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Teacher Questionnaire on First-Grade Student Adaptation3

Teacher Questionnaire on First-Grade Student Adaptation Test

Designed for teachers, the Teacher Questionnaire on First-Grade Student Adaptation Test takes about 9 minutes and contains 46 yes-or-no questions. Its profile highlights factors linked to a child’s classroom adjustment, helping educators notice possible learning, behavior, readiness, and support needs for thoughtful follow-up.

Questions: 469 minutes

Teacher Questionnaire on First-Grade Student: sample question card

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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Scale Explorer

How the Scales are Structured

Impairments in Intellectual FunctioningIiIF

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

example score8/10

8/10Highexample score

0 – 3Low

4 – 7Moderate

8 – 10High

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

Asthenic SyndromeAS

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

example score3/9

3/9Moderateexample score

0 – 2Low

3 – 5Moderate

6 – 9High

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

Nervous System InertiaNSI

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

example score5/8

5/8Moderateexample score

0 – 2Low

3 – 5Moderate

6 – 8High

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.

Hyperkinetic SyndromeHS

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

example score3/7

3/7Moderateexample score

0 – 2Low

3 – 5Moderate

6 – 7High

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.

InfantilismI

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

example score5/7

5/7Moderateexample score

0 – 2Low

3 – 5Moderate

6 – 7High

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.

Neurotic SymptomsNS

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.

example score2/7

2/7Lowexample score

0 – 2Low

3 – 5Moderate

6 – 7High

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

Left-HandednessLH

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

example score0/2

0/2Not indicatedexample score

0Not indicated

1 – 2Indicated

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

School UnreadinessSU

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

example score3/5

3/5Some unpreparednessexample score

0 – 1Well-prepared

2 – 3Some unpreparedness

4 – 5Marked unpreparedness

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

Parental AttitudePA

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

example score1/1

1/1Supportive attitudeexample score

0 – 0.99Unfavorable attitude

1Supportive attitude

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

Maladaptation LevelML

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

example score46/100

46/100Marked maladjustmentexample score

0 – 39Well adapted

40 – 100Marked maladjustment

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

Low Learning MotivationLLM

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

example score4/7

4/7Moderately low motivationexample score

0 – 2Adequate motivation

3 – 5Moderately low motivation

6 – 7Low 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.

Insufficient Voluntary Regulation of Mental FunctionsIVRoMF

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

example score3/7

3/7Moderate difficultyexample score

0 – 2Low difficulty

3 – 5Moderate difficulty

6 – 7High 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.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Disorders of intellectual activityDoia

You?

Average7.1

Typical rangeTypical5.9 – 8.4

Possible0 – 10

Asthenic SyndromeAS

You?

Average2.9

Typical rangeTypical1.4 – 4.4

Possible0 – 9

Inertia of the nervous systemIotns

You?

Average2.8

Typical rangeTypical1.4 – 4.2

Possible0 – 8

Hyperkinetic SyndromeHS

You?

Average3.2

Typical rangeTypical2.3 – 4.1

Possible0 – 7

InfantilismI

You?

Average3

Typical rangeTypical2.1 – 4

Possible0 – 7

Neurotic SymptomsNS

You?

Average4.7

Typical rangeTypical3.8 – 5.7

Possible0 – 7

Left-handednessL

You?

Average0.7

Typical rangeTypical0.4 – 1.1

Possible0 – 2

Unpreparedness for SchoolUfS

You?

Average3.7

Typical rangeTypical2.9 – 4.6

Possible0 – 5

Parental AttitudePA

You?

Average0.6

Typical rangeTypical0.4 – 0.7

Possible0 – 1

Level of MaladjustmentLoM

You?

Average53.3

Typical rangeTypical40.1 – 66.4

Possible0 – 100

Low motivation ADHDLmA

You?

Average4.8

Typical rangeTypical3.7 – 5.9

Possible0 – 7

Deficiency of produced psychological functionsDoppf

You?

