Elizabeth Green | Nelson Mandela Metropolitan University (original) (raw)
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This study illustrates the use of the Griffiths III Scales to futher clarify a diagnosis of Autis... more This study illustrates the use of the Griffiths III Scales to futher clarify a diagnosis of Autistic Spectrum Disorder and possible Attention Deficit/Hyperactivity Disorder following a test battery of the Childhood Autism Rating Scale, Conners 3-Parent and Teacher Surveys, and the Goodenough-Harris Draw-a-Person test in a child aged 6 years. The Griffiths III assessment confirmed a pattern of delay above and below DQ50. The child demonstrated difficulty with the constructs: Skills for Learning (including attention, curiosity, processing speed); Ways of Thinking, Memory and Play; all aspects of language and communication; and all underlying constructs of early social and emotional development. The concept of Theory of Mind is used to examine the child's particular difficulties.
There is an increasing trend to consider complementary ways of combining quantitative and qualita... more There is an increasing trend to consider complementary ways of combining quantitative and qualitative assessment. Furthermore, there is a growing awareness of the need to revise psychological measures on a regular basis. This article attempts to address both these trends and uses a child development measure, the Griffiths III, as an illustration of how this can be accomplished. The outcome proposes a potential six step revision process.
From the 1980s onwards the dynamic systems approach to development and Bronfenbrenner's ecologica... more From the 1980s onwards the dynamic systems approach to development and Bronfenbrenner's ecological systems theory of child development considered the true balance of influences likely to play a part in the development of a young child [7,8].
There is a multiplicity of difficulties when faced with decisions about ways to support children ... more There is a multiplicity of difficulties when faced with decisions about ways to support children with Attention-Deficit/Hyperactivity Disorder (ADHD) (Baker, 2008). This article highlights the use of the Griffiths Scales of Child Development, 3 rd Edition (Griffiths III), a normed developmental measure, as well as the Conners 3: Parent and Teacher Survey-Long Form, to assist with the decision of whether to use medication to assist a 5-year-old girl with ADHD. The Griffiths III indicated a developmental delay on all five domains measured, warranting the need for therapeutic interventions. The information gleaned from the measures was used to assist with the decision to use stimulant medication to support this young child. This case illustrates the use of the Planning, Arousal, Simultaneous and Successive (PASS) model of cognitive processing and showed how this model might assist in understanding the difficulties experienced to guide interventions in her specific context.
Prosthetics and Orthotics International
The prescription of appropriate seating for children and young adults with a motor handicap is a ... more The prescription of appropriate seating for children and young adults with a motor handicap is a complex issue requiring a clear identification of the child's physical ability in all postures. Recent work by Pountney etal. (1990) has shown how the development of lying ability is linked to sitting ability. This emphasises the importance of the total approach to assessment and prescription of seating systems and of not isolating seating needs from other postural considerations. This article summarises the work undertaken in recent years at Chailey Heritage to improve knowledge about prescriptive, adaptive seating for children with a motor handicap. The results are being increasingly applied throughout the United Kingdom.
British Journal of Occupational Therapy
An analysis of the early standing posture and available postural support systems has led to the d... more An analysis of the early standing posture and available postural support systems has led to the development of an adjustable, modular, upright standing frame. Problems with existing standing equipment are identified, developmental aspects of standing outlined and therapeutic requirements and solutions described.
Developmental Medicine and Child Neurology, 1995
Eighteen normal infants were studied longitudinally using video and photographic records of their... more Eighteen normal infants were studied longitudinally using video and photographic records of their levels of lying and sitting ability. A developmental sequence of postural control in lying and sitting was confirmed in the normal infants. All infants reached level 4 prone and supine lying ability before achieving level 3 sitting ability (maintaining independent sitting). 34 children with cerebral palsy in a cross-sectional study could be ascribed a level of sitting or lying ability. The relationship found in normal infants between lying and sitting was confirmed in all the children with cerebral palsy.
Develop Med Child Neurol, 2008
Eighteen normal infants were studied longitudinally using video and photographic records of their... more Eighteen normal infants were studied longitudinally using video and photographic records of their levels of lying and sitting ability. A developmental sequence of postural control in lying and sitting was confirmed in the normal infants. All infants reached level 4 prone and supine lying ability before achieving level 3 sitting ability (maintaining independent sitting). 34 children with cerebral palsy in a cross-sectional study could be ascribed a level of sitting or lying ability. The relationship found in normal infants between lying and sitting was confirmed in all the children with cerebral palsy.
Journal of the Association for Physical and Mental Rehabilitation
This study illustrates the use of the Griffiths III Scales to futher clarify a diagnosis of Autis... more This study illustrates the use of the Griffiths III Scales to futher clarify a diagnosis of Autistic Spectrum Disorder and possible Attention Deficit/Hyperactivity Disorder following a test battery of the Childhood Autism Rating Scale, Conners 3-Parent and Teacher Surveys, and the Goodenough-Harris Draw-a-Person test in a child aged 6 years. The Griffiths III assessment confirmed a pattern of delay above and below DQ50. The child demonstrated difficulty with the constructs: Skills for Learning (including attention, curiosity, processing speed); Ways of Thinking, Memory and Play; all aspects of language and communication; and all underlying constructs of early social and emotional development. The concept of Theory of Mind is used to examine the child's particular difficulties.
