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Effects Of Success And Failure On Impulsivity And Distractibility Of Three Types Of Educationally Handicapped Children

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Effects Of Success And Failure On Impulsivity And Distractibility Of Three Types Of Educationally Handicapped Children

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Content 70 - 23,148 BRADY, Richard Campbell, 1932- EFFECTS OF SUCCESS AND FAILURE ON IMPULSIVITY AND DISTRACTIBILITY OF THREE TYPES OF EDUCATION ALLY HANDICAPPTED CHILDREN. University of Southern California, Ph.D., 1970 Education, psychology I University Microfilms, A X E R O X Company, Ann Arbor, Michigan 0 C O PY R IG H T B Y Richard Campbell Brady- 1970 EFFECTS OF SUCCESS AND FAILURE ON IMPULSIVITY AND DISTRACTIBILITY OF THREE TYPES OF EDUCATIONALLY HANDICAPPED CHILDREN b y R ic h a rd C T B rady A D i s s e r t a t i o n P r e s e n t e d t o t h e FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA I n P a r t i a l F u l f i l l m e n t o f t h e R e q u ire m e n ts f o r t h e D eg ree DOCTOR OF PHILOSOPHY ( E d u c a ti o n a l P s y c h o lo g y ) Ju n e 1970 UNIVERSITY O F SOUTHERN CALIFORNIA TH E GRADUATE SCHOO L UNIVERSITY PARK LOS A N G ELE5, CA LIFO RN IA 3 0 0 0 7 This dissertation, written by R ic h a rd C. B rady under the direction of h.%$k.. Dissertation Com mittee, and approved by all its members, has been presented to and accepted by The Gradu ate School, in partial fulfillment of require ments of the degree of D O C T O R OF P H I L O S O P H Y Date JUNE._J.970 DISSERTATION COM M ITTEE TABLE OF CONTENTS Page LIST OF T ABLES.................................... vl LIST OF FIGURES ................................................................................. v i i C h a p te r I . INTRODUCTION AND BACKGROUND OF THE PRESENT STUDY ................................................................... 1 I n t r o d u c t i o n ................................................................... 1 C l a s s i f i c a t i o n o f C h i ld r e n w ith t h e B e h a v io r P ro b lem C h e c k l i s t and F a c t o r A n a l y ti c M ethod olog y .......................................... 6 The Use o f F a c t o r A n a ly s is i n th e I d e n t i f i c a t i o n o f B e h a v io r a l Syndrom es .............................................................. 7 F in d i n g s o f P r e v io u s F a c t o r - A n a l y t i c S t u d i e s o f C h i l d r e n 's B e h a v i o r a l Syndrom es .............................................................. 8 C l a s s i f i c a t i o n o f E m o tio n a lly D i s t u r b e d C h i ld r e n w ith t h e B e h a v io r P ro b le m C h e c k l i s t .......................... 10 R e l i a b i l i t y o f t h e B e h a v io r P ro b lem C h e c k l i s t .................................................................... 15 C l a s s i f i c a t i o n S tu d y o f C a l i f o r n i a E le m e n ta ry S c h o o l EH C h i ld r e n .......................... 22 Sam ple .............................................................................. 25 S t a t i s t i c a l T re a tm e n t.......... ...................................... 25 R e s u l t s ........................................................................ 24 D i s c u s s i o n .................................................................... 28 C o n c lu s io n s o f t h e C l a s s i f i c a t i o n S t u d y .............................................................................. 50 B ackground o f t h e P r e s e n t S tu d y - A S e a rc h f o r C h a r a c t e r i s t i c s R e le v a n t t o t h e E d u c a tio n o f T h re e T ypes o f EH C h i ld r e n 50 ii Chapter I I .. - Page S u c c e s s f u l C la ssro o m S t r a t e g i e s t o D eal w ith Im p u ls iv e and D is - t r a c t i b l e B e h a v io r .................................... 31 E f f e c t o f S t r e s s Upon C lassro o m B e h a v io r .............................................................. 31 O p e r a t i o n and A p p l i c a t i o n o f th e Y e rk e s-D o d so n L a w ......................................... 32 The E f f e c t o f P e r s o n a l i t y T ypes o n I n i t i a l A r o u s a l a n d / o r A r o u s a b i l i t y 34 A p p l i c a t i o n o f E y s e n c k 's P o s t u l a t e s t o th e P r e d i c t i o n o f t h e R a te o f Im p u ls iv e and D i s t r a c t i b l e B e h a v io r 37 The P u rp o s e o f t h e S tudy .................................... 41 H y p o th e se s ........................................................................ 42 D e l i m i t a t i o n s o f t h e S t u d y .................................... 45 A ssu m p tio n s I n h e r e n t i n t h e R e s e a rc h D e s ig n ............................................................................. 46 D e f i n i t i o n o f T e r m s .................................................... 46 O r g a n i z a t i o n o f t h e C h a p t e r s ............................... 48 METHODOLOGY............................................................................. 50 Sam ple ........................................................................ 50 C l a s s i f i c a t i o n Method .................................... 51 D e s c r i p t i o n o f E q u ip m en t Used t o M easure I m p u ls iv e and D i s t r a c t i b l e B e h a v io r .............................................................. 51 The Use o f t h e S tim u lu s B oard As a M easure o f I m p u ls iv e and D is t r a c t i b l e B e h a v io r .................................... 52 C r i t e r i a f o r t h e M easurem ent o f I m p u ls iv e and D i s t r a c t i b l e B e h a v io r 55 F e e d b a c k o f S u c c e s s and F a i l u r e I n f o r m a t i o n ......................................................... 56 T r a i n i n g P ro g ram f o r t h e S u b j e c t s . . 57 E x p e r im e n ta l P r o c e d u r e s ............................... 60 S t a t i s t i c a l T re a tm e n t .................................... 62 iii Chapter Page I I I . FINDINGS .............................................................. 64 H y p o th e s is I ........................................................................ 64 H y p o th e s is I I ........................................................................ 70 H y p o th e s is I I I ........................................................................ '71 S u m m a r y ........................................................................................ 72 IV . SUMMARY, DISCUSSION OF FINDINGS AND RECOMMENDATIONS ................................................................... 76 Summary o f t h e S t u d y ................................................... 76 B ack g ro u n d and P u rp o s e o f t h e S tudy . 76 M e t h o d o l o g y ................................................................... 78 M a jo r F i n d i n g s ......................................................... 79 D i s c u s s i o n o f t h e F i n d i n g s .................................... 80 The Use o f F a i l u r e - I n f o r m a t i o n F e e d b a c k as a S t r e s s o r ............................... 81 H a b i t u a t i o n o f t h e C h i ld r e n t o th e S t r e s s o r .............................................................. 82 The F a i l u r e o f t h e C l a s s i f i c a t i o n M e t h o d o l o g y ......................................................... 85 R ecom m endations f o r F u r t h e r R e s e a rc h and t h e F u t u r e A p p l i c a t i o n o f t h e B e h a v io r P ro b le m C h e c k l i s t .................................... . . . 84 BIBLIOGRAPHY ............................................................................................. 86 A P P E N D IC E S .................................................................................................. 96 A p p en d ix A — P ro b le m B e h a v io r C h e c k l i s t . 97 A p p en d ix B — C over L e t t e r f o r P a r t i c i p a t i n g T e a c h e r s t o Accompany P ro b le m B e h a v io r C h e c k l i s t ......................... 102 A p pend ix C — R o ta te d F a c t o r M a tr ix o f t h e A l t e r n a t e T re a tm e n t o f D a ta ................................................................................. 105 iv Chapter Page A ppendix D — L e t t e r t o P a r e n t s o f EH C h i ld r e n i n W ise b u rn S c h o o l D i s t r i c t ................................................................... 108 A ppendix E - - I n d i v i d u a l F a c t o r L o a d in g s o f 311 EH C h i l d r e n ..................... I l l A ppendix F - - S tim u lu s B oard .......................... 120 A ppendix G — D a ta R ecord f o r E x p e rim e n t S u c c e s s T r e a tm e n t .............................................. 123 A ppendix H - - D a ta R ecord f o r E x p e rim e n t F a i l u r e T r e a t m e n t .............................................. 126 v LIST OF TABLES Table Page 1 . S c o r in g Key f o r t h e R e v is e d B ehavio.r P ro b lem C h e c k l i s t ............................................................. 12 2 . I n t e r j u d g e R e l i a b i l i t y C o r r e l a t i o n s f o r t h e B e h a v io r P ro b lem C h e c k l i s t ................................ 17 , R o ta te d F a c t o r L o a d in g s o f Common V a r i a b l e s fro m Quay, M o rse, & C u t l e r , 1 9 6 6 and P r i o r S t u d i e s . .................................... 18 C o e f f i c i e n t s o f F a c t o r S i m i l a r i t y f o r S t u d i e s o f R a tin g s o f P ro b le m B e h a v io r . . 21 5 . R o ta te d F a c t o r M a tr ix f o r 311 C a l i f o r n i a E le m e n ta ry EH C h i l d r e n ............................................... 25 6 . I m p u l s i v i t y and D l s t r a c t i b i l i t y S c o r e s f o r T h re e T ypes o f EH C h i ld r e n U n d er S u c c e s s and F a i l u r e - I n f o r m a t i o n F e e d b a c k T r e a t m e n t s ............................................................................. 6 5 7 . C o m p ariso n o f E x p e r im e n ta l G roups U nder S u c c e s s and F a i l u r e - I n f o r m a t i o n F e e d b a c k T r e a tm e n ts (H y p o th e s e s I & I I ) ........................... 73 8 . C o m p ariso n o f E x p e r im e n ta l G roups U nder S u c c e 3 S - I n f o r m a t i o n F e e d b a c k T re a tm e n t ( H y p o th e s is I I I ) .............................................................. 75 vi LIST OP FIGURES Figure Page 1 . The I n v e r t e d - U R e l a t i o n s h i p o f A ro u s a l L e v e l t o T a s k P e r f o r m a n c e ...................................... 3 3 2 . The R e l a t i o n s h i p o f E y s e n c k 's Two D im e n sio n s o f P e r s o n a l i t y t o More C o n v e n tio n a l C l i n i c a l D e s i g n a t i o n s . . . 35 3* The H y p o th e se s o f t h e P r e s e n t S tudy P la c e d on t h e I n v e r t e d - U C urve P o s i t e d by t h e Y e rk e s-D o d so n Law .................................. 43 4 . G ra p h ic P r e s e n t a t i o n o f C o m p ariso n s o f Mean R a te s o f I m p u ls iv e B e h a v io r U nder S u c c e s s and F a i l u r e F e e d b a c k C o n d itio n s f o r T h re e T y p es o f C a l i f o r n i a EH C h i ld r e n ........................................................................ 67 5 . G ra p h ic P r e s e n t a t i o n o f C o m p ariso n s o f Mean R a te s o f D i s t r a c t i b l e B e h a v io r U nder S u c c e s s and F a i l u r e F e e d b a c k C o n d itio n s f o r T h re e T ypes o f C a l i f o r n i a EH C h i l d r e n ........................................................................ 68 vii CHAPTER I INTRODUCTION AND BACKGROUND OP THE PRESENT STUDY I n t r o d u c t i o n The p r e s e n t s tu d y i n v e s t i g a t e d t h e e f f e c t o f t h e f e e d b a c k o f s u c c e s s and f a i l u r e i n f o r m a t i o n upon t h e i m p u ls iv e and d i s t r a c t i b l e b e h a v i o r o f t h r e e ty p e s o f e le m e n ta r y s c h o o l c h i l d r e n i n C a l i f o r n i a c l a s s e s f o r t h e e d u c a t i o n a l l y h a n d ic a p p e d (E H ). I n C a l i f o r n i a , EH c h i l d r e n a r e d e f i n e d a s t h o s e c h i l d r e n who c a n n o t r e c e i v e r e a s o n a b l e b e n e f i t from o r d i n a r y e d u c a t i o n a l f a c i l i t i e s by r e a s o n o f m arked l e a r n i n g a n d / o r b e h a v i o r a l p r o b le m s . M e n ta lly r e t a r d e d and p h y s i c a l l y h a n d ic a p p e d c h i l d r e n a r e e x c lu d e d from t h e EH c a t e g o r y ( C a l i f o r n i a E d u c a ti o n a l Code, S e c t i o n 6 7 5 0 ) . I t i s assum ed i n much o f t h e l i t e r a t u r e t h a t C a l i f o r n i a EH c h i l d r e n a r e c o m p a ra b le t o c h i l d r e n p la c e d i n c l a s s rooms f o r t h e e m o t i o n a l ly d i s t u r b e d and n e u r o l o g i c a l l y h a n d ic a p p e d i n o t h e r s t a t e s ( C a l i f o r n i a A d m i n i s t r a t i v e Code, S e c t i o n 2 2 1 a ; H ay es, 1967 ; H o t c h k is s , 1 9 6 6 ) . T h e re i s a need f o r m ore s p e c i f i c k n o w led g e a b o u t t h e c h a r a c t e r i s t i c s o f C a l i f o r n i a EH c h i l d r e n and t h e e f f e c t o f v a r i o u s e d u c a t i o n a l p r a c t i c e s u p o n t h e i r b e h a v i o r . A lth o u g h t h e a s s o c i a t i o n o f e m o tio n a l d i s t u r b a n c e s and n e u r o l o g i c a l d i s o r d e r s w ith d e v i a n t c l a s s room b e h a v i o r and l e a r n i n g d i s o r d e r s h a s b e e n docum ented i n t h e l i t e r a t u r e f o r s e v e r a l y e a r s ^ o n ly r e c e n t l y h a s t h e r e b e e n a r a p i d e x p a n s io n i n p ro g ram s d e s ig n e d t o cope w i t h t h e b e h a v i o r a l p ro b le m s a s s o c i a t e d w ith t h e s e ty p e s o f d i s o r d e r s (B atem an, 1964; C ru ic k s h a n k , 1 9 6 6 ; Dunn, 1963 H e w e tt, 1 9 6 8 ; K ir k , 1 9 6 2 ; P r e s c o t t , 1938; S t r a u s s and L e h t in e n , 1 9 4 7 ). An ex am p le o f t h i s r a p i d e x p a n s io n i s t a k i n g p l a c e i n C a l i f o r n i a a t t h e p r e s e n t t im e . S in c e 1963* when t h e l e g i s l a t u r e p r o v id e d f u n d i n g f o r c l a s s e s f o r E d u c a t i o n a l l y H a n d ic a p p e d M in o rs ( E d u c a tio n Code, S e c t i o n 6 7 5 1 )* t h e num ber o f s t u d e n t s e n r o l l e d i n EH c l a s s e s h a s jum ped fro m a p p r o x im a te ly 3 0 0 t o 1 2 ,9 7 5 i n 1 9 6 6 . F u r t h e r , i t i s p r e d i c t e d t h a t t h e r e w i l l be more t h a n 58*000 e n r o l l e d hy 1 9 8 0 w ith t h i s r e p r e s e n t i n g o n ly a b o u t 50 p e r c e n t o f t h o s e e l i g i b l e u n d e r t h e law (M a h le r, 1 9 6 7 ) . The d e s i r a b i l i t y o f e x p a n d in g and m a i n t a i n i n g e d u c a t i o n a l p ro g ra m s f o r EH c h i l d r e n h a s b e e n w id e ly a c c e p t e d ; h o w e v er, t h e r e re m a in s a good d e a l o f d i s s e n - t i o n o v e r w h at ty p e o f c u r r ic u lu m s h o u ld be o f f e r e d (B u r k s , 1 9 6 5 * M o rse, C u t l e r , and F in k , 1964; Quay, 1 9 6 3 ) . 3 As a r e s u l t , v a r i o u s p ro g ra m s h a v e seem ed t o grow w it h o u t a c e n t r a l g o a l , te r m in o l o g y , o r m ethod ( H o t c h k i s s , 1 9 6 6 ) . I n com m enting u p o n t h e s i t u a t i o n , R eg er ( 1 9 6 5 ) e x p r e s s e d t h e c o n c e r n t h a t t h e r e h a s n o t b e e n a c e n t r a l p h ilo s o p h y o r c o n c e p t t o d i r e c t t h e r a p i d g ro w th o f p ro g ra m s f o r EH c h i l d r e n . I t was h i s f e e l i n g t h a t t h e l a c k o f p h i l o s o p h i c a l d i r e c t i o n i n t h e c u r r e n t p e r i o d o f r a p i d e x p a n s io n w ould r e s u l t i n a f r a n t i c s e a r c h o u t s i d e o f t h e f i e l d o f e d u c a t i o n f o r m ethods o f h a n d li n g and t r e a t i n g t h e i n f l u x o f EH c h i l d r e n . M orse e t a l . (1 9 6 4 ) h a v e s u b s t a n t i a t e d R e g e r 's f e a r s i n a n a ti o n - w i d e s u rv e y i n w h ich th e y r e p o r t e d " a n am azin g l a c k o f s p e c i f i c p a t t e r n and u n i f o r m i t y i n a p p ro a c h ( p . 