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Teacher Questionnaire on First-Grade Student Adaptation

Teacher Questionnaire on First-Grade Student Adaptation Test

In 9 minutes, understand how each first grader is adjusting socially, emotionally, and academically in the first months of school. 46 items deliver clear, actionable insights to guide targeted support and strengthen classroom climate.

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Questions: 469 minutes

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08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

10354 views

630 completions

562 likes

Scale Explorer

How the Scales are Structured

example score

8/10

Impairments in Intellectual Functioning (IiIF)

Assesses the degree of observed difficulties in intellectual functioning that may hinder learning and mastering school material.

Low

Moderate

High

0 – 3: Low | 4 – 7: Moderate | 8 – 10: High

A score of 8 falls in the High range, suggesting pronounced learning-related difficulties in understanding, processing, or applying academic material compared with peers.

example score

3/9

Asthenic Syndrome (AS)

Measures the degree of fatigue-related difficulties and reduced work capacity observed during the child’s school adaptation.

Low

Moderate

High

0 – 2: Low | 3 – 5: Moderate | 6 – 9: High

A score of 3 falls in the Moderate range, suggesting occasional signs of tiredness and reduced stamina that may affect classroom performance at times.

example score

5/8

Nervous System Inertia (NSI)

Measures signs of nervous system inertia reflected in slower reactions and difficulty shifting attention in the classroom.

Low

Moderate

High

0 – 2: Low | 3 – 5: Moderate | 6 – 8: High

A score of 5 indicates a moderate level of inertia, suggesting the student may sometimes need extra time to respond and switch tasks or focus.

example score

3/7

Hyperkinetic Syndrome (HS)

Assesses the degree of increased motor activity and impulsivity observed in the child during early school adaptation.

Low

Moderate

High

0 – 2: Low | 3 – 5: Moderate | 6 – 7: High

A score of 3 falls in the Moderate range, indicating noticeable but not pronounced signs of increased activity and impulsivity that may affect classroom behavior at times.

example score

5/7

Infantilism (I)

Measures the degree of behavioral and emotional immaturity (infantilism) shown by the child in the school setting.

Low

Moderate

High

0 – 2: Low | 3 – 5: Moderate | 6 – 7: High

A score of 5 indicates a moderate level of behavioral and emotional immaturity, with noticeable but not extreme age-inappropriate reactions that may affect classroom adaptation.

example score

2/7

Neurotic Symptoms (NS)

This scale reflects how often neurotic-like symptoms (e.g., heightened worry, tension, or somatic complaints) may interfere with a child’s early school adaptation.

Low

Moderate

High

0 – 2: Low | 3 – 5: Moderate | 6 – 7: High

A score of 2 falls in the Low range, suggesting few observed neurotic symptoms that are unlikely to significantly hinder adaptation at this time.

example score

0/2

Left-Handedness (L)

This scale notes whether left-handedness is present as a factor that may influence a child's school adaptation.

Not indicated

Indicated

0: Not indicated | 1 – 2: Indicated

A score of 0 indicates that left-handedness is not marked as present for this child on this questionnaire.

example score

3/5

School Unreadiness (SU)

This scale measures a child’s psychological and behavioral readiness to meet early school learning demands.

Well-prepared

Some unpreparedness

Marked unpreparedness

0 – 1: Well-prepared | 2 – 3: Some unpreparedness | 4 – 5: Marked unpreparedness

A score of 3 indicates some unpreparedness, suggesting noticeable but not severe adjustment challenges that may benefit from targeted classroom support.

example score

1/1

Parental Attitude (PA)

Assesses how supportive versus unfavorable parents' attitudes toward the child are, which can affect the child’s adjustment to school.

Unfavorable attitude

Supportive attitude

0 – 0.99: Unfavorable attitude | 1: Supportive attitude

A score of 1 indicates a supportive parental attitude that is unlikely to hinder the child’s adaptation to school.

example score

46/100

Maladaptation Level (ML)

This scale measures how strongly a first grader is experiencing difficulties adapting to the school environment.

Well adapted

Marked maladjustment

0 – 39: Well adapted | 40 – 100: Marked maladjustment

A score of 46 falls in the marked maladjustment range, indicating pronounced adaptation difficulties in the school setting.

example score

4/7

Low Learning Motivation (LLM)

This scale measures the child's level of academic motivation during the initial adaptation to school routines and learning demands.

