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Abstract(s)
A presente investigação tem como objetivo principal caracterizar um grupo de as crianças e adolescentes com altas habilidades sinalizados pelas Delegações da Associação Nacional para o Estudo e a Intervenção na Sobredotação (ANEIS) de Braga e do Porto. Por outro lado compreender o contributo dos testes de inteligência e da sinalização dos professores na identificação da sobredotação. A amostra integra as avaliações feitas por estas duas delegações entre Junho de 2002 e Fevereiro de 2012 e é constituída por 130 participantes, com idades compreendidas entre os 4,3 e os 16,2 anos. A investigação assum um desenho correlacional descritivo com um caráter exploratório. Neste estudo foram usadas duas escalas de inteligência: a WISC-III e a WPPSI-R e uma escala de classificação de comportamentos: a EACCAS. Neste sentido, as hipóteses que colocámos visavam eventuais diferenças nos testes de inteligência em função do ciclo de estudos ou do sexo, diferenças na sinalização feita pelos professores em função do ciclo de estudos ou do sexo e a análise de correlações entre os testes de inteligência e a sinalização dos professores,e entre as subescalas da EACCAS. Assim os resultados do nosso estudo evidenciaram correlações positivas entre a subescala de Aprendizagem e o QI realização da WISC-III e o QI verbal da WPPSI-R e uma correlação negativa entre a subescala da liderança e o Índice de Compreensão Verbal da WISC-III. Constatou-se também uma forte correlação entre todas as dimensões da EACCAS.
Palavras-chave
The main purpose of this research is describing a group of children and adolescents with high skills screening by the delegations of the National Association for the Study and Intervention on Giftedness (ANEIS) of Braga and Porto. On the other hand we try to understand the contribution of intelligence tests, and teachers nominations in the identification of giftedness. The sample includes the assessments made by the two delegations between June 2002 and February 2012 and consists in 130 participants, aged between 4.3 and 16.2 years. Research has a correlational descriptive design with a exploratory nature. In this study we used two intelligence scales: the WISC-III and WPPSI-R plus a behavior rating scale: the portuguese version of SRBCSS. Our hypotheses analyze differences in the intelligence tests based on gender or academic grades school, or diferences in teachers nominations according gender or academic grades and correlations between intelligence tests and teachers nominations or between SRBCSS portuguese version. Our results showed a positive correlations between Learning subscale and Performance IQ of WISC-III and Verbal IQ in WPPSI-R. Furthermore we found a negative correlation between WPPSI-R and leadership and between learning subsacale with Index of Verbal Comprehension of WISC-III. We also found a strong correlation between all dimensions of SRBCSS portuguese version.
The main purpose of this research is describing a group of children and adolescents with high skills screening by the delegations of the National Association for the Study and Intervention on Giftedness (ANEIS) of Braga and Porto. On the other hand we try to understand the contribution of intelligence tests, and teachers nominations in the identification of giftedness. The sample includes the assessments made by the two delegations between June 2002 and February 2012 and consists in 130 participants, aged between 4.3 and 16.2 years. Research has a correlational descriptive design with a exploratory nature. In this study we used two intelligence scales: the WISC-III and WPPSI-R plus a behavior rating scale: the portuguese version of SRBCSS. Our hypotheses analyze differences in the intelligence tests based on gender or academic grades school, or diferences in teachers nominations according gender or academic grades and correlations between intelligence tests and teachers nominations or between SRBCSS portuguese version. Our results showed a positive correlations between Learning subscale and Performance IQ of WISC-III and Verbal IQ in WPPSI-R. Furthermore we found a negative correlation between WPPSI-R and leadership and between learning subsacale with Index of Verbal Comprehension of WISC-III. We also found a strong correlation between all dimensions of SRBCSS portuguese version.
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Keywords
Sobredotação Processos de identificação