The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading

40
of Ms handicap* Speech lessons and activities were used
regularly twice a day for ten minutes at the same hour of
the day in the home, and twenty minute a a day three times a
week before school opened in the morning.
through arrangement with a specialist* who had the wel-
fare of children paramount in his thinking, the tonsils and
adenoids were removed« fhe allergy was due to certain foods*
They were eliminated from his diet*
B*s speech disturbance contributed greatly to hie emo-
tional conflicts and maladjustment* The inharmonious atti-
tude in the hoes® caused worry aM insecure feelings# the
parents were advised that aside from the physical handicap
proble e ©ould he resolved easily if there were mutual
understanding* love, and oooperation in the solution of home
problems#
A program of educating D's parents as to the proper
techniques in dealing with his difficulties was initiated*
The parents changed their method of guiding the children-
favoritism and comparison® were discontinued.*
In the classroom guidance consisted of helping him t©
substitute better response® for unsatisfactory reactions by
definite attack® upon his behavior problems. D's tasks were
those that would challenge but not defeat Mit by utilising
hl« special interests and desires and by encouraging Mm to
excel in his best potentiality* fhe methods used were to sake
B feel secure so that it would not be necessary for him to

Leith, Beulah Thornton. The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading. Denton, Texas. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc130212/. Accessed April 17, 2014.