Typescript (photocopy). / Digitized by Kansas Correctional Industries

The purpose of this investigation was to determine the extent to which visual-motor maturity influenced the emergence of diagnostic emotional signs on the Bender Gestalt Test. The Bender Gestalt Test was administered to 400 first and second grade students from lower middle class homes in Wisconsin. The subjects were in regular education classes and were, therefore, not identified as having learning or emotional problems. Each subject was given a Bender Gestalt Test, which was subsequently scored for developmental errors and emotional indicators according to the Koppitz system. Pearson product moment correlation coefficients were computed for all emotional indicators and all developmental errors. This was referred to as the omnibus correlation coefficient. Correlations were also computed for all developmental errors and each emotional indicator. A coefficient of determination was computed for all developmental errors and all emotional indicators. Finally, the frequency of each emotional indicator was plotted at each developmental age. The omnibus correlation and the following emotional indicators attained statistical significance confused order, wavy line, increased size, and small size. All of the correlations indicated little if any relationship exists between emotional indicators and developmental errors. In addition, little if any variance is shared by the two above named entities. While the appearance of confused order and increasing size can be attributed to developmental factors, the emergence of small size cannot. Several emotional indicators appear almost unrelated to visual-motor development, specifically dashes for circles, large size, and expansion. When these emotional indicators appear in the protocols of young children further investigation regarding emotional functioning seems warranted. Wavy line and confused order do appear frequently. This suggests that it is not unusual for children to render these emotional indicators. / Department of Educational Psychology

The analysis of variance procedure was used to test each of the hypotheses. Three of the hypotheses were rejected at the .05 level of significance. Under the neutral story format, ego-involved subjects rated their behavior more positively than did role-taking subjects. Under the positive story format, ego-involved subjects rated their behavior more negatively than role-taking subjects. This difference was not in the anticipated direction. Under the positive story format, intentional story subjects rated their behavior more positively than accidental story subjects.The following null hypotheses for the neutral story condition failed to be rejected: there would be no statistically significant difference between the behavior ratings of subjects presented an intentional story format and subjects presented an accidental story format; and there would be no statistically significant difference between behavioral ratings of male and female subjects.One null hypothesis for the positive story condition failed to be rejected: there would be no statistically significant difference between the behavioral ratings of male and female subjects.All three null hypotheses for the negative story conditions failed to be rejected: there would be no statistically significant difference between the behavior ratings of ego-involved subjects and role-taking subjects, there would be no statistically significant difference between the behavioral ratings of subjects presented an intentional story format and subjects presented an accidental story format, and there would be no statistically significant difference between the behavioral ratings of male and female subjects. The results of the study suggest that affect does play a greater role in the moral judgment decision making process than has been previously recognized.

This report is oriented at defining characteristics of children who have problems with school-related skills and abilities (Learning Disabled, N=17) as compared with Brain Damaged children (N=17) and Normals (N=17) as measured by selected measures of the Halstead-Reitan Neuropsychological Test Battery. Also, the Wechsler Intelligence Scale for Children (WISC) and the Wide Range Achievement Test (WRAT) were given to each subject. Subjects were matched for age, sex, and Full Scale Intelligence Quotient as measured by the WISC.It was found that Control children differed significantly on neuropsychological measures when compared to Brain Damaged children. There were no significant differences on the WISC or WRAT. The Learning Disabled children resembled the Brain Damaged children more than they resembled the Control children on several of the neuropsychological measures. No significant lateralized deficits on motor or sensory-motor tasks were found to differentiate between the HV-LP and the LV-HP groups with respect to consistent lateralized deficits on the motor, perceptualmotor, or sensory measures, although both groups were significantly poorer than Controls on some of the sensory measures, particularly perception. of numbers written on the fingertips.

M.Cur. / Child development is a subject that is increasingly becoming the focus of discussion. The interest in this subject, however dates back to the twenties when Arnold Gesell started researching this field. Over the years scales were developed to make the measurement of the level of child development easier ...

Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.

This study, focused on child mental development, has aimed to contribute and provide valuable information to a larger research project that is currently under way to create a set of norms for a South African population on the GMDS-ER. The primary aim of the study was to explore and describe the developmental profile of children from a low socio-economic status, aged between 3 and 8 years 4 months old, on the Griffiths Mental Development Scales- Extended Revised (GMDS-ER). The purpose of the study was to generate information on low socio-economic status and child mental development. A quantitative, exploratory-descriptive research design was employed. The participants were selected through a non-probability, purposive sampling procedure. Information was collated using clinical observations, biographical data, as well as the results of an assessment on the Griffiths Mental Development Scales Extended-Revised. The data were analysed using descriptive statistical tables[PJS1].

