points® In every case this deviation is m the one direction,

namely, of a lower quotient for social maturity#

The group.as a whole shows a high degree of mental handicap and a high degree of sôcial immaturity on the, respective tests# The,general tendency is for scores to be even lower for social

maturity, but the facile' conclusion, that as a whole, the group

exhibits a higher degree of social than mental handicap, would

require much caution in its assertion. Accuracy in scoring is

more difficult to obtain for behaviour which is merely reported rather than tested, and norms derived in Australia are not

necessarily wholly applioable in Scotland®

That the results obtained oh the Vineland Scale are lower than those obtained

bn

the Intelligence tests used is of special

interest since Doll (49) regards the scale as particularly suitable for children with expressive handicaps. Findings

hère would tend to show that, as compared with, for instance, thé Terman-Marrilll the Vineland Scale was the one which

160

penalised the ; group* Since,. in itia lly ;, the Vineland; Scale

p a ra lle ls - the ty p ic a l development schedule,, and la te r emphaoisee:

independence, the handicap is bound to'count# It is no part o f the • argument here to ■■ d is c re d it its ■ use with the ‘ cerebral' palsied^ especially.’ when the handicap will • play its = part ■ in '■ the degree ; of

social m aturity attained® Indeed it is felt that * this■scale ^lb• of - vaille for usé w ith the cerebral p a ls ie d / fir s tly ;, because it is virtually impossible to find a child ■ to whom it ' cannot he

applied,.'and secondly, ^ because of the-oBiphasis It'places on the* effective aspect of a b ility » ' Used along with an ■ intelligence. •

te s t ' i t is a valuable supplement#' IVhat i t cannot do'is to take

the placé of eh in te llig e n c e test at any but the lowest levels where’'a developmental - schedule would- nomially be employed*

Some comparaison of the ' Vineland Social I&turity ’ Scale ' and the Griffiths Developmental Scale, which were both used on the = youngest and most mentally handicapped cases, is relevant here# Of the 4 6 cases who xfere tested on both'scales division could foe

made as follows in Table 53®

TABLE 53 ' .

PmSONS TESTED ' ON TIΠVBBLAND AND GRIFFITHS SCALES

1 _{2 3 4 5} 6

Af^e/lears Under 3 3«?5 6-15 15^', Total

Number 1 3 ? 20 6. 4 6

Qbtalned from the Griffiths Soale were as 8hcm% In Table* 54* . . . - - . . . . . . T A B I E ' 5 4 . " . " - . .. . ./ DEVIATimOF:a6Qq FROM.G*Qa . 1 '■ 2 3 4 ' 5 Nmâber Direction ' W . . , 6^JL0 15 ' " ' 11" ■ 2- '■ ' ■ '2' 9 0 22 15 ' 5 - . 2 4 6 2 6 "0-- ' '4 .

'Thus, a greater number eqore more highly on the .Sooiol Maturity than the Deyelppmental gqalp; Thé difforencee^ however, tend to be email, only exceeding 12 pointé In one ease# Th@ average deviation le 3*9 polute; The Griffiths SqWLe is interesting to use; but lengthy, (md it Involvoe a,great deal of email apparatue* On tliG other hand the Vineland Seale takes but a fraction of the time, la ejctremqly simple to administer, ànd gives a result so similar as to suggest that it is a satlsfaptory substitute for children W%o .require test^Jig at the infant level*

162:

S k ^ L ï -

B g A m m m ..

lo . Golllsp E®, ,A Way of Lifo for the Handicapped Child, p, ,50® . London, Faber and. Faber, ,1947* ,

Kcbig, ,K#, “Some Aspects on the Treatment of Cerebral Palsy®

Reprinted from The Spas tics Quarterly, Dee,#;, 1954® , 3 * Gesell, A# , and Armatruda, Go ,8«, Developmental Diagnosis,

po 202»,, Mow fork, Paiil B® Hoeher, Inq.*^ 1941* .

