A comparison of the effects of two educative methods based on behavioristic and relationship psychotherapeutic principles with groups of children manifesting primary neurotic learning inhibitions

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dc.contributor.advisor Hayes, Robert E. en_US
dc.contributor.author Toldson, Ivory L. en_US
dc.date.accessioned 2011-06-03T19:31:52Z
dc.date.available 2011-06-03T19:31:52Z
dc.date.created 1971 en_US
dc.date.issued 1971
dc.identifier LD2489.Z64 1971 .T66 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181445
dc.description.abstract The purpose of this study was to investigate the effectiveness of two teaching methods, based on diverse principles of psychotherapy, with groups of children manifesting disturbed behavioral patterns. One of the methods was based on principles of behavior modification and the other on high levels of facilitative conditions, or relationship therapy. The variables of experimental interest were arithmetic achievement, adaptive overt behavior and personality adjustment as indicated on several indices. The study attempted to elicit inferences regarding the teaching of adaptive behaviors and cognitive skills to a population of withdrawn children. The comparative effects of the two distinct sets of psychotherapeutic principles were of special interest in this study.The research was conducted in the Marion, Indiana Public Schools. A total of 20 children, 10 in each group, participated in this study. These children were all fourth-graders, selected from the regular classroom. Behaviors of the subjects qualified for the label "emotionally disturbed."They all displayed withdrawn behavior.Careful control was exercised in selecting the teachers for the two experimental groups. A teacher preferring structure and order assumed the instructional responsibility for the behavior modification group. The teacher selected for the relationship group was characterized as a highly sensitive, warm individual. Intermittent consultation was provided each teacher throughout the experiment.The subjects in the experimental groups were compared, on pre and post measures, on the basis of group means and standard deviations, as to IQ, achievement level, grade level, and degree of personality adjustment. Personality adjustment was contingent upon three measures; teacher ratings, peer perceptions, and performance on selective factors on a standardized inventory. The experiment continued for thirteen weeks.In testing for significant differences on educational achievement, the analysis of covariance was used. The Mann-Whitney U was used to test for significant differences on all indices of personality adjustment. Overt adaptive responses during the experimental period were presented graphically. Assessments for variables within each group were also treated graphically.Findings1. The behavioristic educative method was superior to the relationship educative method in enhancing educational achievement. The significance level was established at the .05 level.2. There were no significant differences between the two groups based on teacher perceptions.3. There were no significant differences between the two groups based on peer perceptions.4. In regard to the six factors from the standardized instruments significant differences were found in two instances, at the .05 and .01 levels, both favoring the relationship approach.5. The relationship approach was better than the behavioristic approach in fostering overt, adaptive behavior in the experimental setting.6. In regards to arithmetic achievement within each group, the behavioristic group made an average gain of 1.2 years and the relationship group 0.8 years in grade levels.7. With respect to peer perceptions in each group, the change from pre-test to post-test was very marginal for both groups.8. On all six factors studied on the standardized inventory, pre-test performance of the behavioristic and relationship groups were below average. On the post-test the behavioristic groupperformed average or better on 3 of the 6 factors. The relationship group performed average or better on 4 of the 6 factors.The findings suggest a behavioristic approach is better in fostering arithmetic achievement in withdrawn children. In regard to personality adjustment and overt, adaptive behavior a relationship approach was suggested as being superior by the study. en_US
dc.format.extent vii, 109 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Human behavior. en_US
dc.subject.lcsh Child psychology. en_US
dc.subject.lcsh Emotional problems of children. en_US
dc.title A comparison of the effects of two educative methods based on behavioristic and relationship psychotherapeutic principles with groups of children manifesting primary neurotic learning inhibitions en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/418265 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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