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European Journal of Special Education Research ISSN: 2501 - 2428 ISSN-L: 2501 - 2428 Available on-line at: www.oapub.org/edu Volume 2 │ Issue 6 │ 2017 doi: 10.5281/zenodo.883729 ASSESSING EXTERNALIZING AND INTERNALIZING BEHAVIOUR IN CHILDREN: USE OF THE MOTOR BEHAVIOUR CHECKLIST IN A TYPICAL SCHOOL-AGE POLISH SAMPLE Maria A. Efstratopoulou1*i, Thomas J. Dunn2, Joanna Andrzejewska3, Agnieszka Augustyniak3 Senior Lecturer, Special Education and Inclusion, 1 School of Social Sciences, Bishop Grosseteste University, Longdales Road, Lincoln LN13DY, UK Senior Lecturer Psychology, Department of Psychology 2 Bishop Grosseteste University, Longdales Road, Lincoln LN13DY, UK MSc, Department of Pedagogy University of Walcz, 78-600 Walcz, Poland 3 Abstract: The study was designed to investigate externalizing and internalizing behaviours in a typical school-aged sample of children (N=112) using the Polish version of the Motor Behaviour Checklist for Children. The instrument was translated into Polish and teachers observed and recorded the motor behaviour of their students in school settings during physical education and free play situations. Findings demonstrated a psychometrically robust application of the MBC in a Polish sample as well as gender differences in total externalizing scores. In addition, age was found to be significant correlated with internalizing scores and especially with the social interaction factor. Teachers reported boys as more inattentive and more hyperactive/impulsive than girls and more likely to display externalising symptoms connected with ADHD particularly in school settings. Findings underscore the importance of early diagnosis and have practical implications when designing behavioural management programs and educational interventions in school settings. Keywords: motor behaviour, externalizing behaviour, internalizing behaviour, children Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 43 Maria A. Efstratopoulou, Thomas J. Dunn, Joanna Andrzejewska, Agnieszka Augustyniak ASSESSING EXTERNALIZING AND INTERNALIZING BEHAVIOUR IN CHILDREN: USE OF THE MOTOR BEHAVIOUR CHECKLIST IN A TYPICAL SCHOOL-AGE POLISH SAMPLE 1. Introduction Early identification of emotional and behavioural problems in children can help to minimize long-term harm and reduce overall healthcare burden and costs to students themselves, their families, and society as a whole (Kauffman, & Landrum, 2009). Students with attention deficits and hyperactivity experience persistent and extreme distractibility as a result to cannot screen out irrelevant stimuli in order to concentrate on tasks long enough to complete them, and do not sustain thought processes long enough to complete their schoolwork (Bennett, Dworet, & Weber, 2008). Several factors combine to predict academic success and to explain gender differences during primary school. Girls are more responsive to social cues and to adults’ requests Ready LoGero, Burkan & Lee, 2005 more self-disciplined (Duckworth & Seligman, 2006). Research on students’ referrals indicated that gender bias was a factor and boys are more likely to receive referrals for special education services and these gender differences have led to the suspicion that gender discrimination may be operating (Brannon, 2011). It is not surprising that reducing the incidence of developmental problems through systematic screening and comprehensive intervention efforts is a growing area of interest to educational research (Kauffman, & Landrum, 2009; Lane, 2007; Nelson, Babyak, Gonzalez, & Benner, 2003). For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejse/article/view/1005 European Journal of Special Education Research - Volume 2 │ Issue 6 │ 2017 44