Practitioners' views of the Griffiths scales : informing the revision process
- Authors: Samuel, Candice
- Date: 2014
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9975 , http://hdl.handle.net/10948/d1021062
- Description: The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. When revising measures, obtaining practitioners’ views on the measure is common practice. The purpose of the present study was to explore the themes emerging from a group of practitioners surveyed on their opinions about the Griffiths Scales in order to inform the Griffiths Scales revision process. A qualitative, survey methodology was used. A survey questionnaire was designed and distributed by the ARICD to ascertain practitioners’ and researchers’ views on assessing child development, insights into practicalities and the usability of the Griffiths Scales, as well as their opinions on potential changes and improvements. Data were also gathered on the frequency, purpose and age range with which practitioners used the Griffiths Scales. The questionnaire was distributed to Registered Griffiths Scales Users (practitioners) via the ARICD members’ email distribution list. The practitioners and researchers were either current or past users of the Griffiths Scales. Eighty-five completed questionnaires were returned of which 52 were from current, regular users of the Griffiths Scales and 33 were from non-users. The data obtained from the 85 returned questionnaires were analysed in the present research study using thematic analysis to extract themes for both users and non-users of the Griffiths Scales. The results of the data analysis revealed four over-arching themes, namely, purpose and use of the Griffiths Scales; domains, content, and structure of the Griffiths Scales; psychometric properties, standardisation, and norms; and merits, limitations, and improvements. Based on the themed views of practitioners, recommendations were made regarding the support for the next revision cycle as well as strengths of the Griffiths Scales that should be retained and improvements and additions needed. It is hoped that these recommendations will guide aspects of the revision process. Consequently, the recommendations have been submitted to the Project Board.
- Full Text:
- Date Issued: 2014
- Authors: Samuel, Candice
- Date: 2014
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9975 , http://hdl.handle.net/10948/d1021062
- Description: The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. When revising measures, obtaining practitioners’ views on the measure is common practice. The purpose of the present study was to explore the themes emerging from a group of practitioners surveyed on their opinions about the Griffiths Scales in order to inform the Griffiths Scales revision process. A qualitative, survey methodology was used. A survey questionnaire was designed and distributed by the ARICD to ascertain practitioners’ and researchers’ views on assessing child development, insights into practicalities and the usability of the Griffiths Scales, as well as their opinions on potential changes and improvements. Data were also gathered on the frequency, purpose and age range with which practitioners used the Griffiths Scales. The questionnaire was distributed to Registered Griffiths Scales Users (practitioners) via the ARICD members’ email distribution list. The practitioners and researchers were either current or past users of the Griffiths Scales. Eighty-five completed questionnaires were returned of which 52 were from current, regular users of the Griffiths Scales and 33 were from non-users. The data obtained from the 85 returned questionnaires were analysed in the present research study using thematic analysis to extract themes for both users and non-users of the Griffiths Scales. The results of the data analysis revealed four over-arching themes, namely, purpose and use of the Griffiths Scales; domains, content, and structure of the Griffiths Scales; psychometric properties, standardisation, and norms; and merits, limitations, and improvements. Based on the themed views of practitioners, recommendations were made regarding the support for the next revision cycle as well as strengths of the Griffiths Scales that should be retained and improvements and additions needed. It is hoped that these recommendations will guide aspects of the revision process. Consequently, the recommendations have been submitted to the Project Board.
