The experiences of users of the Griffiths III
- Authors: Le Roux, Johan
- Date: 2020-07
- Subjects: Child development -- Testing , Psychological tests
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/51287 , vital:43260
- Description: The Griffiths III was published in 2016 and has since then been used internationally by practitioners. The Association for Research in Infant and Child Development (ARICD) is currently planning and reviewing, refining, and improving the 2016 version of this assessment tool. Part of this process is to obtain feedback from all the key role players in the Griffiths III. The purpose of the present study was to explore and describe how users of the Griffiths III experience the measure. A qualitative methodology was utilised, and an exploratory-descriptive design was employed. A questionnaire was created by the ARICD and distributed to all 217 registered users of the Griffiths III. A total of 72 registered Griffiths users, who were using the Griffiths III at that stage, completed and returned the questionnaires to the ARICD. The data were analysed using thematic analysis to extract themes. The findings of the study revealed four overarching themes, namely 1) the purpose and use of the Griffiths III; 2) domains, content, and structure of the Griffiths III; 3) psychometric properties, standardisation, and norms; and 4) merits, limitations, and improvements. Based on the findings, recommendations were made regarding the revision of the Griffiths III. These recommendations relate to a specialised version for children with an autism spectrum disorder, psychometric properties, school readiness elements, universality of the scales, administration time, diagnosis and screening, cost, specific items, and report writing. , Thesis (MA) -- Faculty of Health Sciencess, 2021
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- Date Issued: 2020-07
The relationship between socio-demographic factors and psychometric screening performances of primary school children with barriers to learning
- Authors: Pretorius, Claudette
- Date: 2015
- Subjects: Psychological tests for children , Behavioral assessment of children , Child development -- Testing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/9044 , vital:26459
- Description: 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.
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- Date Issued: 2015
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.
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- Date Issued: 2014
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].
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- Date Issued: 2009
The Interplay between Universal and Unique Contexts in Shaping Child Developmental Assessment
- Authors: Stroud, Louise
- Subjects: Child development -- Testing , Developmental psychology , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21088 , vital:29437
- Description: In this lecture the revision of the Griffiths Scales of Child Development, or Griffiths III as it is now known, will be described. It is not a description or story that falls easily and smoothly into sequence. It is one that has been garnered from many sources and from many people. Some of it comes in the form of fragments from professional men and women who have looked upon developing children with a unique and unrelenting eye. It comes from men and women who carry the germ of knowledge, implanted somewhere deeply in their beings, a place where a curious, natural rhythm exists and a kind of magic. Additionally a suggested plan for the future or “what next” phase in the interplay between universal and unique contexts in shaping child developmental assessment specifically using the Griffiths III will be described and proposed.
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