Interpretation of Temperament Profile
The person who rated the child believes that he or she is somewhat difficult to manage. Refer to the validity section for additional information about this protocol.
The interpretations below indicate how temperament was rated on the nine dimensions.
Scales printed in bold are the ones most likely to be apparent to others and
to influence interaction with the environment.
Activity Level (Midrange) This score indicates an activity level consistent with expectations for a youngster of this age level. The balance of high and low activity behaviors indicates that the child rarely should have difficulty in adjustment due to overly active or inactive behavioral style.
Rhythmicity/Daily Biological Cycles (High/Arrhythmic/Not Regular) This high score indicates a significant tendency toward irregularity in patterns of eating, sleeping and elimination. These children often have needs which are unscheduled or unanticipated by adults due to their lack of predictability. Such children may be hungry between meals or may refuse to eat at meals. Similar lack of schedule may be seen with sleep; naps may be taken even though adequate rest was obtained the night before. This irregularity should be accepted as part of his/her temperament but social rules can be imposed to control it. For example, if the child is not sleepy at bedtime, s/he could be allowed to stay awake but quietly in his/her own room.
Approach/Withdrawal (Midrange) This record indicates a balance between a tendency to move toward and to move away from new people, situations, or experiences. At times, this child appears comfortable with novelty, at other times s/he may withdraw while sizing up the situation and deciding when s/he is comfortable. Quick approach does not necessarily indicate interest nor does slow approach indicate dislike. Only after the initial response to novelty wears off will parents be able to evaluate his/her interest in the new thing.
Adaptability (High/Nonadaptable/Gradual) This child's score indicates slowness to change behavior in meeting the expectations of others. These youngsters may have difficulty altering their usual reactions, or may require an extended period to adjust. In a situation that may pose a challenge to the child, such as a new school, several periods of brief exposure, or gradually increasing exposure, are needed. 'Sink or swim' approaches may lead to more difficulties for this child.
Intensity (Low/Mild) This low score indicates a mild level of emotional expression, although not necessarily a mild level of feelings inside. Children in this range may respond quietly or meekly in nearly all situations. Parents should be aware that the needs and concerns of this child may be valid and deeply felt even though they are quietly expressed. Complaints of any kind, but especially physical illness, should be taken seriously and investigated before being dismissed.
Mood (Midrange) This score indicates a child who generally has a balance of positive and negative expression of emotion. At times, the child may react in a placid and positive manner; at other times s/he may appear moody and cranky. These reactions may be related largely to the situation rather than a temperamental trait or personality disposition.
Persistence (Low/Nonpersistent/Rarely Persistent) This youngster's score indicates low persistence, giving up or interrupting tasks before completing them. S/He is most comfortable with brief periods of involvement and may need to be watched to ensure that tasks are eventually completed. Parents should give reminders when necessary and focus on the quality of the work rather than on the number of work periods required to finish.
Distractibility (Midrange) This score indicates a child of average range in distractibility. S/He is likely to show a mixture of responding to or ignoring distractions that could interrupt ongoing behavior. S/He is probably not seen as having difficulty staying on task, nor is s/he likely to change activities frequently in response to distractions.
Sensory Threshold (Low/Nonsensitive) This record indicates a child relatively unaffected by (does not notice) sensory stimulation such as bright light, loud noises, taste, textures or minor changes in appearance. S/He may need higher levels of input before changes in his/her behavior are seen. S/He may miss cues or implied meanings. Repetition is needed to learn rules and socially accepted responses.
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Validity Checks
Missing Data
This record contains 1 missing items. This is considered complete data and based on a sufficient number of behavioral observations to be representative of current and recent behavior.
Social Desirability
This profile is based on data with appropriate levels of consistency and a balanced profile of high and low scores. The professional can be relatively confident that these ratings represent an accurate view of this youngster's temperament profile. Additional interviewing, observation, and discussion are always useful in clarifying the total picture and identifying sources of stress or concern.