Adequate motivation

Moderately low motivation

Low motivation

0 – 2: Adequate motivation | 3 – 5: Moderately low motivation | 6 – 7: Low motivation

A score of 4 falls in the Moderately low motivation range, suggesting reduced interest or persistence with school tasks that may increase adaptation difficulties.

example score

3/7

Insufficient Voluntary Regulation of Mental Functions (IVRoMF)

Assesses how insufficient voluntary control of mental functions may interfere with a child's ability to manage learning tasks and behavior at school.

Low difficulty

Moderate difficulty

High difficulty

0 – 2: Low difficulty | 3 – 5: Moderate difficulty | 6 – 7: High difficulty

A score of 3 indicates moderate signs of insufficient voluntary control that may occasionally make it harder for the child to regulate attention, follow instructions, or sustain effort in class.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

First-grade classroom teachers

57%OF USERS

They complete it to quickly spot which students are struggling with routines, learning demands, or peer relationships during the first months of school.

School psychologists and counselors

28%OF USERS

They use teacher responses to identify children needing support and to plan targeted interventions for individuals or the whole class.

Special education support staff

15%OF USERS

They take it to document adjustment concerns and coordinate accommodations or additional services for students showing early difficulties.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
— Explained Clearly

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AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

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Recommendations

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Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

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Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Disorders of intellectual activity (Doia)

Average

7.1

Normal range

5.9 — 8.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Asthenic Syndrome (AS)

Average

2.9

Normal range

1.4 — 4.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Inertia of the nervous system (Iotns)

Average

2.8

Normal range

1.4 — 4.2

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Hyperkinetic Syndrome (HS)

Average

3.2

Normal range

2.3 — 4.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Infantilism (I)

Average

Normal range

2.1 — 4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Neurotic Symptoms (NS)

Average

4.7

Normal range

3.8 — 5.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Left-handedness (L)

Average

0.7

Normal range

0.4 — 1.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Unpreparedness for School (UfS)

Average

3.7

Normal range

2.9 — 4.6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Parental Attitude (PA)

Average

0.6

Normal range

0.4 — 0.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Level of Maladjustment (LoM)

Average

53.3

Normal range

40.1 — 66.4

min.

max.

100

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Low motivation ADHD (LmA)

Average

4.8

Normal range

3.7 — 5.9

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Deficiency of produced psychological functions (Doppf)

Average

4.7

Normal range

3.6 — 5.8

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does the questionnaire measure?

It screens first graders’ adjustment during the early months of school. It covers social interaction, comfort in the classroom setting, and common emotional, social, and learning-related difficulties.

Who should complete the questionnaire?

It is intended for the primary classroom teacher who has regular contact with the student. Ratings should reflect typical behavior observed in the school setting.

When is it best to administer it?

It is appropriate after a brief observation period in the first months of first grade. It may be repeated to monitor change after support measures are implemented.

How long does it take and how many items are included?

Completion time is approximately 9 minutes. The questionnaire includes 46 items.

How should results be used?

Results are used to flag areas that may require individual support and to identify patterns affecting the class as a group. They should be interpreted with other available school information rather than as a standalone diagnosis.

WHAT THE TEST MEASURES

About This Assessment

Teacher Questionnaire on First-Grade Student Adaptation Test

adaptation

This teacher-report measure supports systematic observation of early school adjustment in first-grade students. The Teacher Questionnaire on First-Grade Student Adaptation is intended to help identify areas of relative strength and difficulty during the transition into the classroom setting.

The questionnaire includes 46 items and typically requires about 9 minutes to complete. Items focus on day-to-day functioning at school, including behavioral regulation, peer interaction, emotional comfort, and adjustment to classroom routines; responses can help inform follow-up discussion and planning for supports.

When used alongside direct observation and other sources of information, the Teacher Questionnaire on First-Grade Student Adaptation can contribute to a clearer description of student needs and classroom climate. Authors: Thomas M. Achenbach and Constance R. Kamphaus.

Author: Constance R. Kamphaus, Thomas M. Achenbach

Literature: Rimm-Kaufman, S. E., & Pianta, R. C. An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology. 2000.

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