<論文>Agraphia vs Dementia判別スケール作成の試み(II)
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概要
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Studies have been conducted to collect the fundamental data to construct the Agraphia vs. Dementia Discrimination Scale (ADDS). The purpose of the present study was to investigate the possibility of the application to demented patients of evaluation and scoring criteria established with children. The scale was administered individually, with Hasegawa's Dementia Scale (HDS) and Mini-Mental Scale (MMS), to 30 demented patients aged 59-97,and then was analysed by the evaluation criteria established in the preceding study. There were no significant differences among the scores of the three scales; however, there were significant differences among the scores of subjects. Dividing the scores into the severity of dementia and analysing them, there were no significant differences among the three scales as concerns the severity of dementia. Analysing sub items, there were no significant differences between copying figure 1 and copying figure 2; however, there were more mistakes of copying figures than of writing their names by demented patients. As to sub items of the figures, they made many more mistakes in distortion of the figures than in misplacement. These results were different from the children's data. Moreover, the reliability of the ADDS was measured by the split-half method, and the coefficient of reliability modified by the Spearman-Brown formula was .996. The validity was measured by the correlation between the ADDS and the other scales, and the correlation coefficients concerning total scores were .67 between the ADDS and the HDS and .66 between the ADDS and the MMS. The results suggest that the ADDS has reliability and validity as a dementia scale, and that the evaluation and scoring criteria are as reliable and valid in demented patients as in children. The results also suggest that demented patients have first lost some cognitive ability necessary for reproducing figures and they have next lost their knowledge; by contrast, children who are poorer in knowledge than in cognitive ability have first acquired cognitive ability and then knowledge.
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宮崎女子短期大学 | 論文
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