1 3 0 ) . H a r in g and P h i l l i p s ( 1 9 6 2 ) e x p la in e d t h e h i s t o r i c a l d e v e lo p m e n t o f many o f t h e d i v e r s e , p r e s e n t - d a y e d u c a t i o n a l p ro g ra m s f o r t h e e m o tio n a lly d i s t u r b e d . They docu m ented t h e i n f l u e n c e o f p s y c h i a t r y , n e u r o lo g y , and c o u n s e l i n g p s y c h o lo g y u p o n t h e d i f f e r i n g o b j e c t i v e s and m eth o d s u se d i n t h e s e e d u c a t i o n a l p r o g r a m s . I n su m m a riz in g t h e i r r e v ie w , th e y c o n c lu d e d : S in c e t h e b e l i e f h a s b e e n t h a t e d u c a t i o n s h o u ld be s e c o n d a r y t o t h e t r e a t m e n t o f e m o tio n a l I l l n e s s o f d i s t u r b e d c h i l d r e n , m ost o f t h e l i t e r a t u r e d e a l s w i t h c a u s e s o f i l l n e s s , b e h a v i o r sym ptom s, and m eth o d s o f t r e a t m e n t . ( p . 46) T h e re h a s b e e n a r e c e n t movement to w a rd m aking t h e e d u c a t i o n a l o b j e c t i v e s and m eth ods t h e p r im a r y c o n c e rn o f EH e d u c a t i o n , r a t h e r t h a n t h e c l i n i c a l o b j e c t i v e s and m ethods m e n tio n e d by H a rin g and P h i l l i p s ( 1 9 6 2 ) . H ew ett ( 1 9 6 8 ) n o te d t h a t t h e t r a d i t i o n a l d i a g n o s i s o f e m o tio n a l d i s t u r b a n c e h a s l i t t l e p r a g m a tic v a lu e t o th e c la s s ro o m p e r s o n n e l . The d i a g n o s i s i m p l i e s t o some t h a t t h e c h i l d i s p s y c h i a t r i c a l l y i l l and h a s d e e p - s e a t e d , e m o tio n a l c o n f l i c t s w hich n e c e s s i t a t e r e s o l u t i o n by p s y c h o th e ra p y b e f o r e e d u c a t i o n c a n e f f i c i e n t l y p r o c e e d . S i m i l a r l y , t h e d i a g n o s i s o f a n e u r o l o g i c a l d i s o r d e r i m p l i e s an o r g a n i c a l l y b a se d d y s f u n c t i o n o f t h e c e n t r a l n e rv o u s s y s te m w h ich r e q u i r e s some s o r t o f m e d ic a tio n t o r e s o l v e t h e p ro b le m . I n e i t h e r c a s e , t h e e t i o l o g i c a l a s s u m p tio n s b e h in d t h e t r a d i t i o n a l d i a g n o s i s o f e m o tio n a l d i s t u r b a n c e o r n e u r o l o g i c a l d i s o r d e r h a v e te n d e d t o d i c t a t e t h a t p s y c h i a t r i c o r m e d ic a l t r e a t m e n t s t a k e p re c e d e n c e o v e r t h e e d u c a t i o n a l o b j e c t i v e s and m e th o d s . A g ro w in g num ber o f s p e c i a l e d u c a t o r s h av e come t o view th e sym ptoms o f s o - c a l l e d e m o tio n a l d i s t u r b a n c e o r n e u r o l o g i c a l d i s o r d e r m a n if e s te d by EH c h i l d r e n a s m a la d a p tiv e b e h a v i o r w h ich c a n be m o d if ie d by c la s s ro o m t e a c h e r s { H a rin g and P h i l l i p s , 1962; H ay es, 1 9 6 7 ; H e w e tt, 1 9 6 8 ; H obbs, 1 9 6 6 ; P e t e r , 1 9 6 5 ; Quay, 1 9 6 6 ; W helan, 1 9 6 6 ) . I n s u p p o r t o f t h i 3 view , s e v e r a l e x p e r im e n ta l p ro g ra m s h av e r e p o r t e d s u c c e s s i n m o d ify in g m a la d a p tiv e b e h a v i o r s 5 i n t h e c la s s r o o m . I n a d d i t i o n , t h e s e e x p e r i m e n t a l p ro g ram s h av e seem ed t o m odify t h e EH c h i l d r e n ' s r e a c t i o n t o t h e e n v iro n m e n t i n w h ich th e y l i v e (C r u ic k s h a n k , B e n tz e n , R a tz e b u r g , and T a n n h a u s e r, 1961; H a rin g and P h i l l i p s , 1 9 6 2 ; H a y es, 1 9 6 7 ; H e w e tt, 1 9 6 8 ; H o t c h k is s , 1966j P e t e r , 1965; B e n so n , 19 6 9 )• I n summary, t h e r e seem s to be l i t t l e c o n s e n s u s upon a c o n c e p tu a l b a s i s f o r EH e d u c a t i o n a l p ro g ra m s i n s p i t e o f w id e - s p r e a d r e c o g n i t i o n o f t h e need f o r th e e x i s t e n c e o f EH c la s s ro o m s and t h e r a p i d e x p a n s io n o f t h e num ber o f s t u d e n t s e n r o l l e d . W h ile c u r r e n t p r a c t i c e s seem t o r e f l e c t a l a c k o f d i r e c t i o n , t h e r e h a s b e e n a t r e n d a t t h e r e s e a r c h l e v e l to w a rd s f o c u s i n g o n c la s s ro o m o b j e c t i v e s and m eth o d s t o m odify m a la d a p tiv e b e h a v i o r . R e c e n t e x p e r i m e n t a l p ro g ra m s h a v e r e p o r t e d s u c c e s s i n t h e m o d i f i c a t i o n o f m a la d a p tiv e b e h a v i o r i n t h e s c h o o l s i t u a t i o n a s w e l l as a c o n co m m itan t r e d u c t i o n o f symptoms w h ich a r e t h e c o n c e r n o f more t r a d i t i o n a l p s y c h i a t r i c a l l y and n e u r o l o g i c a l l y o r i e n t e d p r o g r a m s . T h e re r e m a in s , h o w e v e r, a need f o r f u r t h e r r e s e a r c h t o d e f i n e t h e b e h a v i o r a l c h a r a c t e r i s t i c s o f v a r i o u s t y p e s o f EH c h i l d r e n and t h e e f f i c a c y o f c la s s ro o m p r o c e d u r e s t o m o d ify t h e i r m a la d a p tiv e b e h a v i o r . 6 C l a s s i f i c a t i o n o f C h ild r e n w ith t h e B e h a v io r P ro b le m C h e c k l i s t and F a c t o r A n a l y ti c M ethodology I n t h e p r e s e n t s t u d y , EH c h i l d r e n a r e c l a s s i f i e d w ith a m eth o d o lo g y t h a t i n c o r p o r a t e s t h e u s e o f t h e B e h a v io r P ro b lem C h e c k l i s t . The c h e c k l i s t c o n t a i n s 55 d e s c r i p t i o n s o f m a la d a p tiv e b e h a v i o r s commonly m a n if e s te d by e m o t i o n a l ly d i s t u r b e d and d e l i n q u e n t c h i l d r e n . The r a t e r m ust c h o o se b e tw e e n t h r e e p o s s i b l e r e s p o n s e s f o r e a c h i t e m . The r e s p o n s e s a r e "no p ro b le m " (0 p o i n t s ) , "m ild p ro b le m " ( l p o i n t ) , o r " s e v e r e p ro b le m " ( 2 p o i n t s ) . I n t h i s way, a s tu d y o f b o th th e b e h a v i o r a l c h a r a c t e r i s t i c s o f a c h i l d and t h e s e v e r i t y o f t h e m a la d a p tiv e b e h a v i o r i s p o s s i b l e (S ee A ppendix A ) . The B e h a v io r P ro b lem C h e c k l i s t was o r i g i n a l l y d e v e lo p e d by P e t e r s o n ( 1 9 6 1 ) i n an e f f o r t t o d e f i n e th e t y p e s o f b e h a v i o r d i s o r d e r s m a n if e s te d by c h i l d r e n . T r a d i t i o n a l c l a s s i f i c a t i o n s , a s d i s c u s s e d e a r l i e r i n t h e p r e s e n t s t u d y , t y p i c a l l y w ere b a se d up on m e d ic a l o r l e g a l p r e m i s e s . Terras su c h a s m e n ta l i l l n e s s , b r a i n i n j u r y , i n s a n i t y , o r j u v e n i l e d e lin q u e n c y a r e common i n t h e l i t e r a t u r e . T h ese d e s i g n a t i o n s , h o w e v er, a r e o f t e n fo u n d t o be i n a d e q u a t e c l a s s i f i c a t i o n s from w h ic h to p r e s c r i b e e d u c a t i o n a l o r r e h a b i l i t a t i v e t r e a t m e n t f o r c h i l d r e n w ith b e h a v i o r a l d i s o r d e r s . S in c e l i t t l e th e o r y o r r e s e a r c h had b e e n a c c e p te d a s a b a s i s f o r a s t r u c t u r a l m odel o f c h i l d r e n ' s b e h a v i o r d i s o r d e r s , P e t e r s o n em ployed t h e f a c t o r - a n a l y t i c a p p ro a c h o f E y se n ck (1 9 4 7 , 1952 , 1953, 1 9 ^ 1 ) to i d e n t i f y b e h a v i o r a l sy n d ro m e s. The Use o f F a c t o r A n a ly s is i n t h e I d e n t i f i c a t i o n o f B e h a v i o r a l S y n d ro m e s. — E y se n ck (195 2) h a s b e e n an o u ts p o k e n c r i t i c o f t h e t r a d i t i o n a l p s y c h i a t r i c c a t e g o r i e s o f a b n o rm a l p s y c h o lo g y . He p r e s e n t e d e m p i r i c a l e v id e n c e t h a t c o r r e l a t i o n s b e tw e e n d ia g n o s e s made by d i f f e r e n t p s y c h i a t r i s t s w ere to o low t o be r e a d i l y a c c e p t a b l e a s d e s c r i p t i o n s o f p a t i e n t s . I n p l a c e o f t h e t r a d i t i o n a l p s y c h i a t r i c d e s i g n a t i o n s , E y se n c k ( 1 9 6 1 ) u se d f a c t o r - a n a l y t i c p r o c e d u r e s t o more p r e c i s e l y i d e n t i f y and d e f i n e synd rom es o f b e h a v i o r . F a c t o r a n a l y s i s , as u se d i n th e i d e n t i f i c a t i o n o f human b e h a v i o r c h a r a c t e r i s t i c s , i s a s y s t e m a t i c s tu d y o f t h e c o n c u r r e n c e o f a num ber o f s e p a r a t e b e h a v i o r a l t r a i t s . The l o g i c a l r a t i o n a l e upon w h ich t h e m ethod i s b a se d i s M i l l s ' f o u r t h c a n o n w h ich s t a t e s , "W h atev er phenom enon v a r i e s i n some p a r t i c u l a r m an n e r, i s e i t h e r a c a u s e o r a n e f f e c t o f t h a t phenom enon; o r i s c o n n e c te d w i t h i t th r o u g h some f a c t o f c a u s a t i o n " (H arm an, i 960 and G u i l f o r d , 1954; T h u r s to n e , 1 9 4 7 ) . E y sen ck ( 1 9 6 1 ) u n d e r l i n e d t h e v a lu e o f c a r e f u l i d e n t i f i c a t i o n o f b e h a v i o r a l syndrom es i n d e a l i n g w ith p s y c h o l o g i c a l d i s o r d e r s i n t h e f o l l o w i n g s t a t e m e n t : B e fo re we c a n r e a s o n a b ly be ask ed t o l o o k f o r t h e c a u s e o f a p a r t i c u l a r d y s f u n c t i o n o r d i s o r d e r , we m ust be a b le t o r e c o g n i z e i t and d i f f e r e n t i a t e i t from o t h e r sy n d ro m e s. ( p . 1 ) E y se n c k , h e r e , r e s t a t e d t h e p o s i t i o n o f C a t t e l l (19^-3) who w r o te , " . . . n o so lo g y p r e c e d e s a e t i o l o g y . . . " ( p . 5 6 0 ) , and M arzo f (19^-5) who w ro te , "The e s t a b l i s h m e n t o f syndrom es i s p r e l i m i n a r y t o th e d i s c o v e r y o f e t i o l o g y . ( p . 167) F in d in g s o f P r e v io u s F a c t o r - A n a l y t i c S t u d i e s o f C h i l d r e n 's B e h a v io r a l S y n d ro m e s. — S e v e r a l a u th o r s b e s i d e s P e t e r s o n ( 1 9 6 1 ) h av e u se d f a c t o r a n a l y t i c o r s i m i l a r p r o c e d u r e s t o d e v e lo p c l a s s i f i c a t i o n s y s te m s f o r c h i l d r e n H e w itt and J e n k i n s ( 19^ 6 ) t o o k d a t a fro m r o u t i n e c a s e h i s t o r i e s o f f i v e h u n d re d p ro b lem c h i l d r e n i n I l l i n o i s and i d e n t i f i e d t h r e e c l u s t e r s o f t r a i t s by w hich t h e s e c h i l d r e n c o u ld be c l a s s i f i e d . The c l u s t e r s w ere c a l l e d u n s o c i a l i z e d - a g g r e s s i v e b e h a v i o r , s o c i a l i z e d - d e l i n q u e n t b e h a v i o r , and o v e r - i n h i b i t e d b e h a v i o r . B oth t h e u n s o c i a l i z e d - a g g r e s s i v e and s o c i a l i z e d - d e l i n q u e n t c l u s t e r s w ere c h a r a c t e r i z e d by a c t i n g - o u t , e x t r a v e r t e d b e h a v i o r . I n c o n t r a s t , t h e o v e r - i n h i b i t e d b e h a v io r f a c t o r was c h a r a c t e r i z e d by r e t i c e n t , i n t r o v e r t e d 9 b e h a v i o r . A c k e rso n (1 9 4 2 ) c o r r e l a t e d 162 t r a i t s g a th e r e d from a sa m p le o f 3 j 2 9^ c h i l d r e n w ith b e h a v i o r a l p ro b le m s whose f i l e s w ere a t t h e I l l i n o i s I n s t i t u t e f o r J u v e n i l e R e s e a r c h . A c k e rso n d e s i g n a t e d two com pounds o f t r a i t s w hich he named p e r s o n a l i t y t o t a l and c o n d u c t t o t a l . A s tu d y o f t h e c h a r a c t e r i s t i c s o f t h e s e compounds o f t r a i t s r e v e a l s t h e i r s i m i l a r i t y to t h e e x t r a v e r s i o n and i n t r o v e r s i o n b e h a v i o r p a t t e r n s found by H e w itt and J e n k i n s (1 9 4 6 ) . H im m elw eit (1 9 5 3 ) re m e d ie d a l a c k o f p r e c i s i o n i n A c k e r s o n 's r e s e a r c h d e s i g n by f a c t o r a n a l y s i n g 60 s e l e c t e d t r a i t s fro m h i s d a t a . She v e r i f i e d t h e i n t r o v e r t e d c h a r a c t e r i s t i c s o f t h e p e r s o n a l i t y t o t a l and t h e e x t r a v e r t e d c h a r a c t e r i s t i c s o f t h e c o n d u c t t o t a l w h ich sh e renam ed p e r s o n a l i t y p ro b le m and c o n d u c t p ro b le m . A t h i r d f a c t o r a l s o a p p e a re d w h ich was m ore d i f f i c u l t t o i d e n t i f y . I t was t e n t a t i v e l y named p r e - p s y c h o t i c b e c a u s e o f t h e p r e v a l e n c e o f s o c i a l l y w ith d ra w n b e h a v i o r s w i t h o u t t h e a cco m p an y in g s o c i a l u n e a s i n e s s c h a r a c t e r i s t i c o f t h e p e r s o n a l i t y p ro b le m f a c t o r . P e t e r s o n ( 1 9 6 1 ) a v o id e d th e r e l i a n c e upon s e c o n d a ry i n f o r m a t i o n t a k e n fro m c a s e h i s t o r i e s by d i r e c t o b s e r v a t i o n th r o u g h t h e u se o f t h e B e h a v io r P ro b lem C h e c k l i s t . The c h e c k l i s t was d e v e lo p e d by t a b u l a t i n g m a la d a p tiv e b e h a v i o r s r e p o r t e d i n 427 c a s e s a t a g u id a n c e c l i n i c . The m ost f r e q u e n t ite m s w ere in c lu d e d i n th e c h e c k l i s t . P e t e r s o n ( 1 9 6 1 ) had 8^1 e le m e n ta ry s c h o o l c h i l d r e n r a t e d on t h e B e h a v io r P roblem C h e c k l i s t by t h e i r p a r e n t s and t e a c h e r s . The r e s u l t s w ere c o r r e l a t e d and f a c t o r a n a l y z e d . He r o t a t e d o n ly two f a c t o r s i n t h e o r i g i n a l s t u d y , nam ing them c o n d u c t p ro b le m and p e r s o n a l i t y p r o b lem . The f a c t o r s c o n ta in e d t r a i t s t h a t a p p ro x im a te d t h o s e r e p o r t e d i n t h e p r e v i o u s s t u d i e s . I n a seco n d s t u d y , P e t e r s o n , B e c k e r, Shoem aker, L u r i a , and H e llm e r ( 1 9 6 1 ) i d e n t i f i e d and r o t a t e d t h r e e f a c t o r s s i m i l a r t o t h o s e i s o l a t e d by H im m elw eit. P e t e r s o n , e t a l ., named t h e f a c t o r s c o n d u c t p ro b le m , p e r s o n a l i t y p ro b le m , and a u t i s t i c - l i k e ( p r e - p s y c h o t i c ) . C l a s s i f i c a t i o n o f E m o tio n a lly D is tu r b e d C h ild r e n w ith t h e B e h a v io r P ro b lem C h e c k l i s t . — Quay ( 196. 