There is an increasing trend to consider complementary ways of combining quantitative and qualita... more There is an increasing trend to consider complementary ways of combining quantitative and qualitative assessment. Furthermore, there is a growing awareness of the need to revise psychological measures on a regular basis. This article attempts to address both these trends and uses a child development measure, the Griffiths III, as an illustration of how this can be accomplished. The outcome proposes a potential six step revision process.
From the 1980s onwards the dynamic systems approach to development and Bronfenbrenner's ecologica... more From the 1980s onwards the dynamic systems approach to development and Bronfenbrenner's ecological systems theory of child development considered the true balance of influences likely to play a part in the development of a young child [7,8].
There is a multiplicity of difficulties when faced with decisions about ways to support children ... more There is a multiplicity of difficulties when faced with decisions about ways to support children with Attention-Deficit/Hyperactivity Disorder (ADHD) (Baker, 2008). This article highlights the use of the Griffiths Scales of Child Development, 3 rd Edition (Griffiths III), a normed developmental measure, as well as the Conners 3: Parent and Teacher Survey-Long Form, to assist with the decision of whether to use medication to assist a 5-year-old girl with ADHD. The Griffiths III indicated a developmental delay on all five domains measured, warranting the need for therapeutic interventions. The information gleaned from the measures was used to assist with the decision to use stimulant medication to support this young child. This case illustrates the use of the Planning, Arousal, Simultaneous and Successive (PASS) model of cognitive processing and showed how this model might assist in understanding the difficulties experienced to guide interventions in her specific context.
Prosthetics and Orthotics International
The prescription of appropriate seating for children and young adults with a motor handicap is a ... more The prescription of appropriate seating for children and young adults with a motor handicap is a complex issue requiring a clear identification of the child's physical ability in all postures. Recent work by Pountney etal. (1990) has shown how the development of lying ability is linked to sitting ability. This emphasises the importance of the total approach to assessment and prescription of seating systems and of not isolating seating needs from other postural considerations. This article summarises the work undertaken in recent years at Chailey Heritage to improve knowledge about prescriptive, adaptive seating for children with a motor handicap. The results are being increasingly applied throughout the United Kingdom.
British Journal of Occupational Therapy
An analysis of the early standing posture and available postural support systems has led to the d... more An analysis of the early standing posture and available postural support systems has led to the development of an adjustable, modular, upright standing frame. Problems with existing standing equipment are identified, developmental aspects of standing outlined and therapeutic requirements and solutions described.
Developmental Medicine and Child Neurology, 1995
Eighteen normal infants were studied longitudinally using video and photographic records of their... more Eighteen normal infants were studied longitudinally using video and photographic records of their levels of lying and sitting ability. A developmental sequence of postural control in lying and sitting was confirmed in the normal infants. All infants reached level 4 prone and supine lying ability before achieving level 3 sitting ability (maintaining independent sitting). 34 children with cerebral palsy in a cross-sectional study could be ascribed a level of sitting or lying ability. The relationship found in normal infants between lying and sitting was confirmed in all the children with cerebral palsy.
Develop Med Child Neurol, 2008
Eighteen normal infants were studied longitudinally using video and photographic records of their... more Eighteen normal infants were studied longitudinally using video and photographic records of their levels of lying and sitting ability. A developmental sequence of postural control in lying and sitting was confirmed in the normal infants. All infants reached level 4 prone and supine lying ability before achieving level 3 sitting ability (maintaining independent sitting). 34 children with cerebral palsy in a cross-sectional study could be ascribed a level of sitting or lying ability. The relationship found in normal infants between lying and sitting was confirmed in all the children with cerebral palsy.
Journal of the Association for Physical and Mental Rehabilitation
Current Innovations in Disease and Health Research Vol. 2, 2023
The aim of this chapter was to make recommendations to the Griffiths III community of practice, w... more The aim of this chapter was to make recommendations to the Griffiths III community of practice, who requested advice on the reporting of children’s development below the floor of the test so that individual strengths and needs can be described. In children with severe disability, the test floor effects seen in standardised tests lead to a standardised score of 1 or less thus displaying a flat profile that obscures a child’s individual strengths and needs. Grouping of these children together in an amorphous group leads to the use of a pseudo-diagnostic term, for example PMLD (Profound Multiple Learning Difficulties) which offers few clues to the child’s real strengths and needs. A child’s strengths can be used as building blocks to structure communication and learning programmes to meet the child’s needs.
Following an earlier Scoping study and a larger literature study, this chapter presents the third stage of the investigation.
Phase 3 was carried out retrospectively, using the same methods as the preceding phases, but in the opposite direction, to confirm quality control. Peer reviewer comments and key elements from the Scoping Review and key words from the publications were tabulated. Data analysis included a change of perspective to that of the child and their individual rights with respect to the literature themes already described in Phase 2.
The scoping review produced no replicable evidence to answer the practitioners’ questions using the scoping review methodology of pre-determined research questions.
This study has confirmed that there is little specific guidance in the literature but that advances in computational advances for homogeneous populations and especially disaggregated data offer some solutions. For our research and clinical practitioner community using Griffiths III, a qualitative assessment of skills and needs is recommended for children who display a flat developmental profile because the parametric test is not appropriate for them. The analysis is possible at the individual item level enabling assessment of the child’s ability at items of differing constructs.
The use of disaggregated data to draw attention to problems specific to certain subsets of results is advised, as is a greater balance between broad biopsychosocial models and standardised modes of assessment. This knowledge is vital to support the child in communication, socialisation and education. This will ensure that the child’s right for their individual strengths and needs to be described together with a plan for management may be met within both educational and health settings.