The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children

dc.contributor.advisorOxtoby, Richarden_ZA
dc.contributor.authorBlakey, Judy Annen_ZA
dc.date.accessioned2016-02-17T07:11:53Z
dc.date.available2016-02-17T07:11:53Z
dc.date.issued1988en_ZA
dc.descriptionBibliography: pages 299-316.en_ZA
dc.description.abstractProfessional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears.en_ZA
dc.identifier.apacitationBlakey, J. A. (1988). <i>The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/17070en_ZA
dc.identifier.chicagocitationBlakey, Judy Ann. <i>"The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1988. http://hdl.handle.net/11427/17070en_ZA
dc.identifier.citationBlakey, J. 1988. The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Blakey, Judy Ann AB - Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears. DA - 1988 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1988 T1 - The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children TI - The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children UR - http://hdl.handle.net/11427/17070 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17070
dc.identifier.vancouvercitationBlakey JA. The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1988 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17070en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherResearch Psychologyen_ZA
dc.subject.otherPsychological tests for childrenen_ZA
dc.subject.otherChild developmenten_ZA
dc.subject.otherChildren - Institutional care - South Africaen_ZA
dc.titleThe relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised childrenen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSocScen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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