5 ) a l s o became • d i s s a t i s f i e d w ith t r a d i t i o n a l m ethods o f c l a s s i f y i n g e m o t i o n a l ly d i s t u r b e d and d e l i n q u e n t c h i l d r e n . He had fo u n d t r a d i t i o n a l p s y c h i a t r i c and n e u r o l o g i c a l l a b e l s w ere o f t e n n o t e d u c a t i o n a l l y r e l e v a n t . I n a s e a r c h f o r m ore r e l e v a n t c l a s s i f i c a t i o n s . Quay and h i s a s s o c i a t e s a p p li e d t h e B e h a v io r P rob lem C h e c k l i s t and f a c t o r - a n a l y t i c m eth o d o lo g y o f P e t e r s o n i n a s e r i e s o f s t u d i e s o f t h e b e h a v i o r m a n if e s te d by c h i l d r e n i n c la s s ro o m s 11 f o r th e e m o t i o n a l ly d i s t u r b e d (Q uay, 1964; 1965; Quay, M orse, & C u t l e r , 1 9 6 6 ; Quay & Quay, 1 9 6 5 )• They c o n s i s t e n t l y found t h e t h r e e f a c t o r s r e p o r t e d p r e v i o u s l y by P e t e r s o n e t a l • ( 1 9 6 1 ) , nam ing them c o n d u c t p ro b le m , p e r s o n a l i t y p ro b le m , and in a d e q u a c y - im m a tu rity ( a u t i s t i c - l i k e ) . Quay ( 1 9 6 6 ) in c lu d e d an a d d i t i o n a l f a c t o r w h ich he named s o c i a l i z e d d e l i n q u e n c y . T h is f a c t o r e v i d e n t l y a p p e a re d I n f r e q u e n t l y . The a v e ra g e f a c t o r l o a d i n g s r e p o r t e d f o r ite m s r e l a t e d t o s o c i a l i z e d d e lin q u e n c y w e re a r e s u l t o f o n ly two o f a p o s s i b l e t e n s t u d i e s com bined t o fo rm a s c o r i n g k e y . The s c o r i n g key w ith th e a v e ra g e d f a c t o r l o a d in g s f o r e a c h o f t h e i n d i v i d u a l ite m s l i s t e d u n d e r th e f o u r f a c t o r s a p p e a rs i n T a b le 1 . The c o n d u c t-p r o b le m f a c t o r had s a t u r a t e d r a t i n g s o f e x t r a v e r t i v e b e h a v i o r t r a i t s su c h a s r e s t l e s s n e s s , a t t e n t i o n - s e e k i n g , d i s r u p t i v e n e s s , b o i s t e r o u s n e s s , d i s o b e d ie n c e , u n c o o p e r a t i v e n e s s , h y p e r a c t i v i t y , i m p e r t i n e n c e , i r r i t a b i l i t y , f r e q u e n t te m p e r ta n tr u m s , and u s e o f p r o f a n i t y . The p e r s o n a l i t y - p r o b l e m f a c t o r , o n t h e o t h e r han d , c o n ta in e d s e v e r a l i n t r o v e r t i v e b e h a v i o r t r a i t s s u c h as s e l f - c o n s c i o u s n e s s , r e t i c e n c e , h y p e r s e n s i t i v i t y , c h r o n i c s a d n e s s , a l o o f n e s s , i n a b i l i t y t o h a v e f u n , f e e l i n g s o f i n f e r i o r i t y , f r e q u e n t c r y i n g o v e r m in o r a n n o y a n c e s, TABLE 1 SCORING KEY FOR THE REVISED BEHAVIOR PROBLEM CHECKLIST 12 13 F a c t o r : C onduct P ro b lem A verage F a c t o r N o. S e p a r a t e Ite m L o ad in g F a c t o r A n a ly s e s 2 R e s t l e s s ; i n a b i l i t y t o .6 0 s i t s t i l l 10 3 A t t e n t i o n - s e e k i n g ; .62 s h o w -o ff b e h a v i o r 10 8 D i s r u p t i v e ; te n d e n c y t o annoy o t h e r s '19 9 11 B o i s t e r o u s and rowdy .6 6 10 16 D i s l i k e s s c h o o l •35 10 17 J e a lo u s y o v e r a t t e n t i o n p a id o t h e r c h i l d r e n .40 8 25 F i g h t i n g • 65 7 27 Tem per ta n tr u m s • 51 8 3 3 ^ I r r e s p o n s i b i l i t y ; 38 u n d e p e n d a b i l i t y • 57 9 D is o b e d ie n c e ; d i f f i c u l t y 40 i n d i s c i p l i n a r y c o n t r o l • 70 10 U n c o o p e r a tiv e n e s s i n .6 2 44 g ro u p s i t u a t i o n s 9 H y p e r a c t i v i t y ; a lw ay s 46 on t h e go .53 10 D e s t r u c t i v e n e s s i n r e g a r d 47 t o p r o p e r t y .57 7 N e g a tiv is m ; te n d e n c y to 48 do o p p o s i t e t o i n s t r u c t i o n .59 7 I m p e r tin e n c e .57 10 51 P ro f a n e la n g u a g e ; s w e a r in g ; .48 c u r s i n g 7 53 I r r i t a b i l i t y ; h o t- te m p e r e d • 59 8 F a c t o r : P e r s o n a l i t y P ro b le m 5 D o e s n ’t know how t o have f u n .41 10 6 S e l f - c o n s c i o u s n e s s • 55 10 9 F e e l i n g s o f i n f e r i o r i t y .60 10 12 C ry in g o v e r m in o r a n n o y a n c e s and h u r t s 33 7 14 S h y n e s s , b a s h f u l n e s s .51 10 14 A verage F a c t o r N o. S e p a r a te Ite m L o a d in g F a c t o r A n a ly se s 15 S o c i a l w i t h d r a w a l ; p r e f e r e n c e f o r s o l i t a r y a c t i v i t i e s ■ 50 10 21 L ack o f s e l f - c o n f i d e n c e .6 0 10 23 E a s i l y f l u s t e r e d and c o n fu s e d ■ 53 9 28 R e t i c e n c e , s e c r e t i v e n e s s .3 8 8 30 H y p e r s e n s i t i v i t y ; f e e l i n g s e a s i l y h u r t • 50 8 32 A n x ie ty , c h r o n i c g e n e r a l f e a r f u l n e s s • 53 8 37 T e n s io n , i n a b i l i t y t o r e l a x ■ 3 4 6 39 D is o b e d ie n c e .48 8 41 A lo o f n e s s ; s o c i a l r e s e r v e .33 10 F a c t o r : In a d e q u a c y - I m m a tu r ity 13 P r e o c c u p a t i o n ; " i n a w o rld o f h i s own" .48 5 20 S h o r t a t t e n t i o n s p a n .4 0 5 31 L a z in e s s i n s c h o o l .41 5 3 4 E x c e s s i v e d a y d re a m in g .4 6 5 35 M a s t u r b a t i o n .31 4 42 P a s s i v i t y , s u g g e s t i b i l i t y ; e a s i l y l e d by o t h e r s .34 5 49 S l u g g i s h n e s s , l e t h a r g y .3 6 10 50 D ro w s in e s s .32 4 F a c t o r : S o c i a l i z e d D e lin q u e n c y 4 S ta y s o u t l a t e a t n i g h t .50 2 10 S t e a l s i n company w i t h o t h e r s .49 2 18 B e lo n g s t o a g an g . 68 2 26 L o y a l t o d e l i n q u e n t f r i e n d s .48 2 29 T ru a n c y fro m s c h o o l .2 3 1 36 Has bad co m pan ions .6 1 2 T a b le 1 . From S c o r in g key f o r t h e r e v i s e d b e h a v io r p ro b le m c h e c k l i s t . U n p u b lis h e d m a t e r i a l , C h i l d r e n 's R e s e a r c h C e n te r , U n i v e r s i t y o f I l l i n o i s , 1 9 6 6 . 15 f l u s t e r e d and c o n fu s e d b e h a v i o r , and i n a b i l i t y t o r e l a x . The in a d e q u a c y - im m a tu r ity f a c t o r c o n ta in e d b e h a v i o r t r a i t s w h ich a p p e a r t o c o m p rise a seco n d ty p e o f i n t r o v e r s i o n . C h i ld r e n s c o r i n g h ig h o n t h i s f a c t o r a r e p r e o c c u p i e d , d ro w sy , s l u g g i s h , la z y i n s c h o o l and p a s s i v e . They o f t e n have s h o r t a t t e n t i o n sp a n s and d a y -d re a m e x c e s s i v e l y . I n e a r l i e r f a c t o r - a n a l y t i c s t u d i e s , t h i s f a c t o r was te rm e d a u t i s t i c - l i k e b e c a u s e i t c o n ta in e d many o f th e t r a i t s a s s o c i a t e d w ith w ith d ra w n , p r e - p s y c h o t i c c h i l d r e n (H im m elw eit, 1952; P e t e r s o n e t a l . , 1 9 6 1 ) . C h ild r e n who m a n i f e s t b e h a v io r t r a i t s c o n ta in e d i n t h e s o c i a l i z e d - d e l i n q u e n c y f a c t o r s t a y o u t l a t e a t n i g h t , s t e a l i n t h e company o f o t h e r s , b e lo n g t o a g a n g , a r e l o y a l t o d e l i n q u e n t f r i e n d s , t r u a n t fro m s c h o o l , and have b ad c o m p a n io n s . T h ese c h i l d r e n a p p e a r to a c t - o u t i n an e x t r a v e r t e d m anner as p a r t o f a s u b - c u l t u r e a t o d d s w ith t h e e s t a b l i s h e d s o c i e t y i n w h ich th e y f i n d them s e l v e s . R e l i a b i l i t y o f th e B e h a v io r P ro b le m C h e c k l i s t . — P e t e r s o n , e t a l . ( 1 9 6 1 ) t e s t e d t h e i n t e r - j u d g e r e l i a b i l i t y o f t h e B e h a v io r P ro b le m C h e c k l i s t w ith a g ro u p o f 62 k i n d e r g a r t e n c h i l d r e n from t h e o r i g i n a l e le m e n ta r y s c h o o l sa m p le r e p o r t e d by P e t e r s o n {1 9 6 1 ) , They had t h e t e a c h e r s and p a r e n t s o f e a c h s u b j e c t c o m p le te th e 16 B e h a v io r P ro b le m C h e c k l i s t , The r e l i a b i l i t y c o e f f i c i e n t s w ere fo u n d s e p a r a t e l y f o r e ac h o f t h e b e h a v i o r a l s y n d ro m e s. T h e se c o e f f i c i e n t s c an be s e e n i n T a b le 2 . S in c e t h e v a r i a b l e s used i n t h e c o r r e l a t i o n a l a n a l y s i s r e p r e s e n t e d a v e r a g e r a t i n g s o f two j u d g e s , t h e above c o r r e l a t i o n s w ere c o r r e c t e d by a Spearm an-B row n f o r m u la . When t h i s was d o n e , i n t e r - j u d g e r e l i a b i l i t y c o r r e l a t i o n s ra n g e d fro m .64 f o r p a r e n t r a t i n g s o f con d u c t p ro b le m s t o .9 0 f o r t e a c h e r r a t i n g s o f t h e same f a c t o r . The mean c o r r e c t e d c o r r e l a t i o n s f o r a l l r e l i a b i l i t i e s was . 8 0 . The f a c t o r s and t h e a v e ra g e f a c t o r l o a d i n g s o f i n d i v i d u a l v a r i a b l e s h a v e rem ain ed r e l a t i v e l y c o n s i s t e n t th ro u g h s e v e r a l in d e p e n d e n t s t u d i e s i n w hich t h e B e h a v io r P rob lem C h e c k l i s t and t h e f a c t o r - a n a l y t i c m eth o d o lo g y w ere em ployed i n t h e c l a s s i f i c a t i o n o f d e l i n q u e n t and e m o t i o n a l ly d i s t u r b e d c h i l d r e n . The r e s u l t s o f Quay e t a l . ' s ( 1 9 6 6 ) s tu d y and t h r e e p r e v i o u s s t u d i e s a r e d i s p l a y e d i n T a b le I n a d d i t i o n , T a b le 4 p r e s e n t s a c o r r e l a t i o n a l c o m p a ris o n o f t h e f a c t o r l o a d i n g s b etw een t h e s t u d i e s . T hese w e re com puted by means o f a T u ck e r c o e f f i c i e n t o f f a c t o r s i m i l a r i t y (Quay & Quay, 1 9 6 5 ) . An o b s e r v a t i o n o f T a b le 4 r e v e a l s u n if o r m ly h i g h v a lu e s b e tw e e n t h e f a c t o r s , e s p e c i a l l y i n t h e c a s e o f t h e c o n d u c t- p r o b le m f a c t o r . 17 TABLE 2 INTERJUDGE RELIABILITY CORRELATIONS FOR THE BEHAVIOR PROBLEM CHECKLIST C h ild P ro b lem I n t e r P a r e n t I n t e r T e a c h e r P a r e n t T e a c h e r C on duct p ro b le m .48 .82 .41 P e r s o n a l i t y p ro b le m .52 .68 .24 A u tism .62 • 74 .41 From : D. R. P e t e r s o n , W. C. B e c k e r, D. J . Shoem aker, A. L u r l a , & L. A. H e llm e r, C h ild b e h a v i o r p ro b le m s and p a r e n t a l a t t i t u d e s . C h ild D e v e lo p m e n t, 1961, 5 2 , 151- 1 6 2 . TABLE 3 ROTATED FACTOR LOADINGS OF COM M ON VARIABLES FROM QUAY, MORSE, & CUTLER 1966 AND PRIOR STUDIES 18 8 th Grade A d o lescen t P re a d o le s c e n t S tu d e n ts D e lin q u e n ts D e lin q u e n t Quay, Morse & V a ria b le (Quay & Quay 1965) P C I (Quay, 1964) (Quay, 196 6) C u tle r , 1966 P C I P C I P C I R e s t l e s s -04 70 15 14 46 57 03 44 04 11 58 -12 A tt e n t i o n - s e e k i n g -08 6 l 19 -07 70 21 01 49 -09 03 64 00 I n a b i l i t y t o have fu n 31 -15 05 60 25 22 39 -12 10 23 -15 22 S e lf - c o n s c io u s 54 00 -11 48 -05 39 59 -08 00 60 -0 9 07 D is r u p tiv e -12 70 21 -05 77 11 00 67 15 P e e lin g s o f i n f e r i o r i t y 57 -07 17 47 05 29 65 06 05 64 11 02 B o is te ro u s n e s s -03 60 15 -14 71 18 00 69 08 04 63 06 P re o c c u p a tio n 21 -04 62 60 14 28 18 -21 48 18 -03 51 Shyness 58 -42 00 54 -28 13 59 -27 08 42 -40 27 W ithdraw al 15 -18 12 67 -0 6 04 4 l -34 27 36 -32 40 S h o rt a t t e n t i o n span 11 44 56 11 59 28 19 37 55 12 32 32 Lack o f co n fid e n ce 65 '1 7 22 66 12 30 57 03 22 57 02 02 I n a t t e n t i v e -08 46 58 24 64 18 22 50 52 00 42 46 E a s ily f l u s t e r e d 54 14 02 55 19 46 60 21 25 52 25 20 Lack o f i n t e r e s t -02 -02 48 49 49 -02 29 -03 47 06 14 57 R e tic e n c e 18 -23 08 14 -04 25 31 03 44 L a z in e ss i n sch ool -15 22 59 20 55 00 09 24 66 -0 2 19 52 I r r e s p o n s i b i l i t y 00 29 51 54 75 00 -05 53 38 Daydreaming 20 15 57 70 08 26 -07 41 50 20 03 46 D isobed ien ce 00 62 22 11 74 00 -03 64 06 -14 69 10 H v o 8 th Grade S tu d e n ts A do lescen t D e lin q u e n ts P re a d o le sc e n t D e lin q u en t (Quay, Morse & V a ria b le (Quay & Quay 1965) P C I ( Quay , 1964) (Quay, 1 9 6 6) C u t l e r , 1966) P C I P C I P C I U ncoo p erativ en ess -07 36 25 15 74 01 -04 59 13 07 65 20 A loofness 22 -32 20 29 -01 02 20 -30 27 25 -13 25 P a ss iv e s u g g e s t i b le 14 13 38 21 47 30 28 12 27 22 -18 30 H y p e r a c tiv ity 08 54 -01 03 37 53 -05 60 09 12 59 -12 D i s t r a c t i b i l i t y -11 59 36 30 34 62 03 46 53 Im p ertin e n ce 07 33 11 21 62 29 -1 6 57 02 -05 68 09 L ethargy 02 -17 27 62 22 -05 29 -1 6 58 08 00 45 Nervous, j i t t e r y 35 28 -14 42 22 43 40 39 17 39 37 -08 Decimal p o i n ts o m it t e d . Prom: H. C. Quay, W. C. Morse, & R. L. C u t le r . P e r s o n a lity p a t t e r n s o f p u p i ls i n s p e c i a l c l a s s e s f o r th e em o tio n ally d i s t u r b e d . E x c e p tio n a l C h ild re n , 1966, 32, 297-301. TABLE 4 COEFFICIENTS OF FACTOR SIMILARITY FOR STUDIES OF RATINGS OF PROBLEM BEHAVIOR Quay, Morse & C u tle r , 1966 P C I Quay & Quay 1965 P C I Quay, 1964 P C I E ig h th Grade P e r s o n a l i t y Conduct Im m aturity .9 4 _.42 - .2 8 - .5 8 .93 - . 3 9 - .5 1 -04 .70 A d olescent D e lin q u e n t P e r s o n a l i t y Conduct Im m aturity .59 -- 7 2 .41 - . 8 3 .85 - .0 4 .48 .09 - .5 9 .75 -02 .00 .84 .58 .55 .60 .72 .44 P re - A do lescen t D e lin q u e n t P e r s o n a l it y Conduct Im m atu rity .85 - .6 6 .00 - .5 4 .92 - .4 4 - .2 2 - .2 9 .81 .72 - .0 9 - . 0 6 .93 .26 .29 .27 .45 .89 .86 .23 .63 .27 .87 .48 .62 .62 .49 From H. C. Quay, W. C. Morse, & R. L. C u tle r , P e r s o n a l it y p a t t e r n s of p u p i ls i n s p e c i a l c l a s s e s f o r th e e m o tio n a lly d i s t u r b e d . E x c e p tio n a l C h ild re n , 1966, 32, 297-301- 22 C l a s s i f i c a t i o n Study o f C a l i f o r n i a E le m e n tary School EH C h ild r e n Most o f Q uay's work h as b een w ith p o p u l a t i o n s o f c h i l d r e n from c la s s ro o m s f o r t h e e m o tio n a lly d i s t u r b e d i n I l l i n o i s . I l l i n o i s c l a s s i f i e s c h i l d r e n w ith e m o tio n a l p ro b le m s, l e a r n i n g d i s a b i l i t i e s , c u l t u r a l d e p r i v a t i o n , and o t h e r s o c i a l p ro b lem s each i n s e p a r a t e c la s s ro o m s ( I l l i n o i s S t a t e O f f i c e o f th e S u p e r i n te n d e n t o f P u b lic I n s t r u c t i o n , 1 9 6 4 ). I n c o n t r a s t , C a l i f o r n i a g ro u p s c h i l d r e n , o t h e r t h a n m e n ta lly r e t a r d e d and o r t h o p e d i c a l l y h a n d ic a p p e d , u n d e r t h e s i n g l e EH c a te g o r y ( C a l i f o r n i a L e g i s l a t u r e , 1 9 6 5)• T h e r e f o r e , Quay and h i s a s s o c i a t e s may have s t u d i e d a more r e s t r i c t e d sam ple o f c h i l d r e n th a n would be found i n C a l i f o r n i a EH c l a s s r o o m s . As a p r e l i m i n a r y s t e p t o th e p r e s e n t s t u d y , a r e p l i c a t i o n o f t h e f a c t o r - a n a l y t i c m ethodology used by Quay was com pleted w ith 311 C a l i f o r n i a e le m e n ta ry s c h o o l EH c h i l d r e n . I n t h i s way, t h e c o m p a r a b i l it y o f C a l i f o r n i a EH c h i l d r e n w ith t h e c h i l d r e n s t u d i e d by Quay and h i s a s s o c i a t e s was p a r t i a l l y t e s t e d . I n a d d i t i o n , t h e r e p l i c a t i o n stu d y p r o v id e d t h e d a t a by w hich i n d i v i d u a l f a c t o r s c o r e s were computed f o r th e c l a s s i f i c a t i o n o f s u b j e c t s i n t h e i n v e s t i g a t i o n o f t h e e f f e c t s o f s u c c e s s and f a i l u r e i n f o r m a t i o n f e e d b a c k on t h r e e ty p e s o f C a l i f o r n i a EH c h i l d r e n . . 