M.Cur. (General Nursing) / Child development is a subject that is increasingly becoming the focus of discussion. The interest in this subject, however dates back to the twenties when Arnold Gesell started researching this field. Over the years scales were developed to make the measurement of the level of child development easier. The community health nurse should have a thorough knowledge of the use of child development scales. This will enable her to identify, diagnose and refer possible cases of retarded development found at healthy baby and toddler clinics. During this investigation the use of the child development scales by community health nurses, within the municipal boundries of Johannesburg, is evaluated. It was found that a lack of time during normal clinic hours, elaborate record-keeping systems, differences in community priorities, the training of community health nurses in the use of these scales, as well as the ignorance on parents regarding child development, influence the way in which the child development scales are used for community health purposes.

no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)

On t.p.: Degree of Masters of Science (Counselling Psychology) / Thesis (MSc)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: During middle childhood, cognitive, social, emotional and self-concept development is of importance, and prepares the child for the adaptation and challenges awaiting the child in adolescence. Visualmotor integration is described by various sources as playing an important role in the development of a child. Visual-motor integration is the child's ability to integrate visual perceptual skills with fine motor coordination. In order to assess visual-motor integration functioning, the Developmental Test of Visual- Motor Integration (VMJ) (Beery, 1989) is often applied. Considering visual-motor integration functioning as an integral part of the drawing task (Harris, 1963), the Goodenough-Harris Drawing Test (GHD) may also convey important information ofa child's visual-motor integration functioning. The primary aim of the present study was to determine the status of visual-motor integration functioning of the selected group of middle childhood children within the South African context, in order to identify possible delays. Visual-motor integration functioning was determined by the children's performance on GHD and the VMI. Academic achievement results were also reviewed to determine the chosen sample's status in this regard. The obtained results were analyzed and summarized in order to obtain information leading to the fulfillment of the primary aim. The secondary aim of the present study flows parallel to the primary aim, and was motivated by the need to discover an effective, child-friendly measurement tool of visual-motor integration, applicable at a young age, as to gain accurate knowledge of a child's visual-motor integration functioning. The secondary aim consisted of exploring a) the correlations (if any) between the results of the Goodenough-Harris Drawing Test (GHD) and the biographical variables of gender, chronological age and socioeconomic status, b) the correlations (if any) between the results of the Beery Developmental test of Visual-Motor Integration (VMI) and the above-mentioned variables, c) the correlations (if any) between academic achievement and the above-mentioned variables and test results, and d) the correlations (if any) between the VMI and GHD results, in order to compare different tests of visual-motor integration. Three hundred and thirty nine participants attending grade one to four in a specific primary school, took part in this study. The study resulted in various conclusions regarding the status of visual-motor integration functioning, the most relevant being that the selected sample presents with functioning levels lower than that which is expected for children their age, in their achievement on both the VMI and the GHD, implying possible visual-motor integration functioning challenges. This finding implies the need to implement effective intervention programmes in order to address this seemingly evident delay. Conclusions regarding the vanous relationships between the test results and certain biographical variables include the following: It was found that the relationship between socioeconomic status and childhood development, as reflected by the correlation between socioeconomic status and the GHD, seems very important in the South African context. When considering gender differences, females achieved lower scores on both tests applied in the present study than males. Chronological age correlated significantly with scores on the VMI. It was further shown that visual-motor integration functioning could have a significant impact on academic achievement. The VMI and GHD results were compared, in order to compare different tests of visual-motor integration. High scores on the GHD related significantly to high scores on the VMI. Although the present study was unable to confirm the superiority of one