TRANSLATION, ADAPTATION AND CONTENT VALIDATION OF SECTION I OF THE SCALE “ASSESSMENT OF PEER RELATIONS” INTO THE PORTUGUESE LANGUAGE
DOI:
https://doi.org/10.7322/jhgd.50388Palabras clave:
Social adjustment, interpersonal relations, social behavior disorders, child behavior, content validation.Resumen
PURPOSE: adaptation and content validation of Section I of the scale “Assessment of Peer Relations” tothe Portuguese language. METHOD: section I was translated and back translated by experienced translators.The version of consensus was used in two pilot studies that indicated the necessity of linguistic improvements.After realizing these modifications, it was possible to gather an expert panel - composed by 8 researchersin early intervention and social interaction – who thoroughly discussed each item of section I. RESULTS: this research process was essential to deeply explore section I allowing, consequently, to perceive which modifications should be done in order to operationalize its use in Portuguese’s language and culture. CONCLUSIONS: the objective of this research was achieved and, consequently, it was possible to do theadaptation and the content validation to the Portuguese language concerning Section I of the scale“Assessment of Peer Relations”.Descargas
Referencias
Corsaro WA. Friendship and peer culture in the early years. New Jersey: Ablex Publishing Corporation 1993.
Guralnick MJ. Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective. Infants & Young Children. 2010;23(2):73-83.
Garbarino J, Ganzel B. The human ecology of early risk In: Shonkoff JP, Meisels SJ, editors. Handbook of early childhood intervention. 2nd ed. Cambridge: Cambridge University Press; 2000. p. 76 - 93.
Sameroff AJ, Fiese BH. Transactional regulation: The developmental ecology of early intervention. In: Shonkoff JP, Meisels SJ, editors. Handbook of early childhood intervention. 2nd ed. Cambridge: Cambridge University Press; 2000. p. 135 - 59.
Meisels SJ, Burnett SA-. The elements of early childhood assessment. In: Shonkoff JP, Meisels SJ, editors. Handbook of early childhood intervention. 2nd ed. Cambridge: Cambridge University Press; 2000. p. 231 - 57.
Pereira APdS. Práticas centradas na família em intervenção precoce: Um estudo nacional sobre práticas profissionais [Tese de Doutoramento]. Braga: Universidade do Minho; 2009.
Guralnick MJ. Assessment of peer relations. Washington: Child Development and Mental Retardation Center - University of Washington; 2003. Available from: http://depts.washington.edu/chdd/guralnick/Assessment_Peer_Relations2003.pdf.
Guillemin F, Bombardier C, Beaton D. Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. J Clin Épidemiol. 1993;46(12):1417 - 32.
Hill MM, Hill A. Investigação por questionário. 2ª ed. Lisboa: Sílabo; 2008.
Zometa CS, Dedrick R, Knox MD, Westhoff W, Siri RS, Debaldo A. Translation, cross-cultural adaptation and validation of an HIV/AIDS knowledge and attitudinal instrument. AIDS Education and Prevention. 2007;19(3):231-44.
Fachado AA, Martinez AM, Villalva CM, Pereira MG. Adaptação cultural e validação da versão portuguesa: Questionário medical outcomes study social support survey (MOS-SSS). Acta Med Port. 2007;20:525-33.
Oliveira R-G, Stein LM, Pezzi JC. Tradução e validação de conteúdo da versão em português do childhood trauma questionnaire. Rev Saúde Pública. 2006;40(2):249-55.
Dicionário da língua portuguesa contemporânea Lisboa: Verbo; 2001.
Odom SL, Brown WH, Schwartz IS, Zercher C, Sandall SR. Ecologia da sala e participação da criança. In: Odom SL, editor. Alargando a roda: A inclusão de crianças com necessidades educativas especiais na educação pré-escolar. Porto: Porto Editora 2007. p. 27-43.
Wood E. Developing a pedagogy of play. In: Anning A, Cullen J, Fleer M, editors. Early childhood education. London: Sage Publications; 2004. p. 27-38.
Descargas
Publicado
Número
Sección
Licencia
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis
