nicole kotras masters thesis

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Researchers like Cattel (1940) and Griffiths (1954) designed their tests by improving and modifying tests that already existed (Anastasi, 1982; Brooks & Weinraub, 1976). The Cattel Scales were developed by heavy reliance on the Gesell Schedules (Cattel, 1940). This test extends from 2 months to 2 years 5 months of age. Conflicting research findings regarding the reliability and validity of the Bayley and Cattel Scales has been proposed in literature (Brooks & Weinraub, 1976; Honzick, 1976; Thomas, 1970). Wechsler, of the Bellevue Psychiatric Hospital in the USA, developed an initial scale, called the Wechsler-Bellevue Intelligence Scale (WBIS), which was composed of tests of two categories, Verbal and Performance. The WBIS now bears the title Wechsler Adult Intelligence Scale (WAIS). Later in 1949, Wechsler developed the Wechsler Intelligence Scale for children (WISC). The WISC assesses the intelligence of children between the ages of 5 and 15 years. In 1974 the WISC was replaced by a restandardized version, namely, the Wechsler Intelligence Scale for children-Revised (WISC-R). The Weschsler Scales changed from being an age-linked scale of intelligence to a point scale. Despite the fact that the WISC-R is said to be technically superior in terms of it's construction procedures and reliability, validity studies have been insufficient and inconclusive (Anastasi, 1982; Groth-Marnat, 1984). The Wechsler Pre-school and Primary Scale of Intelligence-Revised (WPPSI-R) was developed in 1989 as a downward extension of the WISC. It measures the intelligence of children between 4 years and 6 years 7 months of age, across 12 subtests. The subtests are grouped into a verbal and a performance scale (Wechsler, 1967, 1974). The major assets of the WPPSI-R appear to be the simple administration procedure, its popularity and familiarity to most psychologists, as well as the ability to assist in evaluating personality variables. Despite the above mentioned assets, the WPPSI-R remains deficient in terms of estimating IQ's of severely retarded children. Furthermore, the norms are said to be unsuitable to ethnic minority persons from lower socio-economic backgrounds (Groth-Marnat, 1984). In 1972, the McCarthy Scales of Children's abilities (McCarthy Scales) were published. Anastasi (1982) regarded the McCarthy Scales to be a well constructed instrument. The scale is suitable for children between the ages of 2 years 6 months and 8 years 6 months. There are 18 tests grouped into six subscales, namely: verbal, 17
perceptual-performance, quantitative, general cognitive, memory and motor. The general cognitive score based on 15 of the 18 tests in the entire battery and expressed as a General Cognitive Index (GCI), indicates the child's functioning at the time of testing with no implications of immutability or etiology. The McCarthy Scales are not the ideal choice of test for children who are mentally retarded, gifted, or below the age of 5 years, as they are reported as having an inadequate floor and a low ceiling (Nuttall, Romero & Kalesnik, 1992). Among the most popular non-verbal tests utilized today are the Test of Nonverbal Intelligence (TONI), (Brown, Sherbenou, & Dollar, 1982); the Vineland Social Maturity Scales (Vineland), (Doll, 1965); the Goodenough-Harris Draw-a-Person Test (DAP), (Harris, 1963); Raven's Progressive Matrices (RPM), (Raven, 1938, 1947a, 1947b) and the Kaufmann Assessment Battery for children (K-ABC), (Kaufmann & Kaufmann, 1983). The DAP requires drawings of people, while the TONI, Raven and the K-ABC are figural reasoning tests. Non-verbal tests have gained significance due to their so called "culture-fair" attributes (Allan, 1992). According to Sundberg and Gonzalies (1981), "culture-reduced nonverbal tests have not proved better for predictive purposes than the usual verbal tests with minority groups in the United States or elsewhere" (p.487). Additionally, all age groups and all areas of development are not included in any of the mentioned nonverbal tests. The TONI and the RPM cannot be used for children younger than 5 and 6 years of age respectively. The RPM consists of three separate tests and should preferably be used in conjunction with a vocabulary test (Vass, 1992). The DAP and the K-ABC cannot be used for children under 3 years and 2 years 6 months respectively. Despite the Vineland including items for the first 3 years of life, it does not cover all important areas of development, since it is only a measure