An evaluation of the Learning Support Group programme at the UCT Child Guidance Clinic

The objective of the Learning Support Group (LSO) programme at the UCT Child Guidance Clinic (COC) is to develop the academic and psychosocial functioning of children with learning difficulties. The programme operates on the rationale that remediation alone cannot address the multiple needs of the learning-disordered child, and that psychotherapeutic intervention for the child and for his or her parents may enhance the 'child's academic, emotional and behavioural functioning. This study evaluated the programme outcomes for the child participants (n=6), and for the participating parents (n=9), of the 2006 LSO programme. A single-group pre- and post-measures design was used. Data were triangulated from multiple sources including pre- and post-intervention semi-structured interviews with the children and with their parents, qualitative reports from the children's teachers, parents' and teachers' ratings of the children's cognitive and behaviour problems on the Conners' Rating Scales - Revised, the children's school reports, and scholastic tests conducted by the LSO remedial teacher. A combination of qualitative and quantitative analytic methods were employed. Findings from the evaluation indicated a statistically significant improvement in the children's academic functioning and in their problem behaviours, and qualitative reports of progress in their social relationships. The participating parents' reported that their knowledge and understanding of learning disorders had increased, alongside the acquisition of parenting and homework strategies. Parents also experienced positive shifts in their parenting style and in their relationship with their child. Given a number of methodological limitations, the extent to which the LSO intervention is responsible for these shifts cannot be conclusively established, however, the findings suggest considerable promise for its efficacy. Recommendations for the evaluation of similar programmes are offered, based on the lessons learned from the current study.

Grantor dc:publisher.institution

Department of Psychology

Year dc:date.issued

2008

Author dc:creator

• Daniels, Aneesa

Advisor dc:contributor.advisor

• Kaminer, Debbie

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10395

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10395