nicole kotras masters thesis

More documents

Recommendations

Info

27 not only in the initial diagnosis of the children, but also in the evaluation of their progress. In addition, it provided parents with appropriate and accessible information on their child's progress. The Griffiths Scales also provided information which could be interpreted within the terminology of many different disciplines, and afforded the team members an opportunity to discuss their findings within a common developmental framework. Heimes (1983) completed a study aimed to investigate the relationship between the Junior South African Individual Scales (JSAIS) and the Griffiths Scales. The study had specific aims of providing validity for the JSAIS, and providing the first step in establishing the validity of the Griffiths Scales for a South African population. In 1981 the JSAIS was published in South Africa. The JSAIS was designed to test children in the age-range of 3 years and 7 years 7 months. The complete test consists of 22 subtests. Twelve of these subtests constitute the General Intelligence Quotient (GIQ) and are grouped into four subscales, namely the Verbal Intelligence Scale (VIQ), the Performance Intelligence Scale (PIQ), the Numerical Scale and the Memory Scale 1. The question was posed as to whether the JSAIS complements the Griffiths Scales? The results indicated a generally high positive correlation between the scales. Thus, it may be said that the JSAIS and the Griffiths Scales indeed measure the same construct. Regarding the Hearing and Speech Scale and the VIQ of the JSAIS, the results indicated a significantly high positive correlation. Furthermore, the findings indicated that the JSAIS's VIQ Scale provided more than a rough estimate of verbal intelligence. In conclusion, the study demonstrated that these two tests do measure the same construct, and have a high positive correlation, although based on two different methods of construction. The combined administration of the JSAIS and the Griffiths Scales, implies that these tests complement one another in dealing effectively with the early diagnosis of problems in young children. Allan (1988) completed a study aimed to investigate whether the British norms (1960) of the Griffiths Scales were applicable for South African (SA) children. The sample (N = 60) comprised of 5 year-old English- and Afrikaans-speaking White SA children. Furthermore, the extent to which the subject variables of gender, language and SES influenced performance was investigated. The major findings of the investigation were that 5 year-olds in the SA and British standardization sample, differed significantly on the General Quotient
28 (GQ) and in their performance on four of the six scales, namely the Locomotor development, Personal-Social development, Hearing and Speech, and Performance. Children in the different SES groups differed significantly on the GQ and in their performance on four of the six scales, namely the Hearing and Speech, Eye Hand Co-ordination, Performance and Practical-Reasoning scales. On the Hearing and Speech, Eye and Co-ordination, and Practical- Reasoning scales, children from the upper SES group performed significantly better than those from both the middle and lower SES groups. On the performance scale and GQ, the upper SES group scored significantly higher than the middle and lower SES groups, and the middle SES group scored significantly higher than the lower SES group. Hence, Allan (1988) was of the opinion that socio-economic status be taken into account in the interpretation of the Scales. Allan (1992) completed a comparative study on the performance of South African normal pre-school children on the Griffiths Scales. The study was aimed at extending previous research findings, by comparing the performance of South African Black, Coloured, Indian and White children on the Griffiths Scales. The sample (N = 200) consisted of children between 5 and 6 years of age. The applicability of the present British norms for South African children from the different cultural groups was also investigated. Furthermore, the extent to which the subject variables of gender, language and SES influence the test performance of these children, was investigated. An analysis of the performance of children from the four cultural groups on the items of the individual scales, was also conducted in an attempt to identify culturally-loaded items. With regards to the Hearing and Speech Scale, the results indicated that no consistent, significantly higher scores were found for children from a specific cultural groups. There were no significant differences between the cultural groups with respect to the General Quotient (GQ) and to their performance on the Personal-Social scale (BQ) and the Practical-Reasoning scale (FQ). With respect to the other four individual scales, the Coloured and Black groups did not differ significantly from each other. However, their performance differed significantly from that of the Indian and White groups. There were also significant differences in the performance of the Indian and White groups with respect to the latter four individual scales. There were no significant differences in the test performance of English- and Afrikaans- speaking Coloured children. However, the only individual scale on which White English-speaking children scored significantly higher, was on the Hearing and Speech Scale. This finding does not
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 and 30: highly verbal in nature which is li
Page 31 and 32: perceptual-performance, quantitativ
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: that the two scales produced signif
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
Page 85 and 86: 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
Page 91 and 92:
Table 11 The responses given to the
Page 93 and 94:
80 Table 13 indicates the responses
Page 95 and 96:
Table 15 Frequency and percentages
Page 97 and 98:
highest and lowest mean numbers of
Page 99 and 100:
Page 101 and 102:
88 Table 21 indicates the frequency
Page 103 and 104:
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
Page 119 and 120:
e included into the Hearing and Spe
Page 121 and 122:
BIBLIOGRAPHY Aldridge-Smith, J., Bi
Page 123 and 124:
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.
Page 131 and 132:
Minnesota Press. Thomas, H. (1970).
Page 133 and 134:
APPENDIX A Letters and questionnair
Page 135 and 136:
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
show all

nicole kotras masters thesis

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?