The Lock Box: A measure of psychomotor competence and organized behavior in retarded and normal preschoolers.

Abstract

The Lock Box, a large container with 10 latched compartments each housing a different toy, is a standardized method for evaluating the preschool child's approach to an unstructured situation. From the spontaneous behavior, coded over 6½ min, scales were derived measuring psychomotor competence, organization of exploration, and aimlessness. The test was administered to 290 normal (mean IQ 111.4) and 91 retarded (mean IQ 58.1) children between the ages of 2 and 7 yrs. In the normal group, scores were highly correlated with CA but not with sex, socioeconomic status, or IQ. Retarded Ss performed significantly more poorly than normal Ss of similar age on all scales, with the greatest discrepancies apparent on an aimless actions scale. The excessive aimlessness of the retarded was evident when competence and tested intelligence were controlled. Findings are related to the development of orderly exploratory patterns in normal and retarded children. (27 ref)

The Behaviour of Down's Syndrome Children Using the ‘Lock Box’: A Research Note

“…These results are similar to those reported by Goodman (1979Goodman ( , 1981a in showing that the Lock Box measures several behavioural differences between the two groups of children. This study has also isolated locking behaviours as one of these differences.…”

“…This result is probably due to the mother's verbal interaction, since only a neutral observer was used by Goodman (1979Goodman ( , 1981a. It may be expected that a child's organization score would be influenced by the mother's direction.…”

Early Development of Executive Function: A Problem-Solving Framework

“…Planning has long been a topic of interest to developmental psychologists (e.g., Friedman, Scholnick, & Cocking, 1987). One of the simplest approaches to the study of planning in preschoolers has been to note the extent to which children are systematic in unstructured situations (e.g., Goodman, 1981;Gottschalk, Bryden, & Rabinovitch, 1964;Potter & Levy, 1968;Wellman, Somerville, Revelle, Haake, & Sophian, 1984). These studies provide converging evidence that children's search becomes less redundant, more exhaustive, and generally more systematic between about 3 and 5 years of age.…”

Μελέτη Της Κινητικής Ανάπτυξης Παιδιών Προσχολικής Ηλικίας Στην Πελοπόννησο

“…Οι Broadhead και Church (1984) συγκρίνοντας την κινητική απόδοση 49 παιδιών τυπικού πληθυσμού (μαθητών Νηπιαγωγείου και Α' τάξης) και 18 παιδιών με ήπια και μέτρια πνευματική υστέρηση (ηλικίας 5-12 χρόνων), διαπίστωσαν ότι τα σκορ των παιδιών τόσο στη σύντομη μορφή του BOTMP (Bruininks, 1978) όσο και στο System of Multicultural Pluralistic Assessment (SOMPA) (Mercer, 1979) Αποκλίσεις στην κινητική ανάπτυξη Goodman (1981), στην οποία αξιολογήθηκε η ικανότητα παιδιών 2-7 χρόνων να ακολουθήσουν ένα δομημένο σχέδιο στη δράση τους.…”

“…Τα σκορ ενός έγκυρου τεστ κινητικής αξιολόγησης θα πρέπει να διαχωρίζουν ομάδες με γνωστά χαρακτηριστικά. Σύμφωνα με τα ευρήματα σχετικών ερευνών, τόσο τα παιδιά με μαθησιακές δυσκολίες (Bruininks & Bruininks, 1977;Brunt et al, 1983;Cinelli & De Paepe, 1984;Kendrick & Hanten, 1980;O' Brien et al, 1988) όσο και τα παιδιά με νοητική υστέρηση και σύνδρομο Down (Block, 1991;Broadhead & Church, 1984;Goodman, 1981) Ακολούθησε έλεγχος πολλαπλών συγκρίσεων Bonferroni3.…”