出版社：Grupo de Pesquisa Metodologias em Ensino e Aprendizagem em Ciências
摘要：Objective: To analyze the writing performance of students with difficulties in social skills and/or behavioral problems. Method: 42 children enrolled in the 4th and 5th grade in municipal schools participated and were divised in 2 groups: G1 (n=18) – children with difficulties in social skills and/or behavioral problems according to the teachers’ view and G2 (n=24) – group without difficulties or problems. The main instruments used in this study were standardized tests/scales for the Brazilian population that aimed to investigate social skills and behavioral problems, and the others quantified writing performance (dictation and coherence in written narrative). For data analysis, the Equality of Proportions Test between two samples and The T-Student Test for unpaired samples were used (significance level p<0,05). Results: Children in G1 performed less than G2 in the dictation task, with a higher occurence of speeling erros (p-values: words - 0,04; non-words 0,01; total – 0,01). Regarding coherence in writing narratives, there was no difference between groups (p-value: 0,5), and both groups were classified with inadequate performance in this skill. Conclusion: Children with difficulties in social skills and/or behavioral problems have déficits in the development of writing and are children at risk for social and academic damage.
