Eleven graduate students who had registered for an elective course in art therapy worked under supervision with 7 1 unselected learning-impaired children. They used special art techniques designed to develop and evaluate ability to order, perceive, associate, and represent components. After 10 weekly one-hour art periods, the children showed significant gains in concepts of space, order, and class, as measured by pre-and post-tests designed for the study.--Special art procedures for both assessing and remediating cognitive deficits were developed at a school for children with language and hearing impairments and produced significant improvements in the children (Silver 1973(Silver , 1975. Now in this study, we ask whether such testing and tea'ching procedures would be useful with children who have an opposite constellation of skills -verbal strengths and visual-motor weaknesses and whether the procedures could be used effectively by teachers other than the one who developed them. The teachers who participated were graduate students in art education and worked individually with the children.In the initial project, the question was whether art procedures could be substituted for the use o f language in developing the three basic concepts of space, order, and class from which all branches of mathematics are said to derive (Piaget 1970, p.24). Experimental art classes were provided for 34 language-impaired children. Significant improvement was found at the p < .O1 level in ability to form groups, and at the p < .05 level in spatial concept (N = 16) while control group children showed no significant improvement. A difference between groups was found at the p < .001 level in favor of the experimental-group (N = 18) in 14 key items of the fall program posttest. The items included measures of ability to order sequentially, form groups, conserve, and predict spatial relationships.
SU B J ECTSThe children who participated in the present study were not selected. Announcements were sent to newspapers and to members of the Westchester Association for Children with Learning Disabilities, stating that art classes were being offered these children at the College of New Rochelle. The first 15 children who applied were enrolled.One child had been diagnosed as hyperkinetic. Another was severely disturbed and attended a day school in a psychiatric hospital. The others attended private schools or special classes in public schools. All but two had disabilities o f a visual-spatial-motor nature, and these two were eliminated from the statistical analysis (one was deaf and the other emotionally disturbed; both were able to perform the
This study was designed to promote enhanced self-efficacy and decreased stress levels for family caregivers at a hospice care hospital, thus increasing their quality of life. This is achieved through group flower arranging sessions. The objectives are to (a) enhance self-efficacy scores for family caregivers of Calvary patients, (b) decrease stress levels for family caregivers of Calvary patients, and (c) disseminate results to other hospices. The results show that the flower arranging sessions resulted in significantly increased self-efficacy and decreased stress and associated problems for the caregiver participants. Implications and suggestions for future research are discussed.
The concurrent validity of the Wechsler Intelligence Scale for Children–Third Edition (WISC–III) and the Stanford-Binet Intelligence Scale: Fourth Edition was investigated using a sample of 40 nonreferred children. There were significant correlations between the WISC-III Full Scale IQ, Verbal IQ, Performance IQ, and Composite (.817, .789, .609) and Area Scores (.357 to .763) of the Stanford-Binet–IV. There were no significant differences between the mean WISC–III and Stanford-Binet–IV scores. Despite differences in content, format, and administration, both tests yielded comparable results.
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