of social competence. The Word Intelligibility by Picture Identification test (WIPI) is utilized with both adults and children in the assessment of speech discrimination. The test involves picture-pointing which prevents the necessity of a verbal response as is required with many of the other utilized tests of speech discrimination. This test has been standardized for use among Xhosa speaking children (Samuels, 1995). The Griffiths Scales were developed by Griffiths in the United Kingdom (1954, 1986) for infants from birth to the ages of 2 years. The Griffiths Extended Scales were published in 1970 to cater for young children between the third and eighth year of childhood (Griffiths, 18
Page 1 and 2: A REVISION OF A SECTION OF THE HEAR
Page 3 and 4: TABLE OF CONTENTS ii Page ACKNOWLED
Page 5 and 6: CHAPTER FOUR METHODOLOGY Problem fo
Page 7 and 8: LIST OF FIGURES vi Page Figure 1 Po
Page 9 and 10: Table 24 The responses given to the
Page 11 and 12: The major findings of the present s
Page 13 and 14: Die hoof bevindinge van die huidige
Page 15 and 16: Holt (1979) has comprehensively sum
Page 17 and 18: Figure 1 Population of South Africa
Page 19 and 20: of disabled people increases slowly
Page 21 and 22: second language or culture. Hamblet
Page 23 and 24: ange from birth to three years of a
Page 25 and 26: Africa cannot be separated from the
Page 27 and 28: 14 Hence, this study was aimed at p
Page 29: highly verbal in nature which is li
Page 33 and 34: acquisition of this complex ability
Page 35 and 36: assessment of young children in Sou
Page 37 and 38: Table 1 Griffiths (1960) scoring cr
Page 39 and 40: that the two scales produced signif
Page 41 and 42: 28 (GQ) and in their performance on
Page 43 and 44: 30 British counterparts with respec
Page 45 and 46: 32 concluded that the Griffiths Sca
Page 47 and 48: 34 languages are usually successful
Page 49 and 50: individual been assessed. Hence, wh
Page 51 and 52: Wilhelm Wundt, the founder of exper
Page 53 and 54: ecome evident. Questions include th
Page 55 and 56: Plays language games (pat-a-cake, p
Page 57 and 58: 36-54 months. Grammar developmental
Page 59 and 60: understands, and, if the child appe
Page 61 and 62: 48 the child's performance on each
Page 63 and 64: 50 manipulate simple toys according
Page 65 and 66: children's verbal responses. The re
Page 67 and 68: CHAPTER FOUR METHODOLOGY PROBLEM FO
Page 69 and 70: Bailey (1987) lists several advanta
Page 71 and 72: espondents, many mailed questionnai
Page 73 and 74: he studied the 2 Griffiths manuals
Page 75 and 76: 62 written responses of the complet
Page 77 and 78: Stage 5 The most frequently suggest
Page 79 and 80: 66 The subjects in the present stud
Page 81 and 82:
Table 6 Demographic data for Sample
Page 83 and 84:
In the present study, parents were
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Stage 6 Stage 7 For the large revis
Page 87 and 88:
number of stimuli from the revised
Page 89 and 90:
Table 10 The responses given to the
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80 Table 13 indicates the responses
Page 95 and 96:
Table 15 Frequency and percentages
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highest and lowest mean numbers of
Page 99 and 100:
Page 101 and 102:
88 Table 21 indicates the frequency
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65 months elicited the highest mean
Page 105 and 106:
Page 107 and 108:
Table 26 Means and Standard deviati
Page 109 and 110:
Page 111 and 112:
impacted on the spread of obtained
Page 113 and 114:
CHAPTER SIX CRITICAL EVALUATION AND
Page 115 and 116:
proposed criteria. Regarding Griffi
Page 117 and 118:
include: LIMITATIONS The limitation
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e included into the Hearing and Spe
Page 121 and 122:
BIBLIOGRAPHY Aldridge-Smith, J., Bi
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110 Development Bank of South Afric
Page 125 and 126:
112 Scale scores of 3-5 year old bo
Page 127 and 128:
University Press. Lister, C. (1981)
Page 129 and 130:
Kegan Paul. Kegan Paul. Kegan Paul.
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Minnesota Press. Thomas, H. (1970).
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APPENDIX A Letters and questionnair
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Questionnaire attached to above let
Page 137 and 138:
APPENDIX C Letter to parents for th
Page 139 and 140:
Biographical questionnaire for pare
Page 141 and 142:
APPENDIX E Riordan (1978). The valu
Page 143:
130
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