Affective-motivational behaviors during dynamic assessment of children with learning disabilities: a proposal of categorization

Authors

  • Erika da Silva Ferrão Universidade Federal do Espírito Santo
  • Elissa Orlandi Moraes Universidade Federal do Espírito Santo
  • Sônia Regina Fiorim Enumo Universidade Federal do Espírito Santo
  • Maria Beatriz Martins Linhares Universidade de São Paulo- Ribeirão Preto
  • Gizele Pereira de Sousa Universidade Federal do Espírito Santo

DOI:

https://doi.org/10.5380/psi.v14i2.7666

Keywords:

categories’ construction, affective-motivational factors, dynamic assessment

Abstract

This research aimed to build a set of observed behaviors categories of children with learning disability related to affective-motivational factors exhibited during dynamic assessment. Ten children with learning disabilities aged 8-10 years old were videotaped while performing a dynamic testing and observation reports of these videotapes were made. In order to register these children's behavior, one tape at a time was randomly chosen from 34 videotapes, which showed the task being performed by 34 children, until the moment when the behaviors started to repeat and the behavioral variability started to decrease, concluding 10 children observed. Twenty categories were defined, divided into Facilitating and Non-facilitating of child performance, for example: Showing impulsivity, Giving feedback, Asking for help. The level of agreement was calculated among three examiners. The results showed that 10 categories assessed by at least two examiners reached reliability of ratings higher than 70%. These categories are indicated to assess affective-motivational aspects in dynamic assessment, such as Correcting question/answer after hint/help; Showing willingness in stopping the task; and Complaining about answering/meeting requests. Future studies are suggested to test the applicability of the categories with low agreement ratings.

 

Keywords: categories’ construction; affective-motivational factors; dynamic assessment.

Author Biographies

Erika da Silva Ferrão, Universidade Federal do Espírito Santo

Erika da Silva Ferrão – Psicóloga; Programa de Pós-Graduação em Psicologia, Universidade Federal do Espírito Santo – Vitória, ES; bolsista de doutorado da CAPES.

Elissa Orlandi Moraes, Universidade Federal do Espírito Santo

Psicóloga, mestranda do Programa de Pós-Graduação em Psicologia da Universidade Federal do Espírito Santo, bolsista de mestrado da CAPES.

Sônia Regina Fiorim Enumo, Universidade Federal do Espírito Santo

Professora Associada 1, Departamento de Psicologia Social e do Desenvolvimento, Programa de Pó-Graduação em Psicologia da Universidade Federal do Espírito Santo, bolsista de produtividade em pesquisa 1B do CNPq.

Maria Beatriz Martins Linhares, Universidade de São Paulo- Ribeirão Preto

Psicóloga, Professora Doutora da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo, Programa de Pós-Graduação em Saúde Menta, Programa de Pós-Graduação em Psicologia da FCCL-Ribeirão Preto, bolsista de produtividade em pesquisa 1C do CNPq.

Gizele Pereira de Sousa, Universidade Federal do Espírito Santo

Psicóloga epla UFES, ex-bolsista de Iniciação Científica do CNPq. 

 

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How to Cite

Ferrão, E. da S., Moraes, E. O., Enumo, S. R. F., Linhares, M. B. M., & Sousa, G. P. de. (2010). Affective-motivational behaviors during dynamic assessment of children with learning disabilities: a proposal of categorization. Interação Em Psicologia, 14(2). https://doi.org/10.5380/psi.v14i2.7666

Issue

Vol. 14 No. 2 (2010)

Section

Articles

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