Average4.7

Typical rangeTypical3.6 – 5.8

Possible0 – 7

Featured On

SAMPLE QUESTIONS

Example Questions From the Test

- Yes
- No
- Yes
- No
- Yes
- No

These are 3 of the 46 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Teacher Questionnaire on First-Grade Student Adaptation Test - Description and methodology of the test

adaptation

Teachers can use the Teacher Questionnaire on First-Grade Student Adaptation Test when a child’s learning pace, classroom behavior, stamina, or readiness is difficult to understand. The profile gathers observations so educators can identify areas for attention and discussion with families. A first-grade adaptation questionnaire supports practical planning without reducing the child to one score.

What This Assessment Explores

Teachers can organize observations about learning, energy, attention, movement, emotional maturity, motivation, family support, and readiness. The profile describes tendencies linked with school adjustment, while a teacher adaptation assessment is most useful when several observations point in the same direction.

The displayed scales are:

Impairments in Intellectual Functioning (0-10) flags academic difficulty-Low 0-3, Moderate 4-7, High 8-10; School Unreadiness (0-5) flags readiness-Well-prepared 0-1, Some unpreparedness 2-3, Marked unpreparedness 4-5.
Asthenic Syndrome (0-9) reflects fatigability and reduced work capacity-Low 0-2, Moderate 3-5, High 6-9; Nervous System Inertia (0-8) reflects slowed reactions and attention shifts-Low 0-2, Moderate 3-5, High 6-8.
Hyperkinetic Syndrome (0-7) reflects increased motor activity and impulsivity-Low 0-2, Moderate 3-5, High 6-7; Neurotic Symptoms (0-7) reflect symptoms that may hinder adaptation-Low 0-2, Moderate 3-5, High 6-7.
Infantilism (0-7) reflects immature behavior and emotional responses-Low 0-2, Moderate 3-5, High 6-7; Left-Handedness (0-2) indicates a possible adjustment factor-Not indicated 0-0, Indicated 1-2.
Parental Attitude (0-1) reflects family attitudes that may affect adjustment-Unfavorable attitude 0-0.99, Supportive attitude 1-1; Maladaptation Level (0-100) reflects adjustment difficulty-Well adapted 0-39, Marked maladjustment 40-100; Low Learning Motivation (0-7) reflects motivation-Adequate motivation 0-2, Moderately low motivation 3-5, Low motivation 6-7; Insufficient Voluntary Regulation of Mental Functions (0-7) reflects control difficulty-Low difficulty 0-2, Moderate difficulty 3-5, High difficulty 6-7.

Methodology and Scientific Basis

Each item asks the teacher to select Yes or No about school behavior, learning responses, physical or emotional signs, and family-school context. The binary format turns observations into grouped profile scores. Used as a school adjustment test, the result should be read through each displayed range and band; the questionnaire does not state a point-per-answer rule.

Conceptually, the grouping is consistent with Rumjanceva (2012), which treats first-grade adaptation as a psychological and pedagogical process involving learning, behavior, readiness, and adult support. It is also consistent with Marcineková et al. (2020), whose work examines transition into primary school and structured adaptation support. This questionnaire is not presented as an adaptation of either source.

This online format has no stated normative standardization, so its bands organize a profile rather than establish clinical cutoffs. Teacher perspective, familiarity with the child, recent events, and changing state can affect responses; an elevated result identifies an area for contextual review, not a diagnosis.

Author: Constance R. Kamphaus, Thomas M. Achenbach

Literature:

Rumjanceva, L. N. (2012). Psychological and Pedagogical Support of the Adaptation Period of First-Graders: Educational and Methodological Manual. Yuzhno-Sakhalinsk: Sakhalin State University. ISBN 978-5-88811-425-4.
Marcineková, T., Borbélyová, D., & Tirpáková, A. (2020). Optimization of children’s transition from preschool and family environment to the first grade of primary school in Slovakia by implementation of an Adaptation Programme. Children and Youth Services Review, 119, 105483. 10.1016/j.childyouth.2020.105483

Updated: 2025-10-02