TY - JOUR T1 - Parent-Teacher Agreement On Cognitive Disengagement Syndrome Symptoms In School-Age Children TT - OKUL ÇAĞI ÇOCUKLARINDA BİLİŞSEL KOPMA SENDROMU BULGULARI AÇISINDAN EBEVEYN-ÖĞRETMEN UYUMU AU - Tahıllıoğlu, Akın AU - Kardaş, Burcu AU - Kardaş, Ömer AU - Saday Duman, Nagihan AU - Gökten, Emel Sarı AU - Çıkılı Uytun, Merve AU - Kahraman, Özlem AU - Özdemir, Esra AU - Irmak Taşdemir, Ayşe AU - Lushi Şan, Zeyneb AU - Dönder Şen, Funda AU - Kurt Yılmaz, Elif AU - Yılmaz Türkel, Gamze AU - Ergüven Demirtaş, Merve AU - Ercan, Eyüp Sabri PY - 2025 DA - March Y2 - 2024 DO - 10.34087/cbusbed.1550016 JF - Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi JO - CBU-SBED PB - Manisa Celal Bayar Üniversitesi WT - DergiPark SN - 2147-9607 SP - 72 EP - 79 VL - 12 IS - 1 LA - en AB - Aim: This study examined how well parent and teacher reports are concordant in evaluating Cognitive Disengagement Syndrome (CDS) symptoms in school-age children.Method: The epidemiological sample consisted of 268 randomly chosen children aged 7 to 11 from four metropolitan cities in Turkey. Both parents and teachers evaluated the children by completing the Barkley Sluggish Cognitive Tempo Scale- Children and Adolescents (BSCTS-CA) and the CDS-Child Behavior Checklist (CDS-CBCL). Agreement and correlations between parent and teacher reports regarding CDS were assessed via coefficients of Cohen’s Kappa (k) and Spearman’s Rho (r).Results: Parents were not in agreement with teachers concerning the presence/absence of CDS (k=0,143, p=0,042 according to BSCTS-CA evaluation; k=0,039, p=0,366 according to CDS-CBCL evaluation). However, parent and teacher ratings on CDS-daydreaming and CDS-sluggish scores of BSCTS-CA showed medium correlation (r=0,375, r=0,305; respectively; all p KW - cognitive disengagement syndrome KW - parent-teacher agreement KW - assessment KW - concordance KW - CDS KW - sluggish cognitive tempo N2 - Giriş ve Amaç: Bu çalışmanın amacı, okul çağındaki çocuklarda Bilişsel Kopma Sendromu (BKS) semptomlarının değerlendirilmesinde ebeveyn ve öğretmen bildirimlerinin ne kadar uyumlu olduğunun incelenmesidir.Gereç ve Yöntemler: Örneklem Türkiye'nin dört büyük şehrinden 7 ila 11 yaş aralığında rastgele seçilen 268 çocuktan oluşan epidemiyolojik bir örneklemdir. Hem ebeveynler hem de öğretmenler, Barkley Yavaş Bilişsel Tempo Ölçeği-Çocuklar ve Ergenler (BYBTÖ-ÇE) ve BKS-Çocuk ve Ergenlerde Davranış Değerlendirme Ölçeği'ni (BKS-ÇDDÖ) doldurmuşlardır. BKS ile ilgili ebeveyn ve öğretmen puanlamaları arasındaki uyum ve korelasyonlar, Cohen’in Kappa (k) ve Spearman Rho (r) katsayıları aracılığıyla değerlendirilmiştir.Bulgular: Olgularda BKS’nin varlığına veya yokluğuna yönelik olarak ebeveynler öğretmenlerle uyum içinde saptanmamıştır (BYBTÖ-ÇE değerlendirmesine göre k=0,143, p=0,042; BKS-ÇDDÖ değerlendirmesine göre k=0,039, p=0,366). Ancak, ebeveyn ve öğretmenlerin BYBTÖ-ÇE'nin BKS-gündüz düşleri ve BKS-yavaşlık puanlamaları orta düzeyde korelasyon (sırasıyla r=0,375, r=0,305; tüm p CR - 1. Becker, S. P., Marshall, S. A. et al. (2014). Sluggish cognitive tempo in abnormal child psychology: an historical overview and introduction to the special section. Journal of abnormal child psychology, 42(1), 1–6. https://doi.org/10.1007/s10802-013-9825-x CR - 2. Barkley, R. A. (2018). A review of research on SCT. In R. Barkley (Ed.), Barkley sluggish cognitive tempo scale—children and adolescents (BSCTS-CA) (pp. 4–66). Guilford Press. CR - 3. 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