23 S am p le. --T h e 311 EH c h i l d r e n used i n th e stu d y were betw een t h e ages o f e i g h t and tw e lv e y e a r s . They w ere e n r o l l e d i n e le m e n ta ry s c h o o ls i n e i g h t s c h o o l d i s t r i c t s i n C a l i f o r n i a . T hese d i s t r i c t s a re l o c a t e d as f a r n o r t h as T u la r e County i n C e n t r a l C a l i f o r n i a and as f a r s o u th a s Orange County i n S o u th e rn C a l i f o r n i a . The 311 EH c h i l d r e n were r a t e d by t h e i r t e a c h e r s on t h e B e h a v io r Problem C h e c k l i s t . I n o r d e r t o i n s u r e a maximum o f t e a c h e r in v o lv e m e n t i n t h e s tu d y , o n ly t e a c h e r s who had been p e r s o n a l l y c o n ta c te d by t h e a u th o r o r o t h e r p e r s o n n e l c o n n e c te d w ith t h e D epartm ent o f S p e c ia l E d u c a tio n a t t h e U n i v e r s i t y o f S o u th e rn C a l i f o r n i a w ere asked t o r a t e t h e i r EH c h i l d r e n . The t e a c h e r s were g iv e n r e t u r n - a d d r e s s e d p a c k e t s . Each p a c k e t c o n ta in e d th e r e q u i r e d number o f c h e c k l i s t s and an accom panying c o v e r l e t t e r . The l e t t e r e x p la in e d t h e p u rp o se o f th e stu d y and i n s t r u c t e d t h e t e a c h e r on t h e c o m p le tio n and r e t u r n o f th e c h e c k l i s t s . I n a d d i t i o n , each p a r t i c i p a t i n g t e a c h e r was pro m ised a f u t u r e r e p o r t o f th e f i n d i n g s (See Appendix A and B ) . S t a t i s t i c a l T r e a tm e n t . — The f a c t o r a n a l y s i s o f th e c l a s s i f i c a t i o n stu d y was computed w ith Bi-Med program X72 (D ixon, 19 & 9)• T h is program p ro v id e d a varim ax s p e c i f i c a t i o n . The e s t i m a t e o f com m unality was made w ith sq u a re d m u l t i p l e c o r r e l a t i o n s . T h ese s p e c i f i c a t i o n s 24 a r e s i m i l a r t o th o s e employed by Quay e t a l . (1 9 6 6 ) . S e v e r a l c r i t e r i a a r e commonly used to d e te rm in e th e number o f f a c t o r s t o be r o t a t e d . I n th e c l a s s i f i c a t i o n s tu d y , t h e e ig e n v a lu e s were o rd e re d from h i g h e s t t o l o w e s t . When th e e ig e n v a lu e s ceased to d e c r e a s e m ark e d ly , t h e re m a in in g f a c t o r s were d i s r e g a r d e d . R e s u l t s . — T hree f a c t o r s met t h e c r i t e r i o n f o r r o t a t i o n . T hese f a c t o r s acc o u n te d f o r a p p ro x im a te ly t w o - t h i r d s o f t h e v a r i a n c e . The f i r s t two f a c t o r s c l o s e l y ap p ro x im ate d t h e c o n d u c t-p ro b le m and t h e p e r s o n a l i t y - p r o b l e m f a c t o r s r e p o r t e d i n p r e v io u s s t u d i e s . The t h i r d f a c t o r , how ever, a ppeared t o a p p ro x im ate Q uay's s o c i a l i z e d - d e l i n q u e n c y f a c t o r (See T a b le 5 )• C h i ld r e n who a r e h ig h on t h e c o n d u c t-p ro b le m f a c t o r m a n i f e s t e x t r a v e r t i v e b e h a v io r t r a i t s such as r e s t l e s s n e s s , h y p e r a c t i v i t y , a t t e n t i o n - s e e k i n g , j i t t e r i - n e s s , i n a b i l i t y to r e l a x , and d i 3 t r a c t i b i l i t y . These c h i l d r e n have f r e q u e n t tem per t a n tr u m s , c ry o v e r m inor h u r t s , e x h i b i t j e a l o u s y , and o f t e n v o ic e p h y s i c a l com p l a i n t s . The s o c i a l i z e d - d e l i n q u e n c y f a c t o r s h a r e s some o f t h e same e x t r a v e r t i v e t r a i t s found i n t h e c o n d u c t- pro b lem f a c t o r . C h i ld r e n w ith h ig h r a t i n g s on s o c i a l i z e d - d e lin q u e n c y and c o n d u c t-p ro b le m f a c t o r s b o th have a te n d e n c y t o be d i s o b e d i e n t , d i s r u p t i v e , h o t- te m p e r e d , TABLE 5 ROTATED FACTOR MATRIX FOR 311 CALIFORNIA ELEMENTARY EH CHILDREN 23 26 R o ta te d F a c t o r M a trix F a c t o r L o ad ing 1 2 3 Conduct Problem R e s t l e s s , I n a b i l i t y t o s i t s t i l l .64 .01 .01 H y p e r a c tiv e ; "alw ays on th e go" .63 - . 1 6 - . 0 4 A t t e n t i o n - s e e k i n g , " sh o w -o ff" b e h a v io r .62 1 0 .20 D is o b e d ie n c e ; d i f f i c u l t y i n d i s c i p l i n a r y c o n t r o l .58 0 1 .51 D i s r u p t i v e ; te n d e n c y t o annoy o t h e r s .57 - .0 6 •33 I r r i t a b i l i t y ; h o t te m p ere d , e a s i l y an gered • 57 - .0 6 .22 F i g h t i n g .54 - . 0 5 .47 B o i s t e r o u s and rowdy • 54 - . 2 7 .35 N e rv o u s, j i t t e r i n e s s , ju m p in ess .52 .2 6 - . 1 4 Temper ta n tru m s • 50 .02 .18 I m p e r tin e n e n c e .47 - .10 .47 J e a l o u s y o v e r a t t e n t i o n p a id o t h e r c h i l d r e n .44 .12 ,24 T e n s io n , i n a b i l i t y t o r e l a x .44 .26 .04 D i s t r a c t i b i l i t y .40 .14 .19 C ry in g o v e r m ino r annoyances and h u r t s .56 ■22 .04 O ddness, b i z a r r e b e h a v io r .34 .27 .16 I n a t t e n t i v e t o what o t h e r say •54 •25 ■ 32 S h o r t a t t e n t i o n sp a n •31 .20 .24 O f te n h as p h y s i c a l c o m p la in ts .31 .17 .11 P e r s o n a l i t y Problem S o c i a l w itb d r a w l, p r e f e r e n c e f o r s o l i t a r y a c t i v i t i e s - . 1 4 .63 .07 A n x ie ty , c h ro n ic g e n e r a l f e a r f u l n e s s .51 - .0 1 S h y n e ss , b a s h f u l n e s s - . 2 4 .5 6 - . 2 0 D e p r e s s io n , c h r o n i c sa d n e s s .08 • 55 .1 6 S e l f - c o n s c i o u s n e s s , e a s i l y e m b a rra ss e d .0 6 .52 - . 1 7 P r e o c c u p a t i o n , " i n w orld o f h i s own" - .10 .50 .21 27 F a c t o r L oading 1 2 j 5 H y p e r s e n s i t i v e ; f e e l i n g s e a s i l y h u r t •57 •49 - . 0 5 D o e s n 't know how t o have f u n - . 1 1 .48 .05 E a s il y f l u s t e r e d and con fu sed .51 .47 . < 1 ■ jL P e e l i n g s o f i n f e r i o r i t y .20 .44 - . 0 5 F ix e d e x p re ssio n ,, l a c k o f e m o tio n a l r e a c t i v i t y - .1 9 .44 .29 A lo o f n e s s , s o c i a l r e s e r v e - .1 1 .44 •50 C lu m sin ess .0 6 .40 - . 1 2 Lack o f c o n fid e n c e .22 ■ 59 .05 P a s s i v i t y , s u g g e s t i b i l i t y ; e a s i l y le d by o t h e r s .11 .58 .15 E x c e s s iv e d ay d ream in g - . 0 1 .58 .27 S lu g g is h & l e t h a r g i c - . 2 5 .56 .15 D ro w sin ess - . 1 6 .52 .11 R e p e t i t i v e sp eech .14 .2 8 - . 0 9 I n c o h e r e n t sp eech .04 .22 - .06 E n u r e s i s , bed w e t t i n g .04 .21 - . 0 7 M a s t u r b a t i o n .00 .1 6 - . 0 5 3• S o c i a l i z e d D e lin q u e n t L oyal t o d e l i n q u e n t f r i e n d s .21 - . 0 4 • 56 P ro fa n e la n g u a g e , s w e a rin g , c u r s i n g .44 - .15 .52 Has bad com panions .05 - . 0 5 .52 N e g a tiv is m , te n d e n c y t o do o p p o s i t e t o i n s t r u c t i o n .42 .02 .47 U n c o o p e r a tiv e i n g ro u p s i t u a t i o n s .46 .07 .47 D e s t r u c t i v e n e s s i n r e g a r d to p r o p e r t y .45 - . 0 7 .46 D i s l i k e s s c h o o l .11 .07 .45 S ta y s o u t l a t e a t n i g h t .05 .02 .41 S t e a l s i n t h e company w ith o t h e r s .15 - . 0 5 .40 T ruancy from s c h o o l .02 - .02 .57 R e t i c e n c e , s e c r e t i v e n e s s .01 .50 .56 L a z in e s s i n s c h o o l .15 .10 .56 I r r e s p o n s i b l e , u n d e p e n d a b le •55 .14 •55 B elo n g s t o a gang .0 6 - . 1 0 .54 b o i s t e r o u s , i m p e r t i n e n t , u n c o o p e r a t i v e , d e s t r u c t i v e , and to u se p r o f a n e l a n g u a g e . However, c h i l d r e n who a re h ig h i n th e s o c i a l i z e d - d e l i n q u e n c y f a c t o r m a n i f e s t a d i s t i n c t l y d i f f e r e n t p a t t e r n o f e x t r a v e r t i v e b e h a v io r i n d i c a t i n g t h e e x i s t e n c e o f an e le m e n t o t h e r t h a n e x t r a v e r s i o n a l o n e . T h e i r b e h a v io r a p p e a rs to c e n t e r around a c o n f l i c t w ith th e s o c i a l e n v iro n m e n t o f t h e s c h o o l . U n lik e th e c h i l d r e n w ith h ig h r a t i n g s i n th e c o n d u c t-p ro b le m f a c t o r , t h e s e c h i l d r e n te n d t o t r a v e l w ith d e l i n q u e n t f r i e n d s , have bad com panions, s t e a l i n t h e company o f o t h e r s , s t a y o u t l a t e a t n i g h t , and b e lo n g to g a n g s . G e n e r a ll y , th ey d i s l i k e s c h o o l, a re o f t e n t r u a n t , and viewed as r e t i c e n t , s e c r e t i v e and la z y by s c h o o l p e r s o n n e l . The p e r s o n a l i t y - p r o b l e m f a c t o r s h a re d few b e h a v i o r a l t r a i t s w ith e i t h e r t h e c o n d u c t-p ro b le m o r s o c i a l i z e d - d e l i n q u e n c y f a c t o r . The d a t a I n d i c a t e d a te n d e n c y to w a rd s a n e g a t i v e c o r r e l a t i o n w ith t r a i t s h a v in g h ig h f a c t o r l o a d i n g s i n t h e c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n c y f a c t o r s . Many t r a i t s a s s o c i a t e d w ith t h e in a d e q u a c y - im m a tu rity f a c t o r fou nd i n p r e v i o u s s t u d i e s a p p e a r t o have b e en a bso rbed i n t o th e p e r s o n a l i t y - p r o b l e m f a c t o r . D i s c u s s i o n .--T h e r e s u l t s o f t h e p r e l i m i n a r y c l a s s i f i c a t i o n stu d y s u p p o rte d t h e f i n d i n g s o f p r e v i o u s r e s e a r c h . The b e h a v i o r a l t r a i t s i n th e c o n d u c t-p ro b le m 29 and t h e p e r s o n a l i t y - p r o b l e m f a c t o r s app ro x im ated th o s e r e p o r t e d by Quay (19&5) an<3 Quay e t a l . ( l 9 6 6 ) . The b e h a v i o r a l t r a i t s o f t h e s o c i a l i z e d - d e l i n q u e n c y f a c t o r a p p ro x im ate th o s e r e p o r t e d by Quay ( 1 9 6 6 ) i n t h e s c o r i n g key f o r t h e B e h a v io r Problem C h e c k l i s t . I n th e p r e s e n t c l a s s i f i c a t i o n s tu d y , s o c i a l i z e d - d e lin q u e n c y r e p la c e d in a d e q u a c y - im m a tu r ity as t h e t h i r d f a c t o r . I t would a p p e a r t h a t C a l i f o r n i a EH c l a s s e s may c o n t a i n a s t r o n g e r component o f c h i l d r e n from s u b c u l t u r e s which a re o f t e n a t odds w ith s c h o o l s t a n d a r d s . The more s t r i n g e n t c r i t e r i a f o r p la c e m e n t o f e m o tio n a lly d i s t u r b e d c h i l d r e n and t h e e x i s t e n c e o f s p e c i a l c l a s s e s f o r th e c u l t u r a l l y d i f f e r e n t and d e l i n q u e n t c h i l d r e n i n I l l i n o i s may have s y s t e m a t i c a l l y e x c lu d e d c h i l d r e n w ith s o c i a l i z e d - d e l i n q u e n t t r a i t s from th e p o p u l a t i o n s t u d i e d by Quay e t a l . ( 1 9 6 6 ) . I n an a l t e r n a t i v e t r e a t m e n t o f t h e d a t a , s i x f a c t o r s were r o t a t e d i n s t e a d o f t h r e e ( s e e Appendix C ) . The c o n d u c t-p ro b le m , p e r s o n a l i t y - p r o b l e m , in a d e q u a c y - im m a tu r ity , and s o c i a l i z e d - d e l i n q u e n c y f a c t o r s a p p e a re d . Hence, t h e two i n t r o v e r t i v e f a c t o r s o f p r e v i o u s i n v e s t i g a t i o n s ( p e r s o n a l i t y - p r o b l e m and i n a d e q u a c y - im m a tu r ity ) a re c e r t a i n l y p r e s e n t i n C a l i f o r n i a EH c la s s r o o m s . However, f o r p u rp o s e s o f t h e p r e s e n t s tu d y , t h e t h r e e f a c t o r s as d e s c r ib e d above w ere p r e f e r r e d . 30 C o n c lu s io n s o f t h e C l a s s i f i c a t i o n S t u d y . — The b e h a v io r p a t t e r n s o f 311 C a l i f o r n i a e le m e n ta ry s c h o o l EH c h i l d r e n a p p e a r t o be s i m i l a r t o th o s e m a n if e s te d by e m o t i o n a l l y - d i s t u r b e d and d e li n q u e n t c h i l d r e n s t u d i e d by Quay and o t h e r s . The r e l a t i o n s h i p o f t h e e x t r a v e r t i v e , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n c y f a c t o r s t o t h e i n t r o v e r t l v e , p e r s o n a l i t y - p r o b l e m f a c t o r a ls o rem ained c o n s i s t e n t w ith th e p r e v io u s s t u d i e s . Background o f t h e P r e s e n t Study - A S e a rc h f o r C h a r a c t e r i s t i c s R e le v a n t to th e E d u c a tio n o f T h ree Types o f EH C h ild r e n The i d e n t i f i c a t i o n o f t h e above syndromes i s n o t i n i t s e l f r e l e v a n t to e d u c a to r s o f EH c h i l d r e n . F u r t h e r r e s e a r c h i s n e c e s s a r y t o a s c e r t a i n th e i n d i v i d u a l c h a r a c t e r i s t i c s o f each o f t h e s e ty p e s o f c h i l d r e n and th e r e l a t i o n s h i p o f t h e s e c h a r a c t e r i s t i c s t o th e a c h i e v e ment o f e d u c a t i o n a l o b j e c t i v e s and t h e s o l u t i o n o f c la s s ro o m p ro b lem s r e l a t e d to EH c h i l d r e n . A m a jo r c la ss ro o m problem f o r EH t e a c h e r s h a s b e en t h e c o n t r o l o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r m a n if e s te d by many EH c h i l d r e n . The c o n s t a n t movement. I n a t t e n t i v e n e s s , and l a c k o f r e s t r a i n t o f th e s e c h i l d r e n a r e g e n e r a l l y u p s e t t i n g t o even th e most p a t i e n t t e a c h e r ( E is e n b e r g , 1 9 6 4 ). A lthough n o t a l l EH c h i l d r e n m a n i f e s t I m p u ls iv e and d i s t r a c t i b l e b e h a v io r t h e p re p o n d e ra n c e do 51 (Camp & L a th e n , 1 9 6 7J Hay & Cohen, 1967; K y llo n e n , 1964; Morse e t a l . , 1964; Lyons & Pow ers, 1 9 6 5 )* S u c c e s s f u l C lassro om S t r a t e g i e s to D eal w ith Im p u ls iv e and D i s t r a c t i b l e B e h a v i o r . — S e v e r a l i n v e s t i g a t i o n s have d e v e lo p e d and im plem ented e d u c a t i o n a l s t r a t e g i e s to re m e d ia te d e x c e s s i v e i m p u l s l v i t y and d i s t r a c t i b l l i t y . S t r a u s s and L e h tin e n (1947) r e p o r t e d t h a t c a r e f u l a v o id a n c e o f am b ien t s t i m u l i , s t r e n g t h e n i n g o f d e s i r e d s t i m u l i , and a s s ig n m e n t o f s h o r t , c o n c r e t e t a s k s red u ced t h e s e u n d e s i r a b l e b e h a v io r s w ith b r a i n - i n j u r e d c h i l d r e n . Newman (1957) and C ru ic k s h a n k ( 1 9 6 5 ) r e p o r t e d t h a t th e S t r a u s s - L e h t i n e n (19^7) m ethodology was e q u a l l y s u c c e s s f u l w ith a c t i n g - o u t d e l i n q u e n t and e m o tio n a lly d i s t u r b e d c h i l d r e n . H a rin g and P h i l l i p s ( 1 9 6 5 ), H ew ett ( 1 9 6 8 ) , and Quay (196,5) have a ls o s u g g e s te d t h e u se o f a c a r e f u l l y s t r u c t u r e d c la s s ro o m w ith t h e s e ty p e s o f c h i l d r e n . However, th e y have added t h e u se o f o p e r a n t and c l a s s i c a l c o n d i t i o n i n g te c h n iq u e s to t h e c u r r i c u lu m . Each r e p o r t e d s u c c e s s i n th e r e m e d i a t i o n o f t h e m a la d a p tiv e b e h a v i o r s . E f f e c t o f S t r e s s Upon C lassroom B e h a v i o r . — A lthough v a r i o u s e d u c a t i o n a l pro gram s have b e en shown t o be s u c c e s s f u l i n r e m e d ia t in g u n d e s i r a b l e b e h a v io r , t h e r e h a s b e e n l i t t l e r e p o r t e d i n th e l i t e r a t u r e c o n c e rn in g 32 t h e e f f e c t o f a t r e s s on th e b e h a v io r o f EH c h i l d r e n . E x p e r im e n ta tio n has i n d i c a t e d t h a t s u b j e c t s resp o n d w ith d i f f e r i n g e f f i c i e n c y i n t a s k p e rfo rm a n c e and w ith c o r r e s p o n d i n g changes i n t h e i r r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r when l e v e l s o f a r o u s a l a re v a r i e d by s t r e s s . S ilv e rm a n , Cohen, and Sham avonian (1939) demon s t r a t e d t h e r e l a t i o n s h i p o f a r o u s a l t o t a s k p erfo rm an c e i n a s e r i e s o f s t u d i e s where t h e a r o u s a l o f t h e s u b j e c t was v a r i e d by b o th s t r e s s and d r u g s . At f i r s t , th e r e s u l t a n t r i s e i n a r o u s a l i n c r e a s e d e f f i c i e n c y i n b o th c o g n i t i v e and p sy c h o m o to r t a s k s . However, a s th e d ru g o r s t r e s s - i n d u c e d a r o u s a l i n c r e a s e d , t h e s u b j e c t s re a c h e d a p o i n t w here t h e i r p e rfo rm a n c e o f t a s k s d e t e r i o r a t e d (See F i g u r e l ) . I t was o b se rv ed i n c i d e n t a l l y t h a t th e d e t e r i o r a t i o n o f t a s k p e rfo rm a n c e was accompa n ie d by I n c r e a s e s i n i m p u l s i v i t y and d i s t r a c t i b i l i t y . S i m i l a r o b s e r v a t i o n o f t h i s i n v e r t e d - U r e l a t i o n s h i p o f a r o u s a l t o p sy c h o m o to r and c o g n i t i v e f u n c t i o n has a l s o b e en r e p o r t e d by s e v e r a l o t h e r i n v e s t i g a t o r s (Freem an, 1940; Hebb, 1935; Malmo, 1959; S c h lo s b e r g , 1954; S t e n n e t t , 1957) • The O p e r a t i o n and A p p l i c a t i o n o f t h e Y e rk e s- Dodson Law. — The i n v e r t e d - U r e l a t i o n s h i p b e tw ee n a r o u s a l l e v e l s and t a s k p e rfo rm a n c e h a s b e en f o r m a l iz e d by 22 / 1 0 ) o § E U O <M (I) P h c o c d E H <------ Drowsy A l e r t H y p e r -A le r t — > S e d a tiv e -------------- D rugs S tim u la n t > < E — D e c re a se -------------- P h y s i c a l I n c r e a s e > S t r e s s e s <-------- Bland P s y c h o l o g i c a l Charged > S t r e s s e s F i g u r e 1 The I n v e r t e d - U R e l a t i o n s h i p o f A ro u s a l L e v e l t o T ask P e rfo rm a n ce F i g . 