-child agreement on the subscale ‘peer problems’. Logistic regression analyses showed that having SEN is always an explaining variable for ‘peer problems’ and that group differences cannot be fully explained by gender, school setting or ‘prosocial behaviour’.
Keywords Strengths anddifficultiesquestionnaire — Peer problems — Special educational needs — Pro-social behaviour — Inclusive education
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Other version: http://www.sciencedirect.com/science/article/pii/S0891422215300214
Structures
Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation
Research group MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI)
Citation
(ISO format) 		SCHWAB, Susanne et al. Predicting a high rate of self-assessed and parent-assessed peer problems – Is it typical for students with disabilities?. In: Research in Developmental Disabilities, 2016, vol. 49-50, p. 196-204. https://archive-ouverte.unige.ch/unige:79237

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Deposited on : 2016-01-13

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