The Effect of Individual Guidance on Maladjusted Children with Respect to Personality Development and Achievement in Reading Page: 46
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So that S would have a feeling of belonging in the group
in his class, he wae seated in a moat advantageous location
in the center of the rooia. la this position he could hear
everything that was aaid in the room, fchen directions for
activities were given the teacher stood in front near hi *
the atmosphere of the schoolroom mm happy and calm* ffhe
class never became excited over Me disagreeable behavior*
His withdrawal tendencies and other patterns of behavior be
came tmmr as the x~ray treatments "began restoring the hear-
ing, and as hia parents demonstrated a more understanding
attitude toward him*
In the school U was given the security and assistance
that h® needed la a social situation which placed value on
growing up* 7here has "been appreciation for the anount of ■
growth that each effort toward independence mesas to him*
Post*treatment condition*—After seven months of guid-
ance, faWs 19 shows that S*s mental age is ten years, and
his intelligence quotient is one hundred thirty-six. He*
has grown mentally two years and eight months,
fable 20 indicates that E has "been successful in his
effort to corr^ciG Ms patterns of behavior * fable 18 shows
that I has impre in all the components of personality
Pre-treatment condition*>F is a boy of six, who is in
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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. (digital.library.unt.edu/ark:/67531/metadc130212/m1/60/: accessed March 29, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .