Questionnaire for Teachers on First Graders' Adaptation Test - the question form
Questions: 46 · 9 minutes
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1. The parents are completely uninvolved in the child’s upbringing and are rarely at school.
Yes
No
2. At the time the child started school, the child did not have basic learning skills (e.g., could not count, did not know letters).
Yes
No
3. Does not know many things that most children of the same age know (e.g., days of the week, seasons, fairy tales, etc.).
Yes
No
4. Fine motor skills in the hands are poorly developed (e.g., difficulty writing, uneven letter formation, tremor).
Yes
No
5. Writes with the right hand, but according to the parents is a retrained left-handed student.
Yes
No
6. Writes with the left hand.
Yes
No
7. Moves their hands aimlessly.
Yes
No
8. Blinks frequently.
Yes
No
9. Sucks their thumb or chews on a pen.
Yes
No
10. Sometimes stutters.
Yes
No
11. Bites nails.
Yes
No
12. The child has a frail build and is small in stature.
Yes
No
13. The child is clearly home-oriented, needs a friendly atmosphere, and likes to be petted or hugged.
Yes
No
14. Really likes to play and plays even during lessons.
Yes
No
15. He seems younger than the other children, even though he is the same age.
Yes
No
16. Speech is immature, similar to that of a 4–5-year-old child.
Yes
No
17. Is excessively worried in class.
Yes
No
18. Recovers quickly from failures.
Yes
No
19. Enjoys noisy, active games during recess.
Yes
No
20. Cannot stay focused on one task for long; always tries to finish quickly without regard for quality.
Yes
No
21. After an interesting game or a short physical activity break, it is impossible to get the student back into a serious work mode.
Yes
No
22. Dwells on failures for a long time.
Yes
No
23. Often becomes confused when the teacher asks an unexpected question. If given time to think, can answer well.
Yes
No
24. Takes a very long time to complete any task.
Yes
No
25. Completes homework much better than in-class work (the difference is very substantial, greater than for other children).
Yes
No
26. Takes a very long time to switch from one activity to another.
Yes
No
27. Often cannot repeat after the teacher even very simple material, yet shows excellent memory for things that interest them (e.g., knows car brands but cannot repeat a simple rule).
Yes
No
28. Requires constant attention from the teacher. Does almost everything only after being addressed personally (e.g., “Write!”).
Yes
No
29. Makes many mistakes when copying from the board.
Yes
No
30. The slightest thing is enough to distract the student from a task (e.g., a door squeaks, something drops).
Yes
No
31. Brings toys to school and plays with them during class.
Yes
No
32. Never does anything beyond the required minimum; does not try to learn anything new or share information.
Yes
No
33. Parents report that it is difficult to get the student to sit down to do homework.
Yes
No
34. It seems that the student feels unwell during lessons and only becomes more lively during breaks.
Yes
No
35. Dislikes making any effort; if something does not work out, gives up and looks for excuses (e.g., says their hand hurts).
Yes
No
36. Has an unhealthy appearance (pale, underweight).
Yes
No
37. Toward the end of the lesson, works less effectively, is often distracted, and appears inattentive.
Yes
No
38. If something does not work out, becomes irritated and cries.
Yes
No
39. Does poorly when time is limited. If rushed, may shut down completely and stop working.
Yes
No
40. Often complains of tiredness or headaches.
Yes
No
41. Almost never answers correctly when a question is asked in a nonstandard way and requires quick thinking.
Yes
No
42. The student's responses improve when they can rely on external aids (e.g., counting on fingers).
Yes
No
43. Cannot complete a similar task after the teacher’s explanation.
Yes
No
44. Has difficulty applying previously learned concepts and skills when the teacher explains new material.
Yes
No
45. Often gives irrelevant answers and cannot identify the main point.
Yes
No
46. It seems that the student has difficulty understanding explanations because basic skills and concepts are not yet developed.
Yes
No
1. The parents are completely uninvolved in the child’s upbringing and rarely come to school.
Yes
No
2. At school entry, the child did not have basic academic skills (e.g., could not count, did not know letters, etc.).
Yes
No
3. Does not know many things that most children of the same age know (e.g., days of the week, seasons, fairy tales, etc.).
Yes
No
4. Poor fine motor development of the hands (difficulty writing, uneven lettering, hand tremor, etc.).
Yes
No
5. Writes with the right hand, but according to the parents was retrained from left-handedness.
Yes
No
6. Writes with the left hand.
Yes
No
7. Moves their hands aimlessly.
Yes
No
8. Blinks frequently.
Yes
No
9. Sucks their thumb or chews on a pen.
Yes
No
10. Sometimes stutters.
Yes
No
11. Bites nails.
Yes
No
12. The child has a slender build and is short for their age.
Yes
No
13. The child is clearly a “homebody,” needs a friendly atmosphere, and likes to be petted or hugged.
Yes
No
14. Really enjoys playing and plays even during lessons.
Yes
No
15. It seems that the student appears younger than other children, even though they are the same age.
Yes
No
16. Speech is immature, resembling that of a 4–5-year-old child.
Yes
No
17. Excessively worried during class.
Yes
No
18. Quickly accepts setbacks.
Yes
No
19. Enjoys noisy, active games during recess.
Yes
No
20. Cannot stay focused on one task for long; always tries to finish as quickly as possible without paying attention to quality.
Yes
No
21. After an interesting game or a short physical activity break, it is impossible to get the student focused on serious work.
Yes
No
22. Dwells on setbacks for a long time.
Yes
No
23. When asked an unexpected question by the teacher, often becomes confused. If given time to think, can answer well.
Yes
No
24. Takes a very long time to complete any task.
Yes
No
25. Completes homework much better than in-class work (the difference is very marked, greater than in other children).
Yes
No
26. Takes a very long time to switch from one activity to another.
Yes
No
27. Often cannot repeat the simplest material after the teacher, but shows excellent memory for things of interest (e.g., knows car brands but cannot repeat the simplest rule).
Yes
No
28. Requires constant attention from the teacher. Does almost everything only after being addressed personally (e.g., "Write!").
Yes
No
29. Makes many mistakes when copying from the board or a text.
Yes
No
30. The slightest thing is enough to distract the student from a task (e.g., a door creaks, something falls).
Yes
No
31. Brings toys to school and plays with them during lessons.
Yes
No
32. Never does anything beyond the required minimum; does not try to learn more or share information.
Yes
No
33. Parents report that it is difficult to get the student to sit down to do homework.
Yes
No
34. It seems that the student feels unwell during lessons and only becomes lively during breaks.
Yes
No
35. Dislikes making any effort; if something does not work out, gives up and looks for excuses (e.g., says their hand hurts).
Yes
No
36. Does the student appear not entirely healthy (pale, thin)?
Yes
No
37. By the end of the lesson, works less effectively, is often distracted, and appears absent-minded.
Yes
No
38. If something does not work out, becomes irritated or cries.
Yes
No
39. Performs poorly when time is limited. If rushed, may shut down completely and stop working.
Yes
No
40. Often complains of fatigue or headaches.
Yes
No
41. Almost never answers correctly when a question is asked in an unusual way and requires quick thinking.
Yes
No
42. Performance improves when the student can rely on external aids (e.g., counting on fingers).
Yes
No
43. After the teacher’s explanation, cannot complete a similar task.
Yes
No
44. Has difficulty applying previously learned concepts and skills when the teacher explains new material.
Yes
No
45. Often responds off topic and cannot identify the main point.
Yes
No
46. It seems that the student has difficulty understanding explanations because basic skills and concepts have not been formed.
Yes
No