The effect of self-instruction and component attentional skills training on cerebral palsied children's performance on visuo-motor reproduction tasks.
Item
-
Title
-
The effect of self-instruction and component attentional skills training on cerebral palsied children's performance on visuo-motor reproduction tasks.
-
Identifier
-
AAI9218258
-
identifier
-
9218258
-
Creator
-
Plaue, Eric Walter.
-
Contributor
-
Adviser: N. Anastasiow
-
Date
-
1992
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Education, Educational Psychology | Psychology, Behavioral | Psychology, Developmental
-
Abstract
-
The present study examined the effect of self-instruction training on the visuo-motor reproduction performance of cerebral palsied children. The subjects consisted of 34 cerebral palsied children between 7 and 17 years of age. All the subjects had Verbal Scale IQ's of at least 80 on the Wechsler Intelligence Scale for Children, Revised (WISC-R). The subjects were matched on the basis of Verbal Scale IQ's and chronological age and then randomly assigned to 1 of the 2 training groups: The Self-instruction/component attentional skills (SI/CAS) group or the Component attentional skills (CAS) group.;Subjects in both groups were pretested and posttested on three measures of visuo-motor reproduction: The Block Design subtest of the Wechsler Intelligence Scale for Children, Revised (WISC-R), the Block Designs from the Leiter International Performance Scale (LIPS) and the Developmental Test of Visual-motor Integration (DTVMI). While the Block Designs (WlSC-R) were included as a training task, the Block Designs (LIPS) and the DTVMI were employed as generalization measures. Analysis of Covariance was used to test the hypotheses with the pretests used as the covariate.;The results indicated that the SI/CAS group significantly improved their performance on the Block Design subtest (WISC-R) compared to the CAS group, F (1, 34) =.009, p {dollar}<{dollar}.01. The SI/CAS group also showed a significant group effect on the Block Designs (LIPS), F (1, 34) =.003, p {dollar}{dollar}.05. The different task requirements involved in the training tasks compared to the dependent measures was discussed as a possible explanation for the lack of significance on the DTVMI. Whereas the other dependent measures and most of the training tasks involved the manual manipulation of blocks, the DTVMI required the manipulation of a pencil to reproduce a model. The study points out self-instruction training's educational potential for improving the visuomotor reproduction performance of cerebral palsied children while highlighting the need to consider task variables in improving generalization.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
