Indian Journal of Health and Wellbeing

S. Venkatesan ¹, V. Hariharan ¹, G. Y. Yashodhara Kumar ¹

Affiliations
1 Department of Clinical Psychology, All India Institute of Speech and Hearing, Manasagangotri, Mysore, IN

Abstract

The Gesell's Drawmg Test of Intelligence is a useful screening tool for research and clinical practice. This cross-sectional exploratory research seeks to compare performance of a purposive sample of 59 children in age range of S- 12 years on the test drawing activity by using computer based Paint Brush Program along with concurrent use of its traditional paper-pencil mode of test administration. Independent scoring by three mutually blinded examiners show no significant difference in scores of subjects between the two modes of administration (p >0.05). However, a consistent pattern of within group differences seen with higher scores for paper-pencil mode of administration on variables like gender, age, residence, type of syllabus, and family background (p 0.05). The findings are discussed with merits and demerits in the ongoing efforts to develop computer-enabled testing devices for children.

Keywords

Computer vs. Paper, Drawing Tests, Geometric Designs, Inter-Examiner Reliability.

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S. Venkatesan ¹

Affiliations
1 Department of Clinical Psychology, All India Institute of Speech and Hearing, Manasagangothri, Mysore, IN

Abstract

Research on home based problem behavior interventions is scarce in Indian settings. This cross sectional random survey aims to identity barriers or facilitators in parent mediated problem behavior interventions for their children. Targeting 78 children between 3-12 years, data was collected as frequency counts of felt, expressed or reported nature, type and extent of challenges, difficutties and issues by respective parents as therapeutic agents. Among their listed 36 types of 918 difficulties, 21 types of 507 issues are linked to service recipients themselves, followed by those viewed as due to the intervention process (Types, 10; N, 293) and few attributed to problems in service providers (Types, 5; N, 118). Disagreements between parents in prioritizing problem behaviors, perception that behavior intervention programs are time consuming, that there is minimal support from spouse and family, or that they expect instantaneous solutions are the most serious barriers. Some parents express hardships in record keeping, admit to pressure of daily routine in caring their unaffected children, the long wait involved in securing appointment from service providers, and the burden of travelling to avail professional help. Follow up and maintenance efforts during planning behavior interventions must necessarily take note of these findings to optimize positive developments in children.

Keywords

Challenging Behaviors, Behavior Therapy, Implementation Issues.

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S. Venkatesan ¹, L. Lokesh ¹

Affiliations
1 Department of Clinical Psychology, All India Institute of Speech and Hearing, Under Ministry of Health & Family Welfare, Government of India, Located at Manasagangotri, Mysore, Karnataka, IN

Abstract

Tests of intelligence are a prelude to the diagnosis of specific learning disabilities. This study selected three commonly preferred performance measures, such as the Porteus Maze Test (PMT), Seguin Form Board (SFB), and Gesell Drawing Test (GDT), to examine their inter-correlations. A single-shot correlation survey design was combined with convenience sampling to determine the nature, direction, degree, and extent of co-variance of test scores between the chosen tests for an overall sample of 161 students with specific learning disabilities. The overall trends and concerning personal-demographic variables like age, gender, level of schooling, and type of curriculum, were investigated. For the overall sample (N: 161), the obtained mean SFB mental age of 109.79 (SD: 20.38), GDT mental age of 98.80 (SD: 20.07), and PMT mental age of 103.75 (SD: 29.07) months. The GDT appears to be estimating mental ages less by five points against the PMT, and by twelve points against the SFB in the targeted children. Analysis of inter-correlations between the test scores on pairs for the three tests of intelligence shows moderate to highly significant correlation (p: <0.05) ranging from 0.48 and 0.53, irrespective of which among them is used as anchor test. This means that they all possess good convergent validity for their regular use during clinical practice in the diagnosis of children with learning disabilities.

Keywords

Learning Disability, Correlation, Intelligence Tests, Convergent Validity.

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