1 . , Based on d a t a from A. J , Silverm an,, S. I . Cohen, & B. M. Sham avonian, I n v e s t i g a t i o n o f p s y c h o p h y s i o l o g ic a l r e l a t i o n s h i p s w ith s k i n r e s i s t a n c e m e a s u r e s . J o u r n a l o f P s y c h o s o m a tic R e s e a r c h , 195 9> 4-j 65- 8 7 . J4 B r o a d h u r s t (1959) i n t o th e Y erkes-D odson Law. B ro a d h u rs t p o s i t e d t h a t a r i s e i n th e l e v e l o f a ro u s a l v a r i e s th e t a s k p e rfo rm a n c e i n an in v e r t e d - U r e l a t i o n s h i p . F u r t h e r , th e l e v e l s o f a r o u s a l n e c e s s a r y t o produce o p tim a l l e v e l s o f t a s k p e rfo rm a n c e vary a c c o r d i n g t o th e c o m p le x ity o f th e t a s k and th e d i f f e r e n c e s i n i n d i v i d u a l s . The E f f e c t o f P e r s o n a l i t y Types on I n i t i a l A ro u sa l a n d / o r A r o u s a b i l i t y . — Eysenck ( 1 9 6 7 ) has d e m o n s tra te d t h a t two d im e n sio n s o f p e r s o n a l i t y a f f e c t th e i n i t i a l l e v e l s o f a r o u s a l a n d / o r t h e a r o u s a b i l i t y o f i n d i v i d u a l s . They a r e th e e x t r a v e r s i o n - i n t r o v e r s i o n continuum and t h e s t a b i l i t y - n e u r o t i c i s m continuu m ( e m o t i o n a l i t y ) . These two d im e n sio n s have b e e n i d e n t i f i e d i n a s e r i e s o f f a c t o r - a n a l y t i c s t u d i e s o f t h e b e h a v io rs o f p s y c h i a t r i c p a t i e n t s (E ysenck, 19^7, 1952, 1953, 1955, I9 6 0 , 1 9 6 1, 1 9 6 7 )• The r e l a t i o n s h i p o f t h e s e dim en sio ns o f p e r s o n a l i t y t o more c o n v e n t io n a l d e s i g n a t i o n s i s shown i n F i g u r e 2 . A stu d y o f t h e b e h a v i o r a l t r a i t s r e p o r t e d by E y sen ck (19^7) as com ponents o f h i s i n t r o v e r t i v e and e x t r a v e r t i v e b e h a v i o r ty p e s r e v e a l s t h e i r s i m i l a r i t y to t h o s e t r a i t s i d e n t i f i e d i n t h e s tu d y o f 311 C a l i f o r n i a EH c h i l d r e n r e p o r t e d p r e v i o u s l y . E y s e n c k 's e x t r a v e r t i v e ty p e 3 m a n if e s t b e h a v i o r a l t r a i t s com parable t o t h e t r a i t s i d e n t i f i e d w i t h i n t h e con d u ct p ro b le m and s o c i a l i z e d 35 a n x ie ty s t a t e ^ NEUROTICISM I 0.8 0.6 0 .4 o b s e s s i o n a l s x d e p re s s iv e mixedX x s t a t e I I - 0 . 8 - 0 . 6 - 0 . 4 - 0 . 2 INTROVERSION 6.2 p sy c h o p a th s X h y s t e r i c s 0 .2 074 oT5 o'. 8 EXTRAVERSION I I 0.2 0 .4 1.6 I NORMALS F ig u r e 2 . --T h e R e l a t i o n s h i p o f E y s e n c k 's Two D im ensions o f P e r s o n a l i t y t o more C o n v e n tio n a l C l i n i c a l D e s ig n a tio n s F i g u r e 2 . From H. J . E y senck. Handbook o f Abnormal P s y c h o lo g y , New York: B a s ic Books, I n c . , 1981, P- 9 36 d e l i n q u e n t f a c t o r s . S i m i l a r l y , t h e b e h a v i o r a l t r a i t s a s s o c i a t e d w ith E y s e n c k 's i n t r o v e r t i v e t y p e s c o rre sp o n d t o t h e b e h a v i o r a l t r a i t s w i t h i n t h e p e r s o n a l i t y p rob lem f a c t o r . E ysenck ( 1 9 6 7 ) p o s t u l a t e d th e f o l lo w in g c o n c e rn in g th e n a t u r e o f e x t r a v e r t s and i n t r o v e r t s and t h e i r r e a c t i o n s t o i n c r e a s e d n e u r o t i c i s m ( e m o t i o n a l i t y ) : 1 . Human b e in g s d i f f e r w ith r e s p e c t t o th e speed w ith w hich e x c i t a t i o n and i n h i b i t i o n a r e p ro d u c e d , t h e s t r e n g t h o f t h e e x c i t a t i o n and i n h i b i t i o n p ro duced and t h e speed w ith w hich i n h i b i t i o n i s d i s s i p a t e d . T h ese d i f f e r e n c e s a re p r o p e r t i e s o f t h e p h y s i c a l s t r u c t u r e s in v o lv e d i n making s t i m u l u a - r e s p o n s e c o n n e c ti o n s . 2 . I n d i v i d u a l s i n whom e x c i t a t o r y p o t e n t i a l i s g e n e r a t e d slo w ly and I n whom e x c i t a t o r y p o t e n t i a l s so g e n e r a te d a r e r e l a t i v e l y weak, a r e th e re b y p r e d is p o s e d to d e v e lo p e x t r a v e r t e d p a t t e r n s o f b e h a v io u r and t o d e v e lo p h y s t e r i c a l - p s y c h o p a t h i c d i s o r d e r s i n c a s e s o f n e u r o t i c breakdow n; i n d i v i d u a l s i n whom e x c i t a t o r y p o t e n t i a l i s g e n e r a te d q u ic k ly and i n whom e x c i t a t o r y p o t e n t i a l s so g e n e r a te d a r e s t r o n g , a r e th e r e b y p r e d is p o s e d t o d e v e lo p i n t r o v e r t e d p a t t e r n s o f b e h a v io u r and to d e v e lo p d y sth y m ic d i s o r d e r s i n c a s e o f n e u r o t i c breakdow n. S i m i l a r l y , i n d i v i d u a l s i n whom r e a c t i v e i n h i b i t i o n i s d e v e lo p e d q u i c k l y , i n whom s t r o n g r e a c t i v e i n h i b i t i o n s a r e g e n e r a t e d , and i n whom r e a c t i v e i n h i b i t i o n i s d i s i p a t e d slo w ly , a r e t h e r e b y p r e d is p o s e d to d e v e lo p e x t r a v e r t e d p a t t e r n s o f b e h a v io u r and t o d e v e lo p h y s t e r i c a l - p s y c h o p a th ic d i s o r d e r s i n c a s e o f n e u r o t i c breakdow n; c o n v e r s e l y , i n d i v i d u a l s i n whom r e a c t i v e i n h i b i t i o n i s d e v e lo p e d s lo w ly , i n whom weak r e a c t i v e i n h i b i t i o n s a r e g e n e r a t e d , and i n whom r e a c t i v e i n h i b i t i o n i s d i s s i p a t e d q u i c k l y , a r e th e r e b y p r e d is p o s e d t o d e v e lo p i n t r o v e r t e d p a t t e r n s o f b e h a v io u r and t o d e v e lo p dysthym ic d i s o r d e r s i n c a s e o f n e u r o t i c breakdow n (p . 79)* I n f o r m u l a t i o n o f h i s p o s t u l a t e s , E ysenck borrow ed 37 from th e t h i n k i n g o f P a v lo v ( 1 9 2 7, 1928, 1 9 4 1 ). P avlo v was i n t e r e s t e d i n th e o b se rv e d d i f f e r e n c e s i n t h e con- d i t i o n a b i l i t y o f l a b o r a t o r y a n im a ls . He t h e o r i z e d t h a t s u b j e c t s d i f f e r e d i n t h e i r p o t e n t i a l t o g e n e r a t e c o r t i c a l e x c i t a t i o n , w hich i n t u r n a c t s as an i n h i b i t o r y i n f l u e n c e on t h e im p u ls e s g e n e r a te d i n t h e s u b - c o r t i c a l a r e a s o f t h e c e n t r a l n e rv o u s s y s te m . Hence, c o n tr a r y t o th e common c o n c e p tio n o f e x c i t a t i o n , t h e p e rs o n who had a h ig h c o r t i c a l e x c i t a t o r y p o t e n t i a l would m a i n t a i n more c o r t i c a l I n h i b i t i o n and te n d t o e x h i b i t l e s s c h a n g e a b le , a c t i v e , p l a y f u l , h o t- h e a d e d , o r o t h e r e x t r a v e r t e d b e h a v i o r s . S e v e r a l e x p e r im e n ta l s t u d i e s i n v o l v i n g c l a s s i c a l c o n d i t i o n i n g , v i g i l a n c e , c o g n i t i v e f u n c t i o n i n g , drug r e a c t i v i t y , and p e r c e p t i o n have s u p p o rte d E y s e n c k 's p o s t u l a t e s of i n d i v i d u a l d i f f e r e n c e s i n t h e b e h a v io r o f su b j e c t s who a p p e a r to d i f f e r i n i n i t i a l a r o u s a l l e v e l a n d / o r a r o u s a b i l i t y (B uckner & McGrath, 196.3; D o e rr & Hokanson, 1955; E ysenck & B r o a d h u r s t, 1964; P ra n k s , 1955; P ra n k s & H e c k e n m u e lle r, 1 9 6 5; Thompson & H u n n ic u tt, 1944; W i l l e t t , 1 9 6 4 ). A p p l i c a t i o n o f E y s e n c k 's P o s t u l a t e s t o t h e P r e d i c t i o n o f t h e R ate o f Im p u ls iv e and D i s t r a c t i b l e B e h a v i o r . — I m p u l s i v i t y and d i s t r a c t i b i l i t y h av e been a s s o c i a t e d w ith th e d e t e r i o r a t i o n o f c o g n i t i v e and 38 p sy ch o m o to r t a s k p e rfo rm a n c e . Thus, i t would seem t h a t t h e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r could be p r e d i c t e d from th e a p p l i c a t i o n o f E y s e n c k 's p o s t u l a t e s and th e Y erkes-D odson Law. The f i n d i n g s o f p a s t e x p e r i m e n t a t i o n have s u p p o rte d t h i s c o n j e c t u r e . Y a tes ( i 9 6 0 ), i n a rev ie w o f l i t e r a t u r e c o n c e rn in g abnorm al m otor movements, r e p o r t e d t h a t e x t r a v e r t s m a n i f e s t more im p u ls iv e , r a p id , and e x t e n s i v e m otor a c t i v i t y i n l o w - s t r e s s s i t u a t i o n s t h a n i n t r o v e r t s . However, i n h ig h s t r e s s s i t u a t i o n s th e o b se rv ed b e h a v io r r e v e r s e d . D avis (1948) and V enables (1955) p ro v id e d e x am ples o f t h i s phenomenon. D avis (1948) s t u d i e d p i l o t e r r o r w ith a s im u la te d c o c k p it w hich r e a c t e d r e a l i s t i c a l l y to f l i g h t c o n t r o l s . He found t h a t u n d e r " s t r a i n " e x t r a v e r t e d p i l o t s te n d e d t o make e r r o r s o f u n d e r - r e a c t i o n w ith t h e a i r c r a f t c o n t r o l s , w h ile t h e i r i n t r o v e r t e d c o u n t e r p a r t s te n d e d t o make e r r o r s o f o v e r - r e a c t i o n w ith t h e c o n t r o l s . D av is (1946, 1947j 1949) r e p o r t e d s i m i l a r f i n d i n g s w ith h o s p i t a l i z e d s u b j e c t s o f lo w e r i n t e l l i g e n c e . V en ab les (1 9 5 5), u s i n g t h e same eq uipm ent, d e v is e d t a s k s o f v a r y in g d i f f i c u l t y . When d i f f i c u l t t a s k s w ere p r e s e n t e d t o e x t r a v e r t e d h y s t e r i c s , he found t h a t th e y u n d e r - r e a c t e d i n t h e same manner a s t h e e x t r a v e r t e d p i l o t s . A lso, th e i n t r o v e r t e d d y sth y m ic s ten d e d 39 t o o v e r - r e a c t . However, when t h e sim p le t a s k s were p r e s e n t e d , t h e b e h a v io r of th e e x t r a v e r t s and i n t r o v e r t s r e v e r s e d . I f a d e c r e a s e d a r o u s a l l e v e l can be assumed t o be a r e s u l t o f th e d e c re a s e d d i f f i c u l t y i n sim p le t a s k s , V e n a b le s ' (1955) f i n d i n g s a p p e a r t o be c o n s i s t e n t w ith t h e p o s t u l a t e s o f E ysenck ( 1 9 6 7) . The e f f e c t o f a r o u s a l upon th e r a t e o f d i s t r a c t i b l e b e h a v i o r has b een s t u d i e d i n v i g i l a n c e e x p e r i m e n t s . V i g i la n c e e x p e r i m e n t a t io n d e a l s w ith th e a b i l i t y o f a s u b j e c t to resp o n d a p p r o p r i a t e l y t o s i g n a l s i n th e e n v iro n m e n t. The d a t a i n v i g i l a n c e s t u d i e s a r e u s u a l l y q u a n t i f i e d by c o u n tin g th e number o f s i g n a l s t o which t h e s u b j e c t f a i l s t o respond o r by m e a su rin g t h e s t r e n g t h o f s t i m u l i r e q u i r e d to e l i c i t a r e s p o n s e . E ysenck ( 1 9 6 7 ) has t h e o r i z e d t h a t e x t r a v e r t s w i l l I n h i b i t q u i c k e r t h a n i n t r o v e r t s . T h e r e f o r e , i t would be e x p e c te d t h a t t h e i n c r e a s e d p e r i o d s o f i n h i b i t i o n would r e s u l t i n more f r e q u e n t p e r i o d s o f i n a t t e n t i o n o r d i s t r a c t i b i l i t y f o r e x t r a v e r t s . They would n o t be e x p e c te d t o resp o n d t o as many a p p r o p r i a t e s t i m u l i i n v i g i l a n c e e x p e rim e n ts as t h e i r I n t r o v e r t e d c o u n t e r p a r t s . S e v e r a l v i g i l a n c e s t u d i e s w hich have compared t h e p e r form ance o f e x t r a v e r t s and i n t r o v e r t s have s u p p o rte d E y s e n c k 's th e o r y (Bakan, B e lto n , & T o th , 19& 3i C l a r i d g e , 40 ig 6 0 j Thompson, 1 9 2 9 )* C l a r i d g e ( i 9 6 0 ) d e m o n s tra te d th e e f f e c t o f v a r i e d a r o u s a l l e v e l s on th e p e rfo rm a n c e of v i g i l a n c e t a s k s by i n t r o v e r t s and e x t r a v e r t s . He asked s u b j e c t s t o s i g n a l when th e y h e a rd t h r e e c o n s e c u t i v e odd numbers p la y e d on a ta p e r e c o r d i n g . A f t e r t h i r t y m in u tes o f t h e t a s k t h e e x t r a v e r t s ' s c o r e s w ere s i g n i f i c a n t l y lo w er t h a n th e i n t r o v e r t s ' and d ro p p in g s t e a d i l y . I n t r o v e r t s ' s c o r e s , on t h e o t h e r h an d , w ere i n c r e a s i n g s t e a d i l y . At t h i s p o i n t , C l a r i d g e asked th e s u b j e c t s t o a ls o s i g n a l when th e y h e a rd t h e number s i x . The a d d i t i o n o f t h e se co n d a ry t a s k seemed to a l e r t and a ro u s e t h e e x t r a v e r t s . T h e ir s c o r e s on th e p rim a ry t a s k r o s e m ark ed ly and were c o n t i n u i n g t o im prove a t t h e end o f t h e e x p e r im e n t. The i n t r o v e r t s , who had shown no s i g n o f i n h i b i t i n g a t th e end o f t h e o r i g i n a l t h i r t y m in u te p e r i o d , e x p e r ie n c e d a marked d ro p i n t h e i r p e rfo rm a n c e o f t h e p rim a ry t a s k . These r e s u l t s were i n ag reem ent w ith t h e f i n d i n g s o f Bakan (1959) who r e p o r t e d a s i m i l a r p a t t e r n f o r i n t r o v e r t s when a s e c o n d a ry t a s k was I n tr o d u c e d i n t o a s i g n a l d e t e c t i o n e x p e r i m e n t . I n summary, t h e i n v e r t e d - U r e l a t i o n s h i p b etw een a r o u s a l and p e rfo rm a n c e o f c o g n i t i v e and p sych o m o to r t a s k s t h e o r i z e d i n t h e Y erkes-D o dso n Law seems to be e q u a l l y a p p l i c a b l e t o th e p r e d i c t i o n o f r a t e s o f im p u ls iv e 4l and d i s t r a c t i b l e b e h a v io r i n e x t r a v e r t e d and i n t r o v e r t e d s u b j e c t s as t o c o g n i t i v e o r p sych o m o to r t a s k s . The P u rp o se o f t h e Study The p u rp o s e o f t h e p r e s e n t stu d y was to i n v e s t i g a t e th e e f f e c t s o f a r o u s a l in d u ce d by t h e s t r e s s o f f a i l u r e - i n f o r m a t i o n f e e d b a c k on t h e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r m a n if e s te d by t h r e e ty p e s o f C a l i f o r n i a e le m e n ta ry s c h o o l EH c h i l d r e n . The t h r e e ty p e s o f c h i l d r e n w ere i d e n t i f i e d as con d u ct p ro b le m s, p e r s o n a l i t y p ro b le m s, and s o c i a l i z e d d e l i n q u e n t s as based upon i n d i v i d u a l f a c t o r s c o r e s d e te rm in e d i n t h e p r e l i m i n a r y f a c t o r - a n a l y t i c s tu d y o f th e b e h a v io r s o f j511 EH c h i l d r e n . The management o f e x c e s s i v e i m p u l s i v i t y and d i s - t r a c t i b i l i t y i n EH c la s s ro o m s h as b e e n a c o n t i n u i n g p ro blem f o r e d u c a t o r s ( E is e n b e r g , 1 9 6 4 ). R e se a rc h and th e o r y d e v elo p ed by E ysenck ( 1 9 6 7 ) and o t h e r e x p e r im e n ta l p s y c h o l o g i s t s i n d i c a t e t h a t th e b e h a v io r s o f th e e x t r a - v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n w i l l d i f f e r from th o s e o f th e i n t r o v e r t e d , p e r s o n a l i t y - p ro b lem c h i l d r e n i n a p r e d i c t a b l e m anner. Thus, b ased upon t h i s r e s e a r c h and t h e o r y , th e s t r e s s f u l e f f e c t o f th e f e e d b a c k o f f a i l u r e i n f o r m a t i o n can be e x p e c te d to e f f e c t t h e r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y o f t h e s e c h i l d r e n i n a p r e d i c t a b l y d i f f e r e n t m anner. 