- Full Text:
- Date Issued: 2014
Comparing the development of a sample of South African pre-school boys and girls utilizing the Griffiths Mental Development Scales-extended revised
- Authors: Jakins, Tamarin Ashlea
- Date: 2009
- Subjects: Griffiths Scales of Mental Development , Preschool children -- Intelligence testing -- South Africa , Child development -- South Africa , Psychological tests for children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9904 , http://hdl.handle.net/10948/990 , Griffiths Scales of Mental Development , Preschool children -- Intelligence testing -- South Africa , Child development -- South Africa , Psychological tests for children -- South Africa
- Description: Both children and adults share a common, culturally distinct view of what it means to be male or female. These gender stereotypes are pervasive in society and daily social interactions, and influence all aspects of gender development (Golombok & Fivush, 1994). The inherent physical differences of boys and girls may have triggered the speculation and accompanying myths surrounding the existence of gender differences in childhood development. Many people believe that boys and girls follow a different developmental path that lead to gender differences in intellectual ability. An up-to-date and integrative review of theory and research on gender indicates two opposing perspectives on the topic, with substantial information supporting each view. However, this is the first study to examine and compare a sample of South African pre-school boys and girls from a truly holistic developmental perspective on the recently released Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Developmental theorists have emphasized the profound impact early childhood development has on subsequent development, as it shapes the course of an individual’s life. Contemporary cognitive developmental theories, such as Demetriou’s (2000; 2004) developmental model of cognitive development, advance that child development does not progress in a fixed and predictable manner. Instead, Demetriou proposes that development occurs in a wave-like fashion, where the processes and functions of the various levels of the mind may be at differing points in their cycle of development. When one function progresses to a higher level, it unlocks the possibility for another function to advance to a different point in its cycle (Demetriou et al., 2002). As the significance of understanding the process of early childhood development more fully increases, so does the need to establish with more confidence the value and role of developmental assessment in the early identification of problems. The overall purpose of this study was to generate comparative information regarding the general development of a sample of 5- and 6-year-old South African pre-school boys and girls. Specifically, the study aimed to explore and describe the developmental profiles of pre-school boys and girls within the abovementioned age group with respect to their overall performance on the GMDS-ER as well as their performance on the six Subscales. Then, the mean General Quotients (GQ) and developmental profiles of the pre-school boys and girls obtained on the GMDS-ER were compared. An exploratory-descriptive quantitative research method was used. The sample (N = 64) was selected through a combination of non-probability, purposive and convenience xiii sampling. Within this framework, a between-subjects design in which matching was used to control extraneous variables, was employed. Data was analysed using descriptive statistics and independent sample t-tests to compare the GQs of the gender groups. A Hotellings T2 was used to compare the Subscale profiles. No significant gender differences were found when comparing the overall developmental and Subscale profiles of the boys and girls on the GMDS-ER. However, certain interesting trends did emerge from a review of the findings when compared to the literature review and previous studies. The information generated from this study has contributed to our knowledge base of the performance of South African children on the recently released GMDS-ER.
- Full Text:
- Date Issued: 2009
- Authors: Jakins, Tamarin Ashlea
- Date: 2009
- Subjects: Griffiths Scales of Mental Development , Preschool children -- Intelligence testing -- South Africa , Child development -- South Africa , Psychological tests for children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9904 , http://hdl.handle.net/10948/990 , Griffiths Scales of Mental Development , Preschool children -- Intelligence testing -- South Africa , Child development -- South Africa , Psychological tests for children -- South Africa
- Description: Both children and adults share a common, culturally distinct view of what it means to be male or female. These gender stereotypes are pervasive in society and daily social interactions, and influence all aspects of gender development (Golombok & Fivush, 1994). The inherent physical differences of boys and girls may have triggered the speculation and accompanying myths surrounding the existence of gender differences in childhood development. Many people believe that boys and girls follow a different developmental path that lead to gender differences in intellectual ability. An up-to-date and integrative review of theory and research on gender indicates two opposing perspectives on the topic, with substantial information supporting each view. However, this is the first study to examine and compare a sample of South African pre-school boys and girls from a truly holistic developmental perspective on the recently released Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Developmental theorists have emphasized the profound impact early childhood development has on subsequent development, as it shapes the course of an individual’s life. Contemporary cognitive developmental theories, such as Demetriou’s (2000; 2004) developmental model of cognitive development, advance that child development does not progress in a fixed and predictable manner. Instead, Demetriou proposes that development occurs in a wave-like fashion, where the processes and functions of the various levels of the mind may be at differing points in their cycle of development. When one function progresses to a higher level, it unlocks the possibility for another function to advance to a different point in its cycle (Demetriou et al., 2002). As the significance of understanding the process of early childhood development more fully increases, so does the need to establish with more confidence the value and role of developmental assessment in the early identification of problems. The overall purpose of this study was to generate comparative information regarding the general development of a sample of 5- and 6-year-old South African pre-school boys and girls. Specifically, the study aimed to explore and describe the developmental profiles of pre-school boys and girls within the abovementioned age group with respect to their overall performance on the GMDS-ER as well as their performance on the six Subscales. Then, the mean General Quotients (GQ) and developmental profiles of the pre-school boys and girls obtained on the GMDS-ER were compared. An exploratory-descriptive quantitative research method was used. The sample (N = 64) was selected through a combination of non-probability, purposive and convenience xiii sampling. Within this framework, a between-subjects design in which matching was used to control extraneous variables, was employed. Data was analysed using descriptive statistics and independent sample t-tests to compare the GQs of the gender groups. A Hotellings T2 was used to compare the Subscale profiles. No significant gender differences were found when comparing the overall developmental and Subscale profiles of the boys and girls on the GMDS-ER. However, certain interesting trends did emerge from a review of the findings when compared to the literature review and previous studies. The information generated from this study has contributed to our knowledge base of the performance of South African children on the recently released GMDS-ER.