test, various considerations were discussed leading to the identification of a child-friendly test of visual-motor integration. The present study highlights the importance of identifying and addressing developmental delays in general, and visualmotor integration functioning in specific, in order to ensure the development of middle childhood children to their complete potential in the South African context. It also underlines the need for effective, child-friendly assessment tools of visual-motor integration that will ensure the effective identification of developmental delays. / AFRIKAANSE OPSOMMING: Gedurende middelkinderjare is kognitiewe-, emosionele- en selfbeeldontwikkeling van belang, omdat dit die kind voorberei vir die verwagte aanpassings en uitdagings tydens adolessensie. Visueelmotoriese integrasie speel 'n sentrale rol in kinderontwikkeling. Visueel-motoriese integrasie word beskryf as die kind se vermoë om visueel-perseptuele vaardighede te integreer met fyn-motoriese koërdinasie, Die VMI (Developmental Test of Visual-Motor Integration, Beery (1989)) word gereeld as meetinstrument gebruik vir visueel-motoriese integrasie. Omdat visueel-motoriese integrasie 'n sentrale deel van 'n kind se tekenvaardighede is, is die GHD (Goodenough-Harris Drawing Test) ook toepaslik om informasie rakende 'n kind se visueel-motoriese integrasie funksionering te bepaal. Die primêre doel van die huidige studie was om die status van visueel-motoriese integrasie funksionering van 'n gekose groep kinders in die middelkinderjare binne die Suid-Afrikaanse konteks, te bepaal. Hierdie doel is bereik deur die toepassing van die VMI en die GHD. Akademiese resultate is verder in ag geneem. Die analisering van die finale resultate en data het gelei tot belangrike afleidings rakende die status van die geselekteerde steekproef. Die sekondêre doel was gemotiveer deur die behoefte om 'n effektiewe, kindervriendelike meetinstrument van visueel-motoriese integrasie te identifiseer, wat toepaslik is op 'n jong ouderdom, en akkurate kennis rakende 'n kind se visueel-motoriese integrasie funksionering tot gevolg het. Om die sekondêre doel aan te spreek, is die volgende ondersoek: a) die korrelasies (indien enige) tussen die resultate van die GHD en sekere biografiese veranderlikes, naamlik geslag, chronologiese ouderdom en sosio-ekonomiese status; b) die korrelasies (indien enige) tussen die resultate van die VMI en die bogenoemde biografiese veranderlikes; c) die korrelasies (indien enige) tussen akademiese resultate en die bogenoemde veranderlikes en toets resultate; en d) die korrelasies (indien enige) tussen die GHD en die VMI resultate, ten einde verskillende toetse van visueel-motoriese integrasie te vergelyk. Die huidige studie dui op vele gevolgtrekkings rakende die status van visueel-motoriese integrasie funksionering in die geselekteerde steekproef; die mees relevante dat die steekproef funksioneer op 'n vlak wat laer is as dit wat verwag word vir kinders van hulouderdom. Hierdie gevolgtrekking is gebaseer op die resultate van beide die GHD en die VMI, en impliseer moontlike visueel-motoriese integrasie agterstande. Hierdie bevinding dui op 'n behoefte vir effektiewe intervensie programme wat hierdie oënskynlike agterstande sal aanspreek. Gevolgtrekkings rakende die vele verwantskappe tussen die toetsresultate en sekere biografiese veranderlikes, sluit die volgende in: kinderfunksionering, soos gereflekteer deur die resultate van die GHD, is beduidend verwant aan sosio-ekonomiese status. Hierdie verskynsel blyk belangrik te wees in die Suid-Afrikaanse konteks. Met in agneming van geslagsverskille, het vroulike deelnemers beduidend swakker resultate in beide die GHD en die VMI as manlike deelnemers getoon. Chronologiese ouderdom het beduidend met VMI resultate gekorreleer. Laastens het dit ook gevolg dat visueel-motoriese integrasie, soos reflekteer deur die resultate van beide die VMI en die GHD, 'n beduidende verwantskap tot akademiese funksionering toon. 'n Vergelyking tussen die resultate van die VMI en die GHD het gelei tot die gevolgtrekking dat hierdie twee toetse beduidend positief verwant is. Hoë tellings op die GHD het verband gehou met hoë tellings op die VMI. Alhoewel die resultate van die huidige studie nie die superioriteit van die gebruik van die een toets bo die van die ander kon bevestig nie, is verskeie oorwegings verder bespreek wat in ag geneem behoort te word tydens die seleksie van 'n kindervriendelike meetinstrument van visueelmotoriese integrasie. Die huidige studie is van waarde in die beklemtoning van die belangrikheid om ontwikkelingsagterstande in die algemeen, en spesifiek in visueel-motoriese integrasie funksionering, spoedig te identifiseer en aan te spreek. Die uitvoering hiervan mag 'n bydra lewer tot die ontwikkeling van kinders se potensiaal in die Suid-Afrikaanse konteks. Die studie beklemtoon verder die belangrikheid van effektiewe, kindervriendelike meetinstrumente van visueel-motoriese integrasie, wat die identifisering van hierdie ontwikkelingsagterstande sal verseker.