4*.. Tiaardp Jo ^P» , "Cerebral Palsy", in Pediatries, edited by

Gaisfordg K, and Lclghtwood, R®, ^8 ^8 $1955*

5»,. Dimsdon, M» 1», The Educability.of Cerebral Palsied Children, p* %* London, National Foundation for Educational Research in England and Wales, 1952»

6», Dimsdon, M# I, # see reference 5s P* 94*

7» Doll,, Eo A», **Neurophrenia» ” • Reprinted from Amer* J* Psychiat*, 10^$ 5081951

8* Bakwin, VU M®, and Bakwin, H#, "Cerebral Pal.sy in OhlldhoQcU”

J* Pedlat*, a2»113sl951*

9» Newlandg T# E*, "Educational and Vocational Planning for the Cerebral Palsied Child", in Psychological Problems of Cerebral Palsy# A Symposium# Chicago, National

Society for Crippled Children and Adults, 1952*

10# Grothers, B#, "Cerebral Palsy in Relation to Development#" Amer» J. Dis# Child», g|sl§1951o

11» Doll, Eo A», see reforence 7®

12» Arnfrod, reported in Proceedings of the First Soandanavian

Conference on Gorebral Palsy# Aug# 20-29? 1953® 13® Cardwell, V# E,, Cerebral Palsy - Advances in Care and

Understanding, p» 389* Association for the Aid of Crippled Children» New York, 1956»

14® Carlson, E* R#, Born That Way, p» 111» Great Britain, Drift Press, 1952»

163

16» Schonellj.F# E», Educating Spastic Chlldrou, p» I6 7®

Edinburgh,,Oliver and Boyd? 1956»

1 7® Schonell, F# E», see reference, 16, p# 168»

18.» Wallin^ J® B® W* ^ Children with Mental and Physical Handicaps, p® 435* Mevi York, Staples Press, 1949*

1 9 ® Phelps, l& Me, as quoted by Cardwell, V» Bo, The Cerebral

Palsied Child and His Care in the.Homo,,p# 33® Association for the Aid of Crippled Children» New York, 1947®

EOo Click, 8# J,p Vocational, Educational and Recreational Meeds of. the Cerebral Palsied Adult, p# 39® limiter College Chapter, International Council for Exceptional Children» New York, 1953®

21# Garrett, J# A®, "Realistic Vocational Guidance and

Placement”, in Cerebral. Pa3.sy, Its Individual and ^ , Community Problems, (p# 4-39) ? edited by Cruickshank,

Wo M,, and Raus, G® M$, Syracuse, S^Tacuse University Press, 1955?

22, Lord, E® E,, Children Handicapped by Cerebral Palsy, p# 87® Coirsïiomvealth I%.id, New York, 1937*

23» Strauss, A® and Kephart, N» C,, Psychopathology and

Education of the Brain-Injured Child, Vol» II, p, 206» Now York, Grone and Stratton, 1955*

2 4 * Advisory Council on Eduea/tlon in Scotland, Report on Pupils

who are Maladjusted, because of Sociel Handlcs.psp p« 15*

Edinburgh, 3,953*

25® Lord, E» E*, see reference 22, p# 8 9#

2 6* Bell, cJ# E., during personal discussion, on Cerebral Palsy,

Edinburgh, Feb#, 1955® , '

2 7 * McClelland, W», Selection for Secondary .Education, p# 229®

London, Scottish Council for Research in Education, 1943*

2 8 0 lüi’étclmer, ,E., Physique and Character » New York, Her court.

Brace, 1925®

2 9 ® Sheldon, It K», and Stevens, 8» S#, The Varieties of

164

30» Phelps, ,. Education In Gorelwal Palsy*, Pamphlet, National Society for Grlppled Children and Adults, Inc#, Chicago, prior to 1%6*

31» Bice, H# V;, and Gruickshank, W# M#, "Porsonality Character- . . istlcD", in, Cerebral Palsy, Its Individual and Community

Problems(po 115), edited by Gruickshank, M»., ^ and Ra.us, G# M#, Syracuse, Syracuse University Press, 1955*

33, Advisory Council

on

Education in Scotland, Report on Pupils

vjlth Physical Disabilities, p; 23» Edinburgh, H«MoS»0«,

1951* .. !

33* Wallin, J. E» W#, see reference IS, p» 381»

3 4.# Bice, Ih V,, and Gruickshsnk, W» , see reference. 31? P® II6 #

! • ' I

35$ Block, W» E,, "Personality of the Brain-Injured Child",

Exceptional Children, 9191954#

36# Block, IÇ ®Q3 see ref0570000.35# .. ■ ■ ^

37# Barker, E# , Go, l#ight, B., and Gonick, !•! R#, Adjustment to

Physical Handicap and Illness t _{A Survey of the Social}

t Psychology of Physique and Disability# Mew York,. Social Science Eesea'cch Council, 1946#

3 8 # Allport, G«, Personality# A.Psychological Xnterp37etation,

p$ 4 8 # London, Constable. and Co#, 1937$ .• ’• >

39# Meyerson, L#, “Physical. Disability as a Social Problem#" J# Social Issues, 4.“^5194-8# As reported

W

Block, W# B»,

see reference 35® ' .