- Full Text:
- Date Issued: 2009
The performance profile of children from a low socio-economic status on the Griffiths Mental Development Scales-Extended Revised
- Authors: Kheswa, Thembi Lucia
- Date: 2009
- Subjects: Psychological tests for children -- South Africa , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9900 , http://hdl.handle.net/10948/1072 , Psychological tests for children -- South Africa , Child development -- Testing
- Description: 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].
- Full Text:
- Date Issued: 2009
- Authors: Kheswa, Thembi Lucia
- Date: 2009
- Subjects: Psychological tests for children -- South Africa , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9900 , http://hdl.handle.net/10948/1072 , Psychological tests for children -- South Africa , Child development -- Testing
- Description: 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].
- Full Text:
- Date Issued: 2009
The performance of children with autism on the Revised Extended Griffiths Scales of Mental Development
- Authors: Gowar, Rosemary Vera
- Date: 2004
- Subjects: Psychological tests for children -- South Africa , Autism in children -- South Africa , Children -- Intelligence testing -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11016 , http://hdl.handle.net/10948/353 , Psychological tests for children -- South Africa , Autism in children -- South Africa , Children -- Intelligence testing -- South Africa
- Description: Despite a widespread perception that the number of children coming to clinical attention with Autism Spectrum Disorders has greatly increased, limited South African Research has been conducted on children with Autism. Thus a need exists to accumulate knowledge about the cognitive, psychological and personalsocial growth of children diagnosed with Autism. This study is aimed at exploring the performance of children with Autism between the ages of 7 years (from 72 months) and 8 years (to 95.9 months), in South Africa (SA), utilising the Revised Extended Griffiths Scales of Mental Development (GSMD). The sample comprised an experimental group of 30 children with Autism from four schools for Specialised Education for learners with Autism in SA, and a control group comprised of 30 “normal” children, where normalcy can be broadly defined as “an absence of any sensory, physical or mental handicap”. The six areas of general development assessed included Locomotor, Personal- Social, Language, Eye and Hand co-ordination, Performance, and Practical Reasoning. A non-probability, purposive sampling method was applied. The major findings of the present study were as follows: (i) Children with Autism (years 7 & 8) showed a characteristic cognitive profile when tested with the revised Extended Griffiths Scales. Their performance indicates lower performance on Subcales B, C and F than on the other Subscales. (ii) Some children with Autism experienced major fall-outs, whereas others were slightly below average. The general performance of children with Autism was, however, in the range “cognitively impaired”. (iii) There was significant difference between the Autistic sample and the normal sample on the GQ. xiv In view of the findings, it is recommended that the results of the study, which focused on the children’s areas of developmental weakness, be widely disseminated. This could facilitate the development of therapeutic programmes, so as to allow for appropriate stimulation for children with Autism.
- Full Text:
- Date Issued: 2004
- Authors: Gowar, Rosemary Vera
- Date: 2004
- Subjects: Psychological tests for children -- South Africa , Autism in children -- South Africa , Children -- Intelligence testing -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11016 , http://hdl.handle.net/10948/353 , Psychological tests for children -- South Africa , Autism in children -- South Africa , Children -- Intelligence testing -- South Africa
- Description: Despite a widespread perception that the number of children coming to clinical attention with Autism Spectrum Disorders has greatly increased, limited South African Research has been conducted on children with Autism. Thus a need exists to accumulate knowledge about the cognitive, psychological and personalsocial growth of children diagnosed with Autism. This study is aimed at exploring the performance of children with Autism between the ages of 7 years (from 72 months) and 8 years (to 95.9 months), in South Africa (SA), utilising the Revised Extended Griffiths Scales of Mental Development (GSMD). The sample comprised an experimental group of 30 children with Autism from four schools for Specialised Education for learners with Autism in SA, and a control group comprised of 30 “normal” children, where normalcy can be broadly defined as “an absence of any sensory, physical or mental handicap”. The six areas of general development assessed included Locomotor, Personal- Social, Language, Eye and Hand co-ordination, Performance, and Practical Reasoning. A non-probability, purposive sampling method was applied. The major findings of the present study were as follows: (i) Children with Autism (years 7 & 8) showed a characteristic cognitive profile when tested with the revised Extended Griffiths Scales. Their performance indicates lower performance on Subcales B, C and F than on the other Subscales. (ii) Some children with Autism experienced major fall-outs, whereas others were slightly below average. The general performance of children with Autism was, however, in the range “cognitively impaired”. (iii) There was significant difference between the Autistic sample and the normal sample on the GQ. xiv In view of the findings, it is recommended that the results of the study, which focused on the children’s areas of developmental weakness, be widely disseminated. This could facilitate the development of therapeutic programmes, so as to allow for appropriate stimulation for children with Autism.