Ratings/Perceptions Discrepancies
The following temperament categories show discrepant ratings and perceptions of temperament.
Usually these are discussed with the caregiver to determine which is the more accurate
view of the child.
The rater views the child as less active than rated.The rater views the child as more regular than rated.The rater views the child as more intense than rated.The rater views the child as more negative than rated.The rater views the child as more persistent than rated.
Temperament Category Scores
|
Category
|
Activity
|
Rhythmicity
|
Approach
|
Adaptability
|
Intensity
|
Mood
|
Persistence
|
Distractibility
|
Threshold
|
|
Category Score
|
3.31
|
3.89
|
3.55
|
3.50
|
3.00
|
3.18
|
3.70
|
3.20
|
3.18
|
|
Z Score | -0.34 | 1.67 | 0.59 | 1.32 | -2.34 | -0.19 | 1.20 | -0.85 | -1.33
|
Raw Scores for Each Questionnaire Item(note: blank items are printed as zeroes).
| Item 01. | 3 | Item 02. | 3 | Item 03. | 3 | Item 04. | 3 | Item 05. | 3 | Item 06. | 3 | Item 07. | 3 | Item 08. | 3 | Item 09. | 3 | Item 10. | 3 |
| Item 11. | 3 | Item 12. | 3 | Item 13. | 3 | Item 14. | 3 | Item 15. | 3 | Item 16. | 3 | Item 17. | 3 | Item 18. | 3 | Item 19. | 3 | Item 20. | 3 |
| Item 21. | 3 | Item 22. | 3 | Item 23. | 3 | Item 24. | 3 | Item 25. | 3 | Item 26. | 3 | Item 27. | 3 | Item 28. | 3 | Item 29. | 3 | Item 30. | 3 |
| Item 31. | 3 | Item 32. | 3 | Item 33. | 3 | Item 34. | 3 | Item 35. | 3 | Item 36. | 3 | Item 37. | 3 | Item 38. | 3 | Item 39. | 3 | Item 40. | 3 |
| Item 41. | 3 | Item 42. | 3 | Item 43. | 3 | Item 44. | 3 | Item 45. | 3 | Item 46. | 3 | Item 47. | 3 | Item 48. | 3 | Item 49. | 3 | Item 50. | 3 |
| Item 51. | 3 | Item 52. | 3 | Item 53. | 3 | Item 54. | 3 | Item 55. | 3 | Item 56. | 3 | Item 57. | 3 | Item 58. | 3 | Item 59. | 3 | Item 60. | 3 |
| Item 61. | 3 | Item 62. | 3 | Item 63. | 3 | Item 64. | 3 | Item 65. | 3 | Item 66. | 3 | Item 67. | 3 | Item 68. | 3 | Item 69. | 3 | Item 70. | 3 |
| Item 71. | 3 | Item 72. | 3 | Item 73. | 3 | Item 74. | 3 | Item 75. | 3 | Item 76. | 3 | Item 77. | 3 | Item 78. | 3 | Item 79. | 3 | Item 80. | 3 |
| Item 81. | 3 | Item 82. | 3 | Item 83. | 3 | Item 84. | 3 | Item 85. | 3 | Item 86. | 3 | Item 87. | 3 | Item 88. | 3 | Item 89. | 3 | Item 90. | 3 |
| Item 91. | 3 | Item 92. | 3 | Item 93. | 3 | Item 94. | 3 | Item 95. | 3 | Item 96. | 3 | Item 97. | 3 | Item 98. | 3 | Item 99. | 3 | Item 100. | 0 |
Raw Scores for General Impressions of Temperament
|
Category
|
Activity
|
Rhythmicity
|
Approach
|
Adaptability
|
Intensity
|
Mood
|
Persistence
|
Distractibility
|
Threshold
|
Manageability
|
|
Raw Score | 1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4
|
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