Indian Journal of Health and Wellbeing

Mudassir Hassan ¹, Mohd Altaf Paul ¹, Deapti Mishra ², Firdous Var ³, Pardeep Kumar ⁴, Dharmender Kumar Nehra ⁵, Ajaz Khan ⁶

Affiliations
1 Clinical Psychologist, Jamia Millia Islamia, University, New Delhi, IN
2 Department of Clinical Psychology, Post Graduate Institute of Behaviour and Medical Science, Raipur, Chhattisgarh, IN
3 Clinical Psychologist, NIMHANS, Bangalore, IN
4 Psychiatric Social Worker, State Institute of Mental Health, PGI-MS, Rohtak, Haryana, IN
5 Clinical Psychologist, State Institute of Mental Health, PGI-MS, Rohtak, Haryana, IN
6 Department of Clinical Psychology, Government Medical Collage, Srinagar, Kashmir, IN

Abstract

Patients with schizophrenia have pronounced deficits in memory which can vary along the course of disease. A sample of 40 patients [20 first episodes schizophrenia and 20 chrome schizophrenia] was selected from the outpatient department of "Post Graduate Institute of Behavioral And Medical Sciences", Raipur (C.G) using purposive sampling method. Benton Visual Retention test, PGI Memory scale and General Health Questionnaire were used to collect the data. Significant difference was seen regarding memory impairment between patient group and non-patient group on Benton Visual Retention Test. Memory Impairment in chrome schizophrenia patients is greater than first episode schizophrenia.

Keywords

Memory, Schizophrenia, First Episode, Chronic Schizophrenia.

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Pardeep Kumar ¹, C. R. Darolia ¹, J. S. Bidlan ¹

Affiliations
1 Department of Psychology, Kurukshetra University, Kurukshetra, Haryana, IN

Abstract

This study was designed to examine the effectiveness of J. P. Das's PASS Reading Enhancement Program (PREP) in reading and spelling deficits and among PASS processes of children with reading disabilities. A sample of 140 students (9-12 years), 70 in control group and 70 in experimental group were tested on Wide Range Achievement Test 4 (WRAT 4) and Das Battery of Cognitive Assessment System in pre and post test conditions. Reading disabled children were diagnosed as scoring below 16th percentile on particular WRAT 4 and CAS subtest. The experimental group received PREP remedial intervention for 4 months and was retested on a parallel form of WRAT 4 and CAS. Results revealed that control group did not differ in pre- and post-test conditions in any of the areas of reading, spelling, and PASS processes. However, the experimental group recorded remarkable improvement in reading, spelling and simultaneous and successive synthesis (p<.001). The findings provide an evidence for the validity of PREP in improving upon these areas of deficit among reading disabled children.

Keywords

Reading Disabilities, Cognitive Assessment System, Pass Reading Enhancement Program.

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Pardeep Kumar ¹, J. S. Bidlan ¹

Affiliations
1 Department of Psychology, Kurukshetra University, Kurukshetra, Haryana, IN

Abstract

The purpose of this study was to explore the effectiveness of Naglieri's Planning Facilitation Method (PF) in mathematical deficits and among PASS processes of children with mathematical disabilities. A sample of 140 students (9-12 years), 70 in control group and 70 in experimental group were tested on Wide Range Achievement Test - 4 (WRAT - 4) and Das Battery of Cognitive Assessment System (CAS) in pre and post test conditions. Mathematical disabled children were diagnosed as scoring below 16th percentile on particular WRAT - 4 and CAS subtest. The experimental group received PF intervention for 4 months and was retested on WRAT - 4 and CAS. Results revealed that control group did not differ in any of the areas of maths and PASS processes. However, the experimental group recorded remarkable improvement on math computation and planning and simultaneous synthesis (P<.001). The findings provide an evidence of planning facilitation method's effectiveness in enhancing these deficit areas of children with mathematical disability.

Keywords

Mathematical Disabilities, Cognitive Assessment System, Planning Facilitation Method.

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