- Full Text:
- Date Issued: 2004
The performance of hearing impaired children on the Revised Extended Griffiths Scales
- Authors: Schröder, Ingrid Anita
- Date: 2004
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Deaf children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11031 , http://hdl.handle.net/10948/333 , Psychological tests for children -- South Africa , Griffiths Developmental Scales , Deaf children -- South Africa
- Description: In this unique time of nation building in South Africa, education is seen as the key foundation stone to prosperity and development. However, despite a decade of restructuring, many differing groups of children still do not receive the quality of education they deserve. Amongst those are children with special needs, including those who have a hearing impairment. These children are the focus of the present study. It is a widely accepted principle that early assessment and intervention is necessary to maximise a child’s potential. It is for this reason that the global aim of this study was to explore and describe the developmental profile of hearing impaired children on the Revised Extended Griffiths Scales. Further aims were to compare the performance of the clinical sample to a normal South African sample. A quantitative, exploratory-descriptive research design was employed. The sample of hearing impaired children (N = 58), between the ages of 36 and 95 months, attended the Carel du Toit Pre-School in the Western Cape, South Africa and were obtained by means of a non-probability, purposive sampling procedure. The normal sample (N = 58) was drawn from an existing database created for the revision of the Scales. Information was collated using clinical files, biographical data as well as the results of an assessment on the Revised Extended Griffiths Scales. The major findings of the study are summarised below. The general performance of the hearing impaired sample on the Revised Extended Griffiths Scales was average. The performance of the children on the six subscales ranged from below average to average, with major fall-outs occurring on the Hearing and Speech and Practical Reasoning Subscales. The normal sample performed significantly better than the hearing impaired sample on all of the subscales of the measure. However, significant differences were found on four of the six subscales, namely, the Locomotor, Personal-Social, Hearing and Speech and Practical Reasoning Subscales. Generally, the results of the current study suggest that a specific developmental profile is obtained for hearing impaired children. In addition, this study has highlighted the success with which the Revised Extended Griffiths Scales can be utilised on a hearing impaired population.
- Full Text:
- Date Issued: 2004
- Authors: Schröder, Ingrid Anita
- Date: 2004
- Subjects: Psychological tests for children -- South Africa , Griffiths Developmental Scales , Deaf children -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11031 , http://hdl.handle.net/10948/333 , Psychological tests for children -- South Africa , Griffiths Developmental Scales , Deaf children -- South Africa
- Description: In this unique time of nation building in South Africa, education is seen as the key foundation stone to prosperity and development. However, despite a decade of restructuring, many differing groups of children still do not receive the quality of education they deserve. Amongst those are children with special needs, including those who have a hearing impairment. These children are the focus of the present study. It is a widely accepted principle that early assessment and intervention is necessary to maximise a child’s potential. It is for this reason that the global aim of this study was to explore and describe the developmental profile of hearing impaired children on the Revised Extended Griffiths Scales. Further aims were to compare the performance of the clinical sample to a normal South African sample. A quantitative, exploratory-descriptive research design was employed. The sample of hearing impaired children (N = 58), between the ages of 36 and 95 months, attended the Carel du Toit Pre-School in the Western Cape, South Africa and were obtained by means of a non-probability, purposive sampling procedure. The normal sample (N = 58) was drawn from an existing database created for the revision of the Scales. Information was collated using clinical files, biographical data as well as the results of an assessment on the Revised Extended Griffiths Scales. The major findings of the study are summarised below. The general performance of the hearing impaired sample on the Revised Extended Griffiths Scales was average. The performance of the children on the six subscales ranged from below average to average, with major fall-outs occurring on the Hearing and Speech and Practical Reasoning Subscales. The normal sample performed significantly better than the hearing impaired sample on all of the subscales of the measure. However, significant differences were found on four of the six subscales, namely, the Locomotor, Personal-Social, Hearing and Speech and Practical Reasoning Subscales. Generally, the results of the current study suggest that a specific developmental profile is obtained for hearing impaired children. In addition, this study has highlighted the success with which the Revised Extended Griffiths Scales can be utilised on a hearing impaired population.
- Full Text:
- Date Issued: 2004
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