Predicting behaviour and learning problems at school entry: Examining the utility of a parent-, teacher-, and a child-based scale

Abstract

This exploratory study investigated the screening of behaviour, and auditory processing and reading problems in the first school year, employing a sample of 74 children. A teacher behaviour risk index, which included (i) a Behaviour scale (internalising, externalising dimensions and inattention), (ii) a teacher Future Risk estimation, was found to be reliable and a valid predictor of behaviour, together with a parent-based behaviour scale, against the Personal-Social Behaviour sub-scale of the Pupil Rating Scale-Revised. Adding the teacher-based Behaviour scale to the child-based Performance Indicators in the Primary School (PIPS) did not assist reading assessment, however the PIPS scale was confirmed as a valid reading predictor. A teacher-based Central Auditory Processing Disorder (CAPD) scale was significantly correlated to teacher-based Inattention and Behaviour and, with the teacher-based Behaviour scale, significantly predicted reading. On its own it predicted reading better than phonological awareness. It was suggested that child behaviour, CAPD and reading profiles could facilitate joint parent-teacher at-risk referrals in Year 1, including mental health. Assistive listening devices were recommended to aid children's auditory processing. The study needs replication with larger samples.

Keywords:

• school entry screening
• reliability
• content, concurrent, predictive validity
• parent-, teacher-, child-based scales
• internalizing and externalizing behaviour
• central auditory processing disorder
• inattention
• reading
• mental health
• parent-teacher referrals