42 The p r e s e n t study was an a tte m p t to b r id g e t h e th e o r y and f i n d i n g s o f e x p e r im e n ta l p sy c h o lo g y w ith t h e c la s s ro o m p r a c t i c e s o f EH e d u c a t o r s . S p e c i f i c a l l y , E y s e n c k 's ( 1 9 6 7 ) p o s t u l a t e s and th e Y erkes-D odson Law a r e p a r t i a l l y t e s t e d i n an e f f o r t t o d i s c o v e r a d d i t i o n a l know ledge c o n c e rn in g th e c h a r a c t e r i s t i c s of t h e ty p e s o f c h i l d r e n i d e n t i f i e d w ith t h e B e h a v io r Problem C h e c k l i s t . H y p o th eses The h y p o th e s e s a re r e l a t e d t o t h e change o f t h e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r o f t h e t h r e e t y p e s o f EH c h i l d r e n u n d e r c o n d i t i o n s o f s u c c e s s and f a i l u r e - i n f o r m a t i o n fe e d b a c k . The a p p l i c a t i o n o f E y s e n c k 's p o s t u l a t e s t o t h e p r e s e n t stu d y p i c t u r e s t h e t h r e e ty p e s o f c h i l d r e n as d i f f e r e n t i n t h e i r p o s i t i o n s on t h e i n v e r t e d - U d u r i n g th e fe e d b a c k o f s u c c e s s and f a i l u r e i n f o r m a t i o n (See F i g u r e 3 ) • The e x t r a v e r t e d c h i l d r e n , w ith c o n d u c t- p ro blem o r s o c i a l i z e d - d e l i n q u e n t t r a i t s a r e p o s t u l a t e d to be a t o r n e a r t h e i r h i g h e s t r a t e o f im p u ls iv e and d i s t r a c t i b l e b e h a v i o r d u r in g th e fe e d b a c k o f s u c c e s s i n f o r m a t i o n . To t h e c o n t r a r y , t h e i n t r o v e r t e d c h i l d r e n , w ith p e r s o n a l i t y - p r o b l e m t r a i t s a r e p o s t u l a t e d to be a t t h e i r lo w e s t r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r d u r i n g th e f e e d b a c k o f s u c c e s s i n f o r m a t i o n . Improved Performance = ► ■ « Increased Impulsive & D is tr a c tib le B ehavio r 43 — ^ S uccess n r o u s a i F a i l u r e S u c cess F a i l u r e E x t r a v e r t e d C onduct-P roblem and S o c i a l i z e d D e lin q u e n t B e h a v io r I n t r o v e r t e d P e r s o n a l i t y - X d Problem B e h a v io r Y1 Y2 F ig u r e .3 The H y p o th e ses o f th e P r e s e n t Study P la c e d on th e I n v e r te d - U Curve P o s i te d by t h e Y erk es-D od son Law 44 The added a r o u s a l o f t h e f a i l u r e - i n f o r m a t i o n f e e d b a c k i s h y p o th e s iz e d t o d e c r e a s e th e im p u ls iv e and d i s t r a c t i b l e b e h a v i o r o f th e c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n a t th e same tim e , th e p e r s o n a l i t y - p r o b l e m c h i l d r e n a r e e x p e c te d t o have i n c re a s e d r a t e s o f t h e s e b e h a v i o r s . T h ree h y p o th e s e s a re s t a t e d below . The t h r e e h y p o th e s e s i n c l u d e t e n s e p a r a t e com p ariso n s which w ere t e s t e d i n th e p r e s e n t s tu d y . H y p o th e s is I . C onduct-problem and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n w i l l m a n if e s t g r e a t e r r a t e s of im p u ls iv e and d i s t r a c t i b l e b e h a v io r d u r in g s u c c e s s i n f o r m a t i o n - f e e d b a c k t h a n d u r in g f a i l u r e - i n f o r m a t i o n t r e a t m e n t . H y p o th e s is I I . P e r s o n a l it y - p r o b le m c h i l d r e n w i l l m a n i f e s t a g r e a t e r r a t e o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r d u r i n g f a i l u r e - i n f o r m a t i o n t r e a t m e n t th a n d u r in g s u c c e s s - i n f o r m a t i o n t r e a t m e n t . H y p o th e s is X I I . C onduct-problem and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n w i l l m a n i f e s t h i g h e r r a t e s o f im p u l s i v e and d i s t r a c t i b l e b e h a v io r th a n p e r s o n a l i t y - pro b lem c h i l d r e n d u r i n g s u c c e s s - i n f o r m a t i o n t r e a t m e n t . The above h y p o th e s e s may a ls o be s t a t e d i n t h e f o l l o w i n g n u l l form : 1. F o r c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n , t h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e i n t h e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r u n d e r s u c c e s s and f a i l u r e - i n f o r m a t i o n t r e a t m e n t s . 2. F o r p e r s o n a l i t y p ro b lem c h i l d r e n , t h e r e w i l l be no s i g n i f i c a n t d i f f e r e n c e i n th e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r u n d e r s u c c e s s and f a i l u r e - i n f o r m a t i o n t r e a t m e n t s . 3- T h ere w i l l be no s i g n i f i c a n t d i f f e r e n c e s i n th e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r b e tw ee n t h e c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n and t h e p e r s o n a l i t y - p r o b l e m c h i l d r e n i n th e s u c c e s s - i n f o r m a t i o n t r e a t m e n t . D e l i m i t a t i o n s o f th e Study The p r e s e n t stu d y i s l i m i t e d t o a sam ple o f l e g a l l y d e s i g n a t e d EH c h i l d r e n who w ere p la c e d i n th e EH program o f W iseburn E le m e n tary S c h o o l D i s t r i c t . W iseburn E le m e n tary S cho ol D i s t r i c t i s l o c a t e d i n th e c i t i e s o f Hawthorne and E l Segundo, C a l i f o r n i a . The stu d y i s f u r t h e r l i m i t e d t o EH s t u d e n t s b e tw e e n t h e ages o f e i g h t and tw e lv e e n r o l l e d i n g r a d e s t h r e e th ro u g h s i x . 46 A ssum ptions I n h e r e n t i n t h e R e se a rc h D e s ig n The c o n c l u s i o n s o f th e p r e s e n t stu d y a re d e p e n d e n t upon t h e a s s u m p tio n t h a t th e f e e d b a c k o f f a i l u r e i n f o r m a tio n i s more s t r e s s f u l t o th e s u b j e c t s th a n t h e fe e d b a c k o f s u c c e s s i n f o r m a t i o n . D e f i n i t i o n o f Terms The f o l l o w i n g te rm s a re u sed th r o u g h o u t t h e s tu d y and a r e d e f in e d h e r e t o e s t a b l i s h s p e c i f i c l i m i t a t i o n s i n t h e i r i n te n d e d m e a n in g s. E d u c a t i o n a l l y H andicapped (EH) . These a r e c h i l d r e n p la c e d i n EH p ro g ram s i n C a l i f o r n i a sch ool d i s t r i c t s u n d e r t h e p r o v i s i o n s s t a t e d i n t h e C a l i f o r n i a E d u c a ti o n a l Code and t h e C a l i f o r n i a A d m i n i s t r a t i v e Code. The s p e c i f i c s e c t i o n s o f t h e p la c e m e n t la w a r e quoted e a r l i e r i n t h e s t u d y . Conduct P r o b le m . A d i a g n o s t i c c a te g o ry b ased upon a syndrome o f b e h a v i o r s i s o l a t e d i n a f a c t o r a n a l y s i s o f t h e b e h a v io r s o f 311 C a l i f o r n i a EH c h i l d r e n r a t e d w ith t h e B e h a v io r P ro b lem C h e c k l i s t . The b e h a v i o r a l t r a i t s o f th e c o n d u c t pro b lem c h i l d r e n were d e s c r i b e d e a r l i e r i n t h e p r e s e n t s t u d y . S o c i a l i z e d D e l in q u e n c y ■ A d i a g n o s t i c c a te g o r y based upon a syndrom e o f b e h a v io r s i s o l a t e d i n a f a c t o r 47 a n a l y s i s o f t h e b e h a v io r s o f 311 C a l i f o r n i a EH c h i l d r e n r a t e d w i t h th e B e h a v io r Problem C h e c k l i s t . The b e h a v i o r a l t r a i t s o f t h e s o c i a l i z e d d e l i n q u e n t c h i l d r e n w ere d e s c r ib e d e a r l i e r i n t h e p r e s e n t s t u d y . P e r s o n a l i t y P ro b le m . A d i a g n o s t i c c a te g o r y based upon a syndrome o f b e h a v io r s i s o l a t e d i n a f a c t o r a n a l y s i s o f t h e b e h a v i o r s o f 311 C a l i f o r n i a EH c h i l d r e n r a t e d w ith t h e B e h a v io r P roblem C h e c k l i s t . The b e h a v i o r a l t r a i t s o f th e p e r s o n a l i t y problem c h i l d r e n were d e s c r i b e d e a r l i e r i n t h e p r e s e n t s t u d y . S t r e s s . Any n e g a t i v e c o n d i t i o n im p in g in g on th e o rg an ism w hich c a u s e s an a d j u s t i v e r e a c t i o n . U s u a lly s t r e s s i s i d e n t i f i e d w ith s t i m u l i p e r c e i v e d as a t h r e a t to th e i n d i v i d u a l . I n t h e p r e s e n t s t u d y , th e f e e d b a c k o f f a i l u r e i n f o r m a t i o n I s assumed t o be a s t r e s s i n g s t i m u l u s t o t h e s u b j e c t , t h u s , e l i c i t i n g a s t a t e o f i n c r e a s e d a r o u s a l . A r o u s a l . A ro u s a l r e f e r s to t h e i n f e r r e d s t a t e o f n e rv o u s system a c t i v a t i o n w i t h i n an o rg an ism due t o In v o lv e m e n t i n s t r e s s f u l s i t u a t i o n s . I t i s a co n tin u u m w ith s l e e p o r a coma a t one end and h y p e r - a l e r t n e s s a t t h e o t h e r e n d . I n t h e p r e s e n t stu d y , i t i s assumed t h a t t h e s t r e s s o f f a i l u r e - i n f o r m a t i o n fe e d b a c k w i l l r e s u l t i n an i n c r e a s e d l e v e l o f a r o u s a l . I m p u ls iv e b e h a v i o r . An i m p u ls iv e b e h a v i o r i s 48 r e a c t i o n t o s t i m u l i w hich ap p ea rs to be u n i n h i b i t e d and u n r e s t r a i n e d by i n t e n t i o n . In th e p r e s e n t s tu d y , i t i s p r e c i s e l y d e fin e d as a r e a c t i o n t o an i n a p p r o p r i a t e l i g h t s t i m u l u s on a m o d ifie d Brown, B ilo d e a u , and B aron {1 9 5 0 ) l i g h t b o a rd . D i s t r a c t i b l e b e h a v i o r . A f a i l u r e to r e a c t t o an a p p r o p r i a t e s t i m u l u s . I n t h e p r e s e n t s t u d y , i t i s p r e c i s e l y d e f in e d as t h e f a i l u r e o f t h e s u b j e c t t o r e spond t o an a p p r o p r i a t e s tim u lu s on t h e m o d ified Brown, B ilo d e a u , and Baron ( 1 9 5 0 ) l i g h t b o a rd w i t h i n a tim e w hich i s l e s s th a n I .6 5 s ta n d a r d d e v i a t i o n s beyond t h e s u b j e c t ' s mean r e a c t i o n t im e . I n f o r m a t io n fe e d b ac k :. A sy ste m o f com m unications i n w hich i n f o r m a t i o n c o n c e rn in g th e r e s u l t s o f a s u b j e c t '3 b e h a v io r a re r e l a t e d b ack t o him. I n t h e p r e s e n t s tu d y , th e i n f o r m a t i o n c o n c e rn in g th e s u b j e c t ' s p e rfo rm a n c e o f t h e e x p e r i m e n t a l t a s k i s r e l a t e d t o t h e s u b j e c t as "good" on 75 p e r c e n t o f h i s r e s p o n s e s i n th e s u c c e s s t r e a t m e n t . I n t h e f a i l u r e t r e a t m e n t , th e s u b j e c t i s t o l d t h a t 75 p e r c e n t o f h i s re s p o n s e s a r e "b a d ." O r g a n i z a t i o n o f th e C h a p te rs C h a p te r I . T h is c h a p t e r p r e s e n t s t h e i n t r o d u c t i o n o f t h e problem a r e a , th e re v ie w o f th e l i t e r a t u r e r e l e v a n t t o t h e s tu d y , t h e f i n d i n g s o f t h e p r e l i m i n a r y 49 c l a s s i f i c a t i o n s t u d y 3 and t h e p u rp o s e o f th e stu d y w ith i t s h y p o th e s e s , a s s u m p tio n s , and l i m i t a t i o n s . C h a p te r I I . T h is c h a p t e r c o n t a i n s t h e r e s e a r c h d e s i g n and t h e m ethodology o f th e stu d y as i t r e l a t e s t o th e s e l e c t i o n o f s u b j e c t s , p r o c e d u r e s and t e s t i n g i n s t r u m e n t s . C h a p te r I I I . T h is c h a p t e r p r e s e n t s t h e f i n d i n g s o f th e stu d y w ith an e v a l u a t i o n i n term s o f th e r e s e a r c h h y p o th e s e s and s u p p le m e n ta ry f i n d i n g s . C h a p te r I V . T h is c h a p t e r p r e s e n t s a summary o f t h e p r e s e n t stu d y and th e g e n e r a l c o n c l u s i o n s w hich a re s u g g e s te d by th e f i n d i n g s . CHAPTER IX METHODOLOGY The p u rp o s e o f t h i s c h a p t e r i s t o d e s c r i b e th e sa m p le , c l a s s i f i c a t i o n m ethodology, eq u ip m en t, s t a t i s t i c a l t r e a t m e n t , and r e s e a r c h p r o c e d u r e s u se d i n th e e x p e r im e n t. S a m p le . The s u b j e c t s were 30 c h i l d r e n s e l e c t e d from t h e EH prog ram i n W iseb u rn E le m e n tary S choo l D i s t r i c t . The ages o f t h e c h i l d r e n ran g ed from e i g h t to tw e lv e y e a r s . P o u r c h i l d r e n w ere g i r l s and 26 w ere b o y s . The sam ple c o n ta in e d t h r e e g ro u p s com p rised o f 10 c o n d u c t-p ro b le m c h i l d r e n , 10 p e r s o n a l i t y - p r o b l e m c h i l d r e n , and 10 s o c i a l i z e d - d e l i n q u e n t c h i l d r e n . Each g ro u p o f 10 c h i l d r e n was s e l e c t e d from t h e f i r s t 10 names w hich ap p ea re d on a random ly o rd e re d l i s t o f a l l W iseburn EH c h i l d r e n o f a g i v e n t y p e . I f one o f t h e c h i l d r e n s e l e c t e d was u n a v a i l a b l e f o r e x p e r i m e n t a t io n , t h e n e x t c h i l d on t h e l i s t was u sed as a s u b s t i t u t e . I t was n e c e s s a r y to s u b s t i t u t e two c h i l d r e n o f th o s e o r i g i n a l l y c h o s e n . One c h i l d d id n o t r e t u r n h i s p a r e n t a l p e r m i s s io n l e t t e r (See A ppendix D) and t h e o t h e r was i l l on t h e e x p e rim e n t d a y s . 50 51 C l a s s i f i o a t i o n M ethod.- -E a c h EH c h i l d i n th e W iseburn D i s t r i c t was r a t e d by h i s t e a c h e r on th e B e h a v io r Problem C h e c k l is t d e v elo p ed by Quay ( 1 9 6 6) and P e t e r s o n ( 1 9 6 1) . These c h e c k l i s t s were p a r t o f th e d a t a f a c t o r a n aly ze d i n th e c l a s s i f i c a t i o n s tu d y r e p o r t e d i n th e p r e v io u s c h a p t e r . T hus, t h e c o m p u ta tio n o f i n d i v i d u a l f a c t o r s c o r e s i n z - s c o r e form w ere p ro v id e d f o r each o f th e EH c h i l d r e n s t u d i e d (See Appendix E ) . I n th e p r e s e n t s tu d y , each c h i l d was c l a s s i f i e d a c c o rd in g t o h i s h i g h e s t f a c t o r s c o r e . An o b s e r v a t i o n o f t h e i n d i v i d u a l f a c t o r s c o r e s i n d i c a t e d t h a t th e EH c h i l d r e n o f t e n m a n if e s te d b e h a v io r s r e p r e s e n t a t i v e o f a l l t h r e e f a c t o r s ; how ever, c l a s s i f i c a t i o n was p o s s i b l e i n s p i t e o f t h i s t e n d e n c y . D e s c r i p t i o n o f Equipm ent U3ed to M easure Im p u ls iv e and D i s t r a c t i b l e B e h a v i o r .--T h e m easurem ent o f t h e r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y w ere made w ith a s t i m u l u s b o a rd . The s t i m u lu s b o ard was e i g h t f e e t lo n g and 350 i n c h e s h i g h . I t was shaped I n an a r c w ith a f i v e - f o o t r a d i u s . E le v e n , s e v e n w a t t , f r o s t e d - w h i t e l i g h t s w ere p la c e d a t i n t e r v a l s w hich w ere 15 d e g re e s a p a r t on t h e a r c . A re d w a rn in g l i g h t was mounted b e n e a th t h e c e n t e r w h ite l i g h t . The s t i m u l u s board was p a i n t e d b l a c k t o r e d u c e am bient s t i m u l i (See Appendix P ) . 