The relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children

Bibliography: pages 299-316.Professional staff attached to Child Welfare in Cape Town are aware of the lack of academic attainment of a large number of children in alternative care. The current research investigated the relationship between scholastic performance and neuropsychological functioning in a sample of institutionalised children from culturally deprived families. A multiple case study of 21 children, ranging in age from 6 to 16 years, comprising 10 girls and 11 boys attending the same primary school, provided data on neuropsychological, behavioural and family history dimensions. A multi-model assessment approach tapped diverse sources of evidence, including the following 5 parameters: 1) The Sensory Parameter: Snellen's Visual Acuity test, and either Merryweather & Steenkamp's or Wepman's Auditory Discrimination tests. 2) The Motor Parameter: Denckla's Revised Neurological Examination for Subtle Signs and the Purdue Pegboard fine motor speed and coordination tests. 3) The Language Parameter: The UCT Graded Reading, Speed Reading and Graded Spelling tests. 4) The Integrative Parameter: Visuographic functioning included the Beery Developmental Test of Visual-Motor Integration, the Goodenough-Harris Drawing Test and the WISC-R Mazes subtest. General intelligence was assessed using the Wechsler Intelligence Scale for Children - Revised. Memory function was gauged both by the Benton Visual Retention Test (multiple choice format) and the WISC-R Digit Span subtest. Concentration was examined by combining 3 WISC-R subtest measures (Arithmetic, Digit Span & Coding) to yield a "Freedom from Distractibility" index. 5) The Personal Parameter: This included details of the children's heights and weights, as well as information regarding their self-concepts, measured by the Attitudes Towards Self Scale, a semantic differential self-report scale, developed by Nieuwoldt & Cronje. Written responses to 2 projective techniques, which included Wish fulfilment and Incomplete sentences, provided material for content analyses that yielded insights into attitudes to a variety of topics, including school, family life, hopes and fears