The neuropsychological profiles of learners with Asperger Syndrome

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment.Educational StudiesD.Ed. (Psychology of Education

The effects of a structured teaching method on mathematics anxiety and achievement of grade eight learners

The hypothesis that a structured, sequenced, approach to mathematics learning, based on the application of learnt facts, decreases mathematics anxiety and increases mathematics achievement is tested. A literature study and an empirical investigation were conducted with respect to the relationships between maths anxiety, maths achievement and teaching methods. A qualitative research design which focussed on the cross-case analysis of different case studies was used. The qualitative case study involves multiple methods such as interviews, observations and a pretest, posttest design. It analyses and compares the effects of the Kuman method, used as the intervention programme, on maths anxiety and maths achievement of an experimental group and a control group. The results of this research indicate that learners on the intervention programme who showed a decrease in anxiety, showed an increase in achievement. This has implications for the teaching methods used in South Africa.Teacher EducationM. Ed. (Specialisation in Guidance and Counselling