52 Each s u b j e c t was s e a t e d so t h a t h i s fo re h e a d was o p p o s i t e t h e c e n t e r w h ite l i g h t and f i v e f e e t from each o f t h e o t h e r w h ite l i g h t s . A t a b l e was p la c e d i n f r o n t o f t h e s u b j e c t w ith a r e s p o n s e key upon i t . The e x am in e r was s e a t e d beh in d t h e s t i m u l u s board o u t o f s i g h t o f th e s u b j e c t . A c o n t r o l p a n e l , t im e r , and s c o r i n g s h e e t s w ere i n f r o n t o f t h e e x a m in e r. The s u b j e c t ' s r e s p o n s e key was i n s e r i e s w ith th e t h r e e c e n t r a l l i g h t s and t h e t i m e r . When th e e x am in er i l l u m i n a t e d one o f t h e c e n t r a l l i g h t s , th e t i m e r was a c t i v a t e d . The t im e r was sto p p e d when t h e s u b j e c t l i f t e d t h e r e s p o n s e k ey. I n t h i s way, t h e s u b j e c t s r e a c t i o n tim e t o th e c e n t r a l l i g h t s c o u ld be re c o rd e d by t h e e x a m in e r. The s u b j e c t ' s r e s p o n s e key was a l s o co n n ected t o a red l i g h t mounted n e x t t o t h e t i m e r . When th e s u b j e c t r e l e a s e d t h e k ey , th e re d l i g h t i l l u m i n a t e d . Thus, i f t h e s u b j e c t re sp o n d ed t o any o f th e l i g h t s o t h e r t h a n t h e c e n t r a l l i g h t s , an im p u ls iv e r e s p o n s e c o u ld be ob s e r v e d and r e c o r d e d . A lso , t h e ex am iner co u ld a s c e r t a i n when t h e s u b j e c t was read y t o p ro c e e d w ith a t r i a l . The Use o f th e S tim u lu s Board As a M easure o f I m p u ls iv e and D i s t r a c t i b l e B e h a v i o r . —Lacey and Lacey (1958) f i r s t a d a p te d th e s t i m u l u s b oard u se d by Brown, B ilo d e a u , and B aro n (1951) i n s t i m u l u s g e n e r a l i z a t i o n 5? e x p e rim e n ts f o r th e m easurem ent o f im p u ls iv e b e h a v i o r . T h e i r p u rp o s e was t o r e l a t e autonom ic l a b i l i t y t o h y p e r k i n e s i s . One o f t h e b e h a v i o r a l c h a r a c t e r i s t i c s o f h y p e r k i n e s i s o r h y p e r a c t i v i t y i s i m p u l s i v i t y and a n o th e r i s d i s t r a c t i b i l i t y o r i n a t t e n t i v e n e s s ( S t r a u s s & L e h tin e n , 1947j S t r a u s s & K e p h a r t, 1 955 )- A ltho ugh t h e r e a r e s e v e r a l c l i n i c a l d e s i g n a t i o n s which have b e e n e q u a te d t o h y p e r k i n e s i s o r h y p e r a c t i v i t y ( C ru ie k sh a n k , 1 9 6 6), t h e v a r i o u s b e h a v i o r a l d e s c r i p t i o n s o f th e d i s o r d e r re m a in c o n s i s t e n t i n t h e l i t e r a t u r e . I n a c o n s e n s u a l s t u d y , S c h r a g e r , L indy, H arrison., McDermott, and K i l l i n s ( 1 9 6 6 ) found t h a t p r o f e s s i o n a l s i n s e v e r a l d i s c i p l i n e s a g re e d t h a t th e c e n t r a l b e h a v io r s which th e y c o n s id e r e d sy m p to m atic o f h y p e r k i n e s i s w ere r e s t l e s s n e s s , i n a t t e n t i o n , i n a b i l i t y t o s i t s t i l l , d i s t r a c t i b i l i t y and l a c k o f s e l f - c o n t r o l ( i m p u l s i v i t y ) . H y p e r k in e tic c h i l d r e n w ere a ls o s e e n as e a s i l y f r u s t r a t e d and d i f f i c u l t to m an ag e. Lacey and Lacey (1958) c o n s id e r e d a l a b o r a t o r y m easurem ent o f i m p u l s i v i t y t o be t h e number o f f a l 3e r e s p o n s e s t o t h e p e r i p h e r a l l i g h t s on t h e s t i m u l u s b o a r d . D o c to r, Kaswan, and Hakamura (1964) and W illia m s , S c h a c t e r , and Rowe ( 1 9 6 5 ) a l s o d e f i n e d I m p u l s i v i t y i n t h i s manner and, t h u s , u sed t h e same p r o c e d u r e s and equipm ent to m easure th e r a t e o f I m p u l s i v i t y i n h y p e r k i n e t i c o r l a b i l e 54 s u b j e c t s . I n th e p r e s e n t e x p e r im e n t, th e equipm ent as m o d ified by D o c to r, Kaswan, and Nakamura ( 1 9 6 5) was a p p ro x im a te d . The p ro c e d u re f o r measurement o f im p u lsiv e b e h a v io r rem ained th e same; however, th e a d d i t i o n o f th e m easure o f d i s t r a c t i b i l i t y was n o v e l . Lacey and Lacey (1958) had compared t h e r e a c t i o n tim e s o f t h e i r s u b j e c t s , b u t had n o t used th e tim e s as a c r i t e r i o n f o r a d i s t r a c t i b l e r e s p o n s e . I n th e p r e s e n t s tu d y , a mean r e a c t i o n tim e was t a k e n f o r each s u b j e c t d u r in g t e n o f th e p r a c t i c e t r i a l s . I f th e s u b j e c t exceeded h i s mean tim e (z s c o r e more t h a n 1 . 6 5 ) * a d i s t r a c t i b l e re s p o n se was s c o r e d . T h is d e la y i n th e la t e n c y o f re s p o n s e t o a s tim u lu s was c o n s id e re d t o be a b e h a v io r a l e q u i v a l e n t to what i s d e s c r ib e d as d i s t r a c t i b l e b e h a v io r i n th e l i t e r a t u r e . The l o g i c o f c o n s i d e r i n g a s u b j e c t ' s p r i o r r e spo nse as a b a s i s f o r d e te r m in in g when th e s u b j e c t h as s i g n i f i c a n t l y exceeded a p r i o r re s p o n se has been d is c u s s e d by Hopkins (1 9 6 4 ). A ccordin g t o t h e G u llik s e n - G u ilf o r d c r i t e r i o n , th e n u l l h y p o th e s is o f no s i g n i f i c a n t d i f f e r ence betw een a s u b j e c t ' s f i r s t re s p o n s e and second re s p o n s e may be r e j e c t e d i f t h e d i f f e r e n c e exceed s 1 .9 6 s ta n d a r d d e v i a t i o n s (p = .05) . S in c e th e p r e s e n t study p r e d i c t s i n only one d i r e c t i o n , I .6 5 s ta n d a r d d e v i a t i o n s 55 i s c o n s id e r e d a b a s i s upon w hich t o r e j e c t t h e n u l l h y p o t h e s is a t th e .0 5 l e v e l . I n summary, t h e m easurem ent o f b o th i m p u l s i v i t y and d l s t r a c t i b l l i t y w ith th e Brown, B ilo d e a u , and B a ro n s t i m u l u s b oard was c o n s id e r e d an im proved l a b o r a t o r y m easurem ent o f th e c l i n i c a l d e s i g n a t i o n o f h y p e r k i n e s i s . Lacey and Lacey and t h o s e who l a t e r a d a p te d t h e i r m e a su re ment p r o c e d u r e s o b se rv e d only th e r a t e o f i m p u l s i v i t y . The a d d i t i o n o f a m easurem ent o f d i s t r a c t i b i l i t y p ro v id e d t h e o b s e r v a t i o n o f a secon d t r a i t which has been con- s e n s u a l l y a g re e d to be a c e n t r a l b e h a v io r m a n i f e s t a t i o n o f t h e c l i n i c a l d e s i g n a t i o n o f h y p e r k i n e s i s . C r i t e r i a f o r t h e M easurem ent o f I m p u ls iv e and D i s t r a c t i b l e B e h a v i o r . — I n t h e e x p e rim e n t, th e s u b j e c t s were p r e s e n t e d w ith a s e r i e s o f i l l u m i n a t e d l i g h t s on t h e s t i m u l u s b o a r d . They were I n s t r u c t e d t o r e l e a s e th e r e s p o n s e key i f one o f t h e t h r e e c e n t r a l l i g h t s was i l l u m i n a t e d and t o i g n o r e any o f t h e o t h e r l i g h t s . I f th e s u b j e c t r e l e a s e d t h e key i n r e s p o n s e t o an i r r e l e v a n t l i g h t s i g n a l , an im p u ls iv e b e h a v io r was s c o r e d . The maximum p o s s i b l e i m p u l s i v i t y s c o r e was 16 p e r t r e a t m e n t . A d i s t r a c t i b l e re s p o n s e was s c o re d when a s u b j e c t ' s r e a c t i o n tim e t o a c e n t r a l l i g h t s i g n i f i c a n t l y exceeded h i s own mean r e a c t i o n t i m e . The maximum d i s t r a c t i b i l i t y s c o r e p o s s i b l e f o r a t r e a t m e n t was 6 0 . 56 F eed b ack o f S u c c e ss and F a i l u r e I n f o r m a t l o n - - The f e e d b a c k o f s u c c e s s and f a i l u r e i n f o r m a t i o n was c h o se n a s a s t r e s s o r w hich would be a c c e p t a b l e i n a s c h o o l s e t t i n g . The e f f e c t o f s u c c e s s and f a i l u r e upon th e v e r b a l and m o to r b e h a v io r o f b o th norm al and MR c h i l d r e n h a s been rev ie w ed by E l l i s ( 1 9 6 3 ) . I n t h e p r e s e n t s t u d y , t h e method used to c r e a t e s t r e s s w ith s u c c e s s and f a i l u r e i n f o r m a t i o n was based upon two p r i o r f i n d i n g s . F i r s t s i t has b e e n shown t h a t c h i l d r e n who view f a i l u r e as a r e s u l t o f t h e i r own e f f o r t s r a t h e r t h a n as a r e s u l t o f an o u t s i d e i n f l u e n c e a r e m ost p ro f o u n d ly a f f e c t e d by t h e f a i l u r e ( B i a l e r & Crom well, 1 9 6 0 ^ M i l l e r , I 9 6 I ; and S p r a d l i n , i 9 6 0 ) . Second, i t h a s b een found t h a t s c h e d u l e s o f p a r t i a l f a i l u r e p ro d u c e g r e a t e r e f f e c t s th a n s c h e d u le s o f t o t a l f a i l u r e (G a rd n e r, 1958)• P r a i s e and blame w ere s u c c e s s f u l l y employed by Thompson and H u n n ic u tt (1944) t o e l i c i t e f f e c t s w ith e x t r a v e r t e d and i n t r o v e r t e d c h i l d r e n s i m i l a r to th o s e p o s t u l a t e d by E ysen ck ( 1 9 6 7 )- The s t r e s s In duced by th e blam e f o r th e f a i l u r e on a r i t h m e t i c p ro b lem s a p p e a re d t o c r e a t e enough a r o u s a l t o e x p l a i n Thompson and H u n n i c u t t 's r e s u l t s . I n th e p r e s e n t s t u d y , two bow ls o f p o k e r c h ip s w ere p la c e d upon t h e t a b l e i n f r o n t o f t h e s u b j e c t . One 57 bowl o f c h i p s was l a b e l l e d w ith t h e word "bank" w h ile t h e o t h e r was l a b e l l e d w ith th e s u b j e c t ’s name. At th e b e g in n in g o f t h e e x p e r im e n t, th e s u b j e c t s f bowl had 40 c h ip s i n i t to i n s u r e t h a t he would not d e p l e t e h i s su p p ly p r i o r t o th e f i n a l t r i a l . A f t e r th e s u b j e c t re sp o n d ed to any o f th e c e n t r a l l i g h t s , he was t o l d by t h e e x p e r im e n te r t h a t h i s re s p o n s e was "good" o r " b a d ." T h is s i g n i f i e d to t h e s u b j e c t t h a t he had b e t t e r e d h i s a v e ra g e r e a c t i o n tim e , o r he had f a i l e d t o b e t t e r i t . A c t u a l ly , th e s c h e d u le o f "good" o r "bad" f e e d b a c k was p r e - d e t e r m in e d as p a r t o f th e t r e a tm e n t (See A ppendices G and H ) . I f t h e s u b j e c t was t o l d " g o o d ," he w ith d rew a c h ip from t h e "bank" and p la c e d I t i n h i s b o w l. I f th e s u b j e c t was t o l d " b a d ," he w ith d rew a c h ip from h i s bowl and p l a c e d i t i n t h e " b a n k ." At t h e end o f th e e x p e rim e n t, t h e s u b j e c t was a llo w e d to t r a d e h i s c h ip s f o r c a n d y . Thus, t h e s u b j e c t had a system b ased upon t h e c h ip s t o o b se rv e t h e t r e n d s o f s u c c e s s o r f a i l u r e d u r in g t h e e x p e r i m e n t . T r a i n i n g Program f o r t h e S u b j e c t s .- - A c a r e f u l l y sequenced program to t r a i n s u b j e c t s was d e v e lo p e d and t e s t e d I n a s e r i e s o f p i l o t s t u d i e s . Each s t e p o f th e t r a i n i n g program was d e s ig n e d t o p r e s e n t r e q u i r e d t a s k s s y s t e m a t i c a l l y to t h e s u b j e c t s and t e s t t h e i r m astery b e fo r e p r e s e n t a t i o n o f th e f o l l o w i n g s t e p . The s t e p s o f t h e t r a i n i n g p ro g ram were as f o llo w s 1 . Upon e n t e r i n g t h e t e s t i n g room, th e s u b j e c t was s e a te d a t a t a b l e w i t h th e r e s p o n s e key i n f r o n t o f him. He was t o l d t h a t he was g o in g t o p a r t i c i p a t e i n a gam e. The red s i g n a l l i g h t on t h e l i g h t board was t h e n d i s p l a y e d . The s u b j e c t was v e r b a l l y I n s t r u c t e d to keep th e re s p o n s e key d e p re s s e d w h ile th e red s i g n a l l i g h t was i l l u m i n a t e d . A f t e r t h r e e s u c c e s s f u l d e m o n s tr a tio n s o f t h i s t a s k by th e s u b j e c t , s t e p two was I n t r o d u c e d . 2 . The t h r e e c e n t r a l l i g h t s w ere shown t o th e s u b j e c t . The s u b j e c t was i n s t r u c t e d t o remove h i s f i n g e r s from t h e key "as q u ic k ly as p o s s i b l e " when one o f t h e t h r e e c e n t r a l l i g h t s was i l l u m i n a t e d . One t r i a l on eac h o f t h e c e n t e r l i g h t s was g i v e n . The r e d s i g n a l l i g h t was i l l u m i n a t e d b e f o r e eac h t r i a l . T h is p r o c e d u re was r e p e a te d u n t i l th e s u b j e c t had d e m o n s tra te d m astery o f th e t a s k . P r a i s e was g i v e n f o r each s u c c e s s f u l c o m p le tio n o f a t r i a l . J5. At t h i s p o i n t , t h e s u b j e c t was allo w ed a 59 s e r i e s o f 20 p r a c t i c e t r i a l s . He was p r a i s e d f o r s u c c e s s f u l c o m p le tio n d u r i n g th e f i r s t s i x t r i a l s and allo w ed t o p ro c e e d w ith o u t « comment on th e re m a in in g t r i a l s . The l a s t "ten p r a c t i c e t r i a l s were used t o d e riv e t h e s u b j e c t ’s mean r e a c t i o n tim e . 4 . When th e p r a c t i c e t r i a l s w ere co m p lete d , t h e s u b j e c t was shown th e p e r i p h e r a l l i g h t s and t o l d not t o resp o n d to them as they w ere d e s ig n e d to " f o o l " him. The s u b j e c t was g i v e n s i x t r i a l s w ith th e p e r i p h e r a l l i g h t s used i n t e r m i t t e n t l y . P r a i s e was g i v e n when t h e p e r i p h e r a l l i g h t s w ere d i s r e g a r d e d . The s u b j e c t was t o l d " n o t to be f o o le d " when he responded t o them . The t r i a l s were r e p e a t e d i f t h e s u b j e c t had n o t s u c c e s s f u l l y i n h i b i t e d h i s r e s p o n s e to a t l e a s t one o f t h e p e r i p h e r a l l i g h t s . 5 . Two bowls o f p o k e r c h i p s , one l a b e l l e d w i t h t h e s u b j e c t s name and t h e o t h e r l a b e l l e d "bank" w ere p l a c e d i n f r o n t o f th e s u b j e c t . The s u b j e c t was t o l d t h a t he c o u ld remove a c h ip from t h e bowl marked "b an k " when he b e t t e r e d h i s mean r e a c t i o n t i m e . As p a r t o f t h i s e x p l a n a t i o n , t h e s u b j e c t was asked t o remove a c h ip from t h e a p p r o p r i a t e bowl t o d e m o n s tr a te an u n d e r s t a n d i n g o f t h e i n s t r u c t i o n s . S ix t r i a l s w ith t h e c h ip s w ere a llo w e d , and th e s u b j e c t was p r a i s e d f o r c o r r e c t t a s k p e rfo rm a n c e . T h is was r e p e a te d u n t i l m a s te ry o f t h e t a s k had been demon s t r a t e d by th e s u b j e c t . 6 . When th e e x p e r i m e n t a l p r o c e d u r e s had b e en l e a r n e d , t h e s u b j e c t s w ere shown th e candy w hich c o u ld be "e a rn e d " w ith t h e c h ip s won i n th e game. The r u l e s w ere re v ie w e d , s t r e s s i n g t h e n e c e s s i t y o f r e s p o n d in g as " q u ic k ly as p o s s i b l e . " The s u b j e c t was a g a in adm onished n o t " to be f o o l e d " by t h e p e r i p h e r a l l i g h t s . B e fo re th e e x p e rim e n t b e g an , th e s u b j e c t was t h e n i n tr o d u c e d t o th e m asking n o i s e w hich was p la y e d d u r i n g t h e e x p e r im e n t. E x p e rim e n ta l P r o c e d u r e s .--T h e s c h e d u le o f l i g h t p r e s e n t a t i o n s i n t h e s u c c e s s and f a i l u r e - i n f o r m a t i o n f e e d b a c k t r e a t m e n t s w ere t h e same t o i n s u r e an e q u a l e f f e c t . The t h r e e c e n t e r l i g h t s a p p e a re d 20 tim e s each and th e e i g h t p e r i p h e r a l l i g h t s a p p ea re d two tim e s eac h i n b o th t r e a t m e n t s . The o r d e r o f t h e c e n t r a l l i g h t p r e s e n t a t i o n s was d e te rm in e d from a random t a b l e o f 61 num bers. P e r i p h e r a l l i g h t s w ere a ls o mixed random ly w ith t h e e x c e p t i o n t h a t a t l e a s t t h r e e and n o t more t h a n sev en c e n t r a l l i g h t p r e s e n t a t i o n s were r e q u i r e d b e tw ee n p e r i p h e r a l l i g h t p r e s e n t a t i o n s . B e fo re each t r i a l was a d m i n i s t e r e d * t h e ex am in e r checked t o be s u r e t h a t th e s u b j e c t had d e p re s s e d t h e k e y . The s t i m u l u s l i g h t would be shown betw een one and s i x s e c o n d s a f t e r t h e s u b j e c t had i n d i c a t e d h i s r e a d i n e s s by d e p r e s s i n g th e k e y . The tim e b etw een r e a d i n e s s and th e p r e s e n t a t i o n o f t h e s t i m u l u s l i g h t was v a r i e d random l y . The l i t e r a t u r e i n d i c a t e s t h a t th e l e n g t h o f tim e a s u b j e c t w a i t s i n r e a d i n e s s a f f e c t s t h e r e a c t i o n tim e (Lacey & L a c e y * 1 9 5 8 ) . Each s u b j e c t was g i v e n b o th t h e s u c c e s s and th e f a i l u r e t r e a t m e n t . I n th e s u c c e s s tr e a tm e n t* th e s u b j e c t was t o l d "good" 75 p e r c e n t o f t h e tim e . The fe e d b a c k o f "good*" i n d i c a t e d t o th e s u b j e c t t h a t he had b e t t e r e d h i s mean r e a c t i o n t im e . The o r d e r o f f a i l u r e t r e a t m e n t was th e same as t h e s u c c e s s t r e a t m e n t e x c e p t t h a t th e words "good" and "bad" were r e v e r s e d . The p i l o t s t u d i e s had I n d i c a t e d t h a t a 75 p e r c e n t s u c c e s s o r f a i l u r e fe e d b a c k p ro v id e d d e s i r e d t r e a t m e n t e f f e c t and y e t a p peared r e a l i s t i c t o t h e s u b j e c t s (See A ppendices G and H ) . D u rin g t h e e x p erim en t* t h e o r d e r o f "good" o r 62 "bad" fe e d b a c k was o c c a s i o n a l l y d i s r u p t e d i f t h e s u b j e c t ' s r e a c t i o n tim e was such as t o make th e s c h e d u le d f e e d b a c k seem t o l a c k c r e d i b i l i t y . I n t h i s c a s e , th e s c h e d u le was a d j u s t e d a t t h e f i r s t o p p o r t u n i t y to r e s