000			01766nam a2200217Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aJrab, Mirna. _gMaster
245	1	0	_aTeacher's perception of students with disruptive behavior and poor working memory
260			_aBeirut _bLebanese American University, School of Arts and Sciences _c2015
300			_a89 pages
500			_aالنوع : Mémoire
520	3		_aThe present study investigated how teachers perceive children with poor working memory who exhibit disruptive behavior and whether disruptive behavior is associated with poor working memory. Four schools participated from the city of Beirut and suburbs including 115 students from grades one to three, and 12 teachers. The teachers completed three scales: Behavior Rating Inventory of Executive Functions (BRIEF), Student-Teacher Relationship Scale (STRS), and Teacher Child Rating Scale (T-CRS); teacher interviews were also conducted for teachers. Children were tested for poor working memory using the digit memory test (DMT). Results showed significant correlation between poor working memory and disruptive behavior and teachers perceive these exhibited behaviors based on their inner judgment. Future directions are suggested to guide teachers on how to professionally report students with disruptive behavior.
650		4	_aDifficultés d'apprentissage
650		4	_aLearning Difficulties
650		4	_aLes Attitudes et conceptions des enseignants
650		4	_aTeachers attitudes and conceptions
650		4	_aالصعوبات التعلمية
650		4	_aمواقف المعلمين وتصوراتهم
856			_uhttps://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=1024730&rs=420616&hitno=1
942			_cLAESDATA
999			_c20709 _d20709