4 0» Bell, J# E#, author of Projective Techniques# Toronto,

Lon^aans Green and Go#, 1948*

41# lü’oivt, M# H#, "Is the Brain-Ihjured Child a -Mental

Defective?" Amer# J# .Mental Deficiency, ^%89&1949$

4 2 # Brocicway, A#, 'fThe Problem of the Spastic Child#" J# Amer#

mod# Ass#, 1 0 6 g1 6 3 5 s1 9 3 6#

43# Hopkins, T# W#, Bice, H, V#, and Colton, K», Evaluation and Education of the Cerebral Palsied Child,

Washington D.C#, International Council for

Focceptional Children, 1954# As reported by

165

44® Dunsdon, M# I», se© reference 5, p# 15*

45 o Asher, and Schonell, F# E#, "A. Survey of 400 Gases of Cérébral Palsy in Childhood”, Arch# Dis# Childhd#, ^3960:1950.

4 6 » liucas, H# K», The Cerebral Palsies of. Childhood# Survey,

British Council for Welfare of Spastics, 1949®

47# Balf, G« lia, and Jaigra.m, T. T#, "Problems in the Classifica­ tion of Cerebral Palsy in Childhood#” Brit. med. J. 163^ Ji%ly 16th,. 1 9 5 5.

4 8» Doll, E, A.p .The Measurement of Social Competence, p® 426#

U.S.A., Educational Test Bureau, Educational Publishers

Inc#, 1953® ,

49* Doll, S. A., "Mental Evaluation of Children with Expro.ssive Handicaps. ” Reprinted from Aiiier. J. Orthopsychiatry,

• eHAPÏER- VI '

DIFFICUmSS IH'DHAWIMG

A s m a i m ' , ; ' ' ' : ,

As oarly as 1937 Lord (1) drew attention to sensory defect among the cerebral palsied as a fundamental factor ill causing ’

difficulties in writing and drawing* To this type of defect, rather than to a; lack of motor control, she ascribes difficulties in the reproduction of direction and in the manipulation of

spatial relationships# ’

More than ton years later, Dimsdon (2) in the course of her study of cerebral palsy applied the Bonder Visual-Gestalt

Maturation Tost to 35 cases in an attempt to throw more light upon tills problem. This test consists in reproducing various patterns as accurately as possible, and, in-applying it to oerebra.1 palsied cases, Dunsdon notes timt the results were scored for intended direction, proportion and orientation of lines, ang3.es and figures, and not executive skill. Her findings showed a. discrepancy between Visual-Gestalt maturation level and

mental age which, according to Dunsdon, suggests a definite

wealmess in appreciation of spatial relationships. Dunsdon (3) also indicates among the cerebral palsied "a marked tendency to failure in tasks requiring ability to analyse visual percepts into their elements and to maintain, the correct relationships of these

:16?

etoients

Cm eiv/

attempt at re-synthesis0^^ Those to* whom this

test wras applied

wore

nearly all pupllo at a residential school for the cerebral palsied and in that sense a highly selected

group* Their I^Qs* ranged from 66 to 146*

Sarason (4) pomts to difficulties experienoed by some of

the cerebral palsied in-dealing with the abstract ^ and to one of

Goldstein®s cases as an esRunple of this type of difficulty* This

patient was unable to reproduce the figure tout easily

managed The explanation given :1s that while the first

pair of lines were seen as unrelated, the second pair ware. thought of as a roof. The task of reproducing the lines thus became, more concrete and with:ln the patientas compass0

kbctensive literature on wartime brain injuries has provided a wealth of similar examples of the consequence of this type of

injury in adults. It has also provided valuable material to

assist in the study of brain-injured children* Strauss, Lehtinen

Kephart (6) and Werner (7)^ iwking separately^ or sometimes

in pairs, have recently done much work on the problem of the

brain-injured cMld, One quotation froi.u the work of Strauss and Kephart (É) servos to sum up the position as they see it.

At the moment :ib would appear that the chief deficiency faced by the braiu-iujured child is his incapacity to see

In document Psychological aspects of cerebral palsy (Page 169-177)