The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 111
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Ill
Table 112, Appendix A, shows schedule A of the Haggerty-
01 son-wicfcaan Schedule consists of fifteen behavior problems*
The rater checked the frequency of the occurrence of the
problems* A score of aero on & trait of this schedule de-
notes the absence of the probl em as far as the rater has
observed# A high score made ©a this schedule demote® more
problems or problems of a serious nature* A low ©core is
desirable* The score on the first rating ranged from fifty-
six t© on# hundred three* as compared with the score of «er®
for all case® on the second rating# fhe median for the first
rating was seventy-four as compared with a median ©f zero
on the second rating* The fifteen problems are divided
into three groups of five problems each; the first group is
the least serious; the third group is the aost serious* Of
the first group ©a the first rating the children present
problems more often la three of the five problems; in the
second group the child offends raore on thre* of the five
problems* In the last group the children present one problem
more often than the others* fhe most frequently encountered
problems are ©heating* lying* defiance to discipline, temper
tantrums* and imaginative lying* It is found that all the
behavior problems that were manifested at the beginning of
the study were eliminated during the period of guidance*
Schedule B is a rating seal# of thirty-five traits
describing intellectual, physicalv social, and emotional
characteristics# There are five degrees of each trait* fhe
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Leith, Beulah Thornton. The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading, thesis, 1950; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc130212/m1/125/: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .