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[Experiences with the encephalopathy questionnaire in developmental control of early childhood brain-damaged
Psychiatrie, Neurologie, Und Medizinische Psychologie
|August 1, 1986
Insights
The Meyer-Probst questionnaire effectively tracks educational and physiotherapy progress in children with early brain damage over four school years. This method is suitable for assessing developmental outcomes in special education settings.
Area of Science:
- Pediatric Neurology
- Developmental Psychology
- Special Education
Background:
- Early brain damage in children can lead to significant developmental challenges.
- Assessing the efficacy of interventions for children with brain damage requires reliable measurement tools.
Purpose of the Study:
- To evaluate the suitability of the Meyer-Probst questionnaire for assessing children with early brain damage.
- To determine the questionnaire's long-term utility in tracking educational and physiotherapeutic results.
Main Methods:
- The Meyer-Probst questionnaire was administered to 32 children with early brain damage.
- Data were collected at intervals over the first four years of schooling.
Main Results:
- The questionnaire demonstrated suitability as a method for long-term assessment.
- It effectively registered changes in educational and physiotherapeutic outcomes.
Conclusions:
- The Meyer-Probst questionnaire is a valuable tool for monitoring children with early brain damage.
- It provides a reliable means to document progress in special education and therapy.
Abstract:
The Meyer-Probst questionnaire on typical encephalopathic behavior in children with early brain damage was used with 32 children attending special schools, at intervals during the first four years of school. Over a long-term test, the questionnaire has proved to be a suitable method for the registration of educational and physiotherapeutic results.