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14 - Chapter 4 PDF
14 - Chapter 4 PDF
14 - Chapter 4 PDF
DESIGN
&
METHODOLOGY
DESIGN AND METHODOLOGY
The present investigation was intended to study the impact of level of
children. The following design and methodology was used to test the
Sample
Sample Criterion
were identified as mild, moderate and severe on the basis of their Intelligent
Quotient (IQ) and Social Quotient (SQ) levels. Further they were classified
setup). In this way six groups of mentally challenged (15 in each group)
were formed in relation to the level of mental retardation and nature of the
care setup.
Sample characteristics:
parents of 90 mentally challenged were selected. Only the parents with the
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minimum academic qualification of matriculation between 35-40 years of
age were included in the sample. They were interviewed and administered
Design
3x2 factorial design was used in which two independent variables
(Factor A) was taken at their levels - mild (a,), moderate (a2) and severe
(Factor B) was taken at two levels - residential (b,) and non - residential
(b2). The dependent variables on which the six groups (n=15) were tested
were the disability impact, family support and the quality of life. The fathers
Residential Status
(Factor B) I I I
n=90 (Fathers)
n=90 (Mothers)
N=180
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Material Used:
(I960)*.
*The material at Sr. No. 1 and 2 were used for identifying the level of
‘Seguin Form Board Test’ was developed by S.K. Goel (1984) used to
test the Intelligent Quotient of normal children. It is also used to test the IQ
star is toward the examiner. With the subject watching, the ten pieces are
stacked in three piles, starting with the rectangle, in order shown by the
numbers below.
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Examiner’s Examiner’s middle Examiner’s right
Left
Square (5)
For the child with proper hearing the investigator say, “put these back
as fast as you can, ready, go” The investigator start the stop watch after
giving the command. If any block is left partly outside, residing on the edge
instead of fitting into the recess, the investigator do not record the time but
treat trial as incomplete. The investigator then call the subject’s attention to
the fact that the blocker blocks were not complete in place. The blocks
nervous haste; memorize the bottom to top order; to avoid any hesitation
say nothing during the progress of a trail. The investigator has to make:-
Sure that the subject does not start before the signal is given. The
test consists of three trials including any trial marked incomplete. The
investigator score the shortest time in seconds out of the three trials. By
referring the norms, the scores are being converted into mental age (MA).
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The Intelligence Quotient is computed by the formula IQ = (MA/CA) x
S.F.B.T. can be used for the age group 3.6 years to 15 years old children.
measure social maturation in eight social areas: self help general (SHG),
self help eating (SHE), self help dressing (SHD), self direction (SD),
socialization (SOC). The scale consists of 89 test items grouped into year
levels. VSMS can be used for the age group of 0-15 years. The investigator
and father. The record sheet are used for noting the child’s responses.
Investigator mark the item pass [/) if the child is able to perform correct and
fail (X) if otherwise. Half credits may be given if it can be presumed that the
child could have passed the item if opportunity was present. These half
credits receive full credit if they lie between two passed items.
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The passed scores both full and half are being added up. The raw
score are converted into the social age with help of VSMS manual. The
100. Higher scores in the scale represent the more social maturation in the
child.
Skinner (2000). This scale was administered to assess the nature and
having children with mentally challenge. The NIMH-DIS has been divided in
to eleven areas:
1) Physical care
2) Health
3) Career
4) Support
5) Financial
6) Social
7) Embarrassment/ Ridicule
8) Relationships
9) Sibling effect
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10) Specific thoughts
the impact areas to assess the degree of impact. The interview was
conducted in such a way that the investigator does not influence the
on each area of impact by stating the leading open question for the given
area followed by stating one by one each of the sub items listed in the given
area. The investigator scored each sub item in the given area by obtaining
the choice option from the concerned subject and check the score 2, 1 and
0 with the key given at the end of each area and also enter the score in the
appropriate box given in the scale. After this process the investigator then
enter the total score for each of the area as also the grand total score
in the profile sheet. The scores were counted separately for areas 1 to 10
and area 11. Higher grand total scores in this scale in areas 1 to 10
represent the greater the negative impact. The higher the scores in area 11
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NIMH Family Support Scale (NIMH-FSS)
(2000) was used to collect the information regarding quantity, quality and
intelligence. This scale has been divided into six areas: i) personal ii)
financial iii) technical iv) recreation v) emotional and vi) material. Each area
is divided into 20 sources of support. The first ten are in relation to the index
1. Spouse
2. Mother
3. Father
4. Siblings
5. Paternal grandfather
6. Paternal grandmother
7. Maternal grandfather
8. Maternal grandmother
9. Paternal aunt/uncle
11. Friends
12. Neighbours
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13. Organisations/agencies
14. Boss/co-workers
15. Doctor
19.
20.
information/responses of the subject on all three dimensions for all the items
the subject starting from the most helpful to the least helpful is also
investigator that the interviewer does not influence the decision of the
concerned subject.
The investigator then enter the total score for each area as also the
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and “level of satisfaction” at the appropriate places provided in the profile
sheet. Information obtained from “need for more support and “rank order
families. The higher the scores in this scale on “utilisation” greater the
score”. The higher the score the greater is the family support. The
investigator complete the NIMH-FSS profile sheets separately for both the
education, marital status, health. To measure the QOL of the subject’s Hindi
quality of life of subject: the total quality of life and QOL in health, personal,
designed for studying the quality of life of the psychiatric patient but it is
equally applicable to the normals for studying their quality of life. WHO
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QOL-BREF questionnaire has twenty six statements, each statement was
‘not satisfied’ and ‘not dissatisfied’, ‘more satisfied and extremely satisfied’
were given scores from 1 to 5. The extremely satisfied response being given
Procedure
investigator. They were apprised of the purpose of the visit. Permission was
sought for including the students and their parents of the centre as subjects
In the initial state the study the mentally retarded were identified,
Seguin Form Board Test and Vineland Social Maturity Scale (VSMS)
were taken from residential (24 hours care setup) and non-residential (day
scholars) status.
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The parents of these children were contacted telephonieally for their
relations based on the mutual trust were also build with the parents of
mentally challenged. They were taken into confidence by ensuring about the
anonymity of the responses as well as their identity. The subjects were also
session so convenient day and time to them was fixed well in advance.
were given one by one. The investigator comprised of literate subjects and
the structured interview technique was adopted for administering the scales
items were explained each item in easy language and their responses were
noted down.
flexible as no time limit was set, the respondent was allowed to have a rest
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distant places was an expensive affair both in terms of time and money,
Statistical Analyses
We may now pass on the next chapter dealing with the results and
discussion.
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‘Parents mayfind comfort, Isay, in
their children are not useless, But that their lives,
limited as they are, are ofgreat potential value to
human race. ‘We learn as muchfrom illness as
from health, from handicapsfrom advantage and
indeedperhaps more
tPearls. Puck