t o r e th e p re d e te r m in e d p e r c e n t a g e o f s u c c e s s o r f a i l u r e f e e d b a c k . H a lf o f t h e s u b j e c t s from each g ro u p w ere g iv e n th e s u c c e s s t r e a t m e n t f i r s t w h ile th e o t h e r h a l f were g i v e n t h e f a i l u r e t r e a t m e n t f i r s t . I n t h i s way, th e b a l a n c i n g p r e v e n te d an e f f e c t due to o r d e r o f p r e s e n t a t i o n . The equipm ent was p o r t a b l e and c a r r i e d t o th e s u b j e c t ' s s c h o o l. I n each s c h o o l , a p r i v a t e room o f a p p ro x im a te ly 10 f e e t by 12 f e e t was p ro v id e d . The s u b j e c t s were f a m i l i a r w ith t h e rooms as many had r e c e iv e d i n d i v i d u a l i n s t r u c t i o n i n them . E x tra n e o u s s t i m u l i w ere m inim ized by c o v e r in g o r rem oving them from th e ro o m s . I n a d d i t i o n , t h e n o i s e from t h e o u t s i d e and t h e equipm ent was masked w ith w h ite n o i s e . S t a t i s t i c a l T r e a tm e n t . --T h e d a t a i n t h e p r e s e n t s tu d y met t h e c r i t e r i a f o r p a r a m e t r i c s t a t i s t i c a l t r e a t m ent. T h e r e f o r e , a s e r i e s o f t - t e s t s w ere employed t o t e s t t h e h y p o t h e s e s . S ix o f t h e t e n c o m p a riso n s o f means made i n t h e c o u rs e o f t h e e x p e rim e n t w ere based upon d a t a g a th e r e d from t h e same s u b j e c t s . T h e r e f o r e , t h e c o m p u ta tio n s o f £ f o r c o r r e l a t e d d a t a was j u s t i f i e d and employed f o r t h e s e s i x c o m p a riso n s (F e rg u s o n , 1 9 5 9 ). The r e m a in in g f o u r c o m p a riso n s in v o lv e d d a t a g a th e r e d from s e p a r a t e g ro u p s o f s u b j e c t s and, t h e r e f o r e , r e q u i r e d c o m p u ta tio n o f jb w ith a f o rm u la f o r s i g n i f i c a n c e o f t h e d i f f e r e n c e s betw een two means f o r in d e p e n d e n t sam ples ( F e rg u so n , 1 9 5 9)* S in c e th e d i r e c t i o n o f t h e e x p e c te d r e s u l t s had b e en s t a t e d f o r each o f th e h y p o th e s e s , a o n e - t a i l e d i n t e r p r e t a t i o n o f t h e p r o b a b i l i t y l e v e l was u s e d . The .05 p r o b a b i l i t y o f m aking a Type I e r r o r was a c c e p te d as th e l e v e l o f s i g n i f i c a n c e a t w hich th e n u l l h y p o th e s e s co u ld be r e j e c t e d . CHAPTER III FINDINGS I n t h i s c h a p t e r , t h e f i n d i n g s o f t h e p r e s e n t s tu d y a re p r e s e n t e d and e v a l u a t e d i n r e l a t i o n s h i p t o th e h y p o t h e s e s . A d i s c u s s i o n o f th e f i n d i n g s i s p r e s e n te d i n t h e f o l l o w i n g c h a p t e r . Ten c o m p a riso n o f means w i t h i n t h e t h r e e hypo t h e s e s were t e s t e d w ith a s e r i e s o f £ - t e s t s . The u n t r e a t e d d a t a a p p e a r i n T a b le 6 . H y p o th e s is I I n t h i s h y p o t h e s i s , i t was p r e d i c t e d t h a t e x t r a v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would m a n i f e s t g r e a t e r r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v i o r d u r i n g t h e l e s s - s t r e s s f u l , s u c c e s s - i n f o r m a t i o n f e e d b a c k c o n d i t i o n th a n i n t h e m o r e - s t r e s s f u l , f a i l u r e - i n f o r m a t i o n fe e d b a c k c o n d i t i o n (H^ : x^>x^) . T h e re were f o u r c o m p a riso n s o f means a n a ly z e d i n th e t e s t o f t h i s h y p o t h e s i s . The com parisons a r e p r e s e n t e d g r a p h i c a l l y i n F i g u r e s 4 and 5- C om parison 1 . —The mean number o f I m p u ls iv e r e s p o n s e s f o r c o n d u c t-p ro b le m c h i l d r e n d u r i n g s u c c e s s - 64 TABLE 6 IMPULSIVITY AMD DISTRACTIBILITY SCORES FOR THREE TYPES OF EH CHILDREN UNDER SUCCESS AND FAILURE-INFORMATION FEEDBACK TREATMENTS 65 66 Number o f Num ber o f C ase I m p u ls iv e D i s t r a c t i b l e Num ber R e s p o n s e s R e s p o n s e s S u c c e s s F a i l u r e S u c c e s s F a i l u r e C o n d u c t-P ro b le m C h i l d r e n 8 2 7 6 11 17 83 12 13 8 2 97 9 7 2 1 98 10 9 5 14 121 10 4 6 12 125 6 11 0 0 133 10 11 2 1 137 10 14 3 0 145 5 7 1 8 P e r s o n a l it y - P r o b l e m C h i ld r e n 84 14 12 12 8 92 13 15 5 10 99 1 9 2 1 124 9 15 3 2 128 7 10 3 2 129 3 9 25 16 152 10 11 7 3 134 8 9 2 5 155 7 7 9 12 138 1 6 13 4 14 S o c i a l i z e d - D e l i n q u e n t C h i l d r e n 87 7 4 29 25 88 11 12 11 5 89 4 11 1 6 90 16 1 6 1 0 93 3 2 9 8 100 14 15 1 1 123 1 6 13 1 3 130 8 7 33 3 143 7 9 16 4 144 16 16 0 3 N o te : I n d i v i d u a l f a c t o r s c o r e s f o r e a c h c a s e a r e p r e s e n t e d I n A p p e n d ix E. M ean Im pulsivity Scores 67 I m p u l s i v i t y 12 11 10 Conduct Problem S o c i a l i z e d D e lin q u e n t P e r s o n a l i t y P ro b le m S u c c e s s F a i l u r e [ / / / / / / F i g u r e 4 . — G rap h ic P r e s e n t a t i o n o f C om parisons o f Mean R a te s o f Im p u ls iv e B e h a v io r u n d e r S u c c ess and F a i l u r e F ee d b ac k C o n d itio n s f o r T h ree Types o f C a l i f o r n i a EH C h i ld r e n M ean D i s t r a c t i b i l i t y S c o re s D i s t r a c t i b i l i t y 12 1 1 10 Conduct S o c i a l i z e d P e r s o n a l i t y Problem D e lin q u e n t Problem S u c c e s s F a i l u r e 1 7 7 7 7 7 7 1 F ig u r e 5*— G ra p h ic P r e s e n t a t i o n o f C om parisons o f Mean R a te s o f D i s t r a c t i b l e B e h a v io r U nder S u c c ess and F a i l u r e F eed b ack C o n d itio n s f o r T h ree Types o f C a l i f o r n i a EH C h i ld r e n I n f o r m a t i o n fe e d b a c k c o n d i t i o n s was 8 .7 . U nder f a i l u r e - i n f o r m a t i o n f e e d b a c k c o n d i t i o n s , t h e mean number o f im p u ls iv e re s p o n s e s r o s e t o 9 . 4 . The d i r e c t i o n o f th e d i f f e r e n c e i s c o u n te r t o t h a t w hich was h y p o t h e s i z e d . C om parison 2 . -The mean number o f im p u ls iv e r e s p o n s e s made by s o c i a l i z e d - d e l i n q u e n t c h i l d r e n u n d e r th e f e e d b a c k o f s u c c e s s i n f o r m a t i o n was 1 0 .2 . The mean number o f im p u ls iv e r e s p o n s e s r o s e t o 1 0 .5 u n d e r f a i l u r e - fe e d b a c k c o n d i t i o n s . A gain, t h e d i r e c t i o n was c o n tr a r y t o th e h y p o t h e s i s . Com parison ,33. — The mean number o f d i s t r a c t i b l e r e s p o n s e s made by c o n d u c t-p ro b le m c h i l d r e n d u r i n g t h e fe e d b a c k o f s u c c e s s i n f o r m a t i o n was 4 .5* When f a i l u r e i n f o r m a t i o n was f e d b ack , t h e mean number o f r e s p o n s e s r o s e t o 5*5* The d i r e c t i o n was c o n t r a r y to t h e h y p o t h e s i s . C om parison 4 . — S o c i a l i z e d - d e l i n q u e n t c h i l d r e n u n d e r s u c c e s s - f e e d b a c k c o n d i t i o n s had a mean o f 10.2 d i s t r a c t i b l e r e s p o n s e s . U nder f a i l u r e - f e e d b a c k con d i t i o n s , th e mean number o f d i s t r a c t i b l e r e s p o n s e s was 5 . 8 . The d i r e c t i o n 'o f t h e r e l a t i o n s h i p s u p p o r te d th e h y p o t h e s i s , b u t was n o t s i g n i f i c a n t a t t h e .05 l e v e l . 70 H y p o th e sis I I I n t h e second h y p o t h e s i s , I t was p r e d i c t e d t h a t th e i n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c h i l d r e n would m a n if e s t l e s s I m p u l s i v i t y and d i s t r a c t i b i l i t y u n d e r s u c c e s s - i n f o r m a t i o n fe e d b a c k c o n d i t i o n s th a n d u r in g f a i l u r e - i n f o r m a t i o n fe e d b a c k t r e a t m e n t s (H2 : x 1 < x 2 ). T h is was o p p o s i t e t o th e p r e d i c t i o n made i n t h e p r e v io u s h y p o t h e s is c o n c e rn in g e x t r a v e r t e d c h i l d r e n . T hese f i n d i n g s a r e r e p r e s e n t e d g r a p h i c a l l y i n F i g u r e s 4 and 5- Two p a i r s o f means w ere compared t o t e s t th e h y p o t h e s i s . Com parison 1 . — The mean number o f im p u ls iv e r e s p o n s e s made by p e r s o n a l i t y - p r o b l e m c h i l d r e n u n d e r s u c c e s s - i n f o r m a t i o n f e e d b a c k c o n d i t i o n s was 9 .0 . Under f a i l u r e - I n f o r m a t i o n f e e d b a c k , th e mean number r o s e to 11.5* The r e l a t i o n s h i p i s s i g n i f i c a n t a t th e .05 l e v e l . C om parison 2 . — P e r s o n a l i t y - p r o b l e m c h i l d r e n had a mean o f 7 . 0 d i s t r a c t i b l e r e s p o n s e s i n s u c c e s s - i n f o r m a tio n f e e d b a c k c o n d i t i o n s . D u ring f a i l u r e - f e e d b a c k c o n d i t i o n s , the- mean number o f d i s t r a c t i b l e r e s p o n s e s f e l l t o 6 .8 . The d i r e c t i o n was c o n t r a r y to t h e h y p o t h e s i s , and, t h u s , t h e r e l a t i o n s h i p was n o t s i g n i f i c a n t . 71 Hypothesis III The t h i r d h y p o t h e s is d e a l t w ith t h e d i f f e r e n c e s i n r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y m a n if e s te d by th e t h r e e ty p e s o f C a l i f o r n i a EH c h i l d r e n d u r i n g th e l o w - s t r e s s , s u c c e s s - i n f o r m a t i o n f e e d b a c k c o n d i t i o n s . I t was p r e d i c t e d t h a t b o th th e e x t r a v e r t e d , c o n d u c t- pro b lem and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would e v in c e more i m p u l s i v i t y and d i s t r a c t i b i l i t y t h a n i n t r o v e r t e d > p e r s o n a l i t y - p r o b l e m c h i l d r e n (H-j : x 1 > x 2 ). P o ur com p a r i s o n s o f means w ere s t u d i e d i n t h e t e s t o f t h i s h y p o t h e s i s . The f i n d i n g s a r e g r a p h i c a l l y p r e s e n t e d i n F i g u r e s 4 and 5 . Com parison 1 . — The mean number o f im p u ls iv e r e s p o n s e s f o r c o n d u c t-p ro b le m c h i l d r e n u n d e r s u c c e s s - f e e d b a c k c o n d it i o n s was 8 .7 as compared w ith 9 .0 f o r p e r s o n a l i t y - p r o b l e m c h i l d r e n u n d e r t h e same c o n d i t i o n . The d i f f e r e n c e b e tw e e n m eans i s n o t s i g n i f i c a n t a t t h e .0 5 l e v e l . Com parison 2 . — S o c i a l i z e d - d e l i n q u e n t c h i l d r e n had a mean o f 10.2 im p u ls iv e r e s p o n s e s u n d e r s u c c e s s - f e e d b a c k c o n d i t i o n s as compared t o 9-0 f o r p e r s o n a l i t y - p ro b lem c h i l d r e n . A lth o u g h th e d i r e c t i o n was as h y p o th e s i z e d , t h e r e was no s i g n i f i c a n t d i f f e r e n c e a t t h e .05 l e v e l . 72 Com parison 3 . — The mean number o f d i s t r a c t i b l e r e s p o n s e s f o r c o n d u c t-p ro b le m c h i l d r e n u n d e r s u c c e s s - f e e d b a c k c o n d i t i o n s was 4 .5 a s compared w ith 7*0 f o r p e r s o n a l i t y - p r o b l e m c h i l d r e n . The d i r e c t i o n was c o n t r a r y to t h a t w hich was h y p o t h e s i z e d . C om parison 4 . - - S o c i a l i z e d - d e l i n q u e n t c h i l d r e n had a mean o f 10.2 d i s t r a c t i b l e re s p o n s e s d u r i n g s u c c e a s - fe e d b a c k c o n d i t i o n s w h ile p e r s o n a l i t y - p r o b l e m c h i l d r e n had 7*0. The d i r e c t i o n o f t h e r e l a t i o n s h i p was as h y p o t h e s iz e d j b u t t h e r e l a t i o n s h i p was n o t s i g n i f i c a n t a t t h e .05 l e v e l . Summary The f i n d i n g s w ere r e l a t e d t o t h r e e h y p o t h e s e s . To t e s t t h e s e h y p o th e s e s , t e n com p ariso n s o f means w ere s t u d i e d . I t was fou nd t h a t t h e means i n o n ly one o f th e s e co m p a riso n s w ere s i g n i f i c a n t l y d i f f e r e n t . The s i g n i f i c a n t t e s t r e v e a l e d t h a t p e r s o n a l i t y - p r o b l e m c h i l d r e n had a lo w e r r a t e o f i m p u l s i v i t y u n d e r t h e l e s s - s t r e s s f u l , s u c c e s s - f e e d b a c k c o n d i t i o n . Summaries o f t h e mean i m p u l s i v i t y and d i s t r a c t i b i l i t y s c o r e s w ith t h e t - s c o r e s f o r each co m p a riso n a r e p r e s e n t e d i n T a b le s 7 and 8 . TABLE 7 COMPARISON OP EXPERIMENTAL GROUPS UNDER SUCCESS AND FAILURE-INFORMATION FEEDBACK TREATMENTS ( HYPOTHESES I & I I ) 73 H y p o th esis Comparison Group Measure X1 ~ Success t, F a i l u r e - s c o r e * I (Success F a i l u r e ) 1 Conduct Problem I m p u ls iv ity 8 .7 7 .0 - .65 2 S o c ia liz e d D e lin q u e n t I m p u ls iv ity 1 0 .2 10-5 - .55 3 Conduct Problem D i s t r a c t i b i l i t y 4 .5 5-5 . .5 6 4 S o c ia liz e d D e lin q u e n t D i s t r a c t i b i l i t y 1 0 .2 5 .8 1 .36 I I (Success F a i l u r e ) 1 P e r s o n a l it y Problem Im p u ls iv ity 9 .0 11.5 2 . 50** 2 P e r s o n a l it y Problem D i s t r a c t i b i l i t y 7 .0 6 .8 - .12 * A n e g a tiv e aco re i n d i c a t e s th e d i r e c t i o n i s c o n tr a r y to t h a t h y p o th e s iz e d . ^ ** S i g n i f i c a n t a t th e .05 l e v e l o f c o n fid e n c e . TABLE 8 COMPARISON OP EXPERIMENTAL GROUPS UNDER SUCCESS-INFORMATION FEEDBACK TREATMENT (HYPOTHESIS I I I ) H ypothesis Comparison Groups Compared Measure X1 - X2 _t-score* I I I 1 Conduct _ P e r s o n a lity Problem Problem Im p u ls iv ity 8 .7 9 .0 .15 2 S o c ia liz e d _ P e r s o n a l it y D e lin q u e n t Problem Im p u ls iv ity 1 0 .2 9 .0 • 59 3 S o c ia liz e d _ P e r s o n a lity D e lin q u e n t ” Problem D i s t r a c t i b i l i t y 4 .5 7 .0 - 1 .0 0 4 S o c ia liz e d P e r s o n a lity D e lin q u e n t ” Problem D i s t r a c t i b i l i t y 1 0 .2 7 .0 .72 * A n e g a tiv e sc o re i n d i c a t e s th e d i r e c t i o n i s c o n tra ry to t h a t h y p o th e s iz e d . V J1 CHAPTER IV SUMMARY, DISCUSSION OF FINDINGS AND RECOMMENDATIONS Summary o f th e Study Background and P u rp o se o f t h e S t u d y . — The p r e s e n t stu d y i n v e s t i g a t e s th e e f f e c t s o f s t r e s s - i n d u c e d a r o u s a l upon t h e r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v i o r o f t h r e e ty p e s o f C a l i f o r n i a EH c h i l d r e n . I n a p r e l i m i n a r y s tu d y , th e problem b e h a v io r s o f ^11 c h i l d r e n e n r o l l e d i n C a l i f o r n i a EH c la ss ro o m s were r a t e d by t h e i r t e a c h e r s . A s u b s e q u e n t f a c t o r a n a l y s i s o f t h e s e b e h a v io r s r e v e a le d t h a t th e p a t t e r n s o f problem b e h a v io r s could be grouped i n t o t h r e e f a c t o r s ; c o n d u ct problem , p e r s o n a l i t y p ro b lem , and s o c i a l i z e d d e l i n q u e n c y . T hese f i n d i n g s a p p ro x im a te th o s e o f a s e r i e s o f f a c t o r - a n a l y t i c s t u d i e s o f th e problem b e h a v i o r o f e m o tio n a lly d i s t u r b e d and d e l i n q u e n t c h i l d r e n (H e w itt & J e n k i n s , 1946; Him melweit, 195.3; Quay, 1 9 6 6; Quay, M orse, & C u t l e r , 1 9 6 6; P e t e r s o n , 1 9 6 1 ) . I t h a s b e en s u g g e s te d i n t h e l i t e r a t u r e t h a t c h i l d r e n w ith b e h a v io r d i s o r d e r s m ig ht b e t t e r be c l a s s i - 76 77 f i e d a c c o r d in g t o th e above syndrom es o f problem b e h a v io r s t h a n by t r a d i t i o n a l d e s i g n a t i o n s . T r a d i t i o n a l d e s i g n a t i o n s have o f t e n b e en found t o have l i t t l e p ra g m a tic v a lu e t o c la s s ro o m p e r s o n n e l . The p u rp o se o f th e p r e s e n t stu d y was t o i n v e s t i g a t e some o f t h e e d u c a t i o n a l l y r e l e v a n t c h a r a c t e r i s t i c s o f c h i l d r e n who have been c l a s s i f i e d a c c o r d in g to t h e syndrom es i d e n t i f i e d i n t h e f a c t o r - a n a l y t i c stu d y o f ,311 C a l i f o r n i a EH c h i l d r e n . S p e c i f i c a l l y , an a tte m p t has b e en made t o r e l a t e th e th e o r y and r e s e a r c h of E ysenck ( 1 9 6 7) and o t h e r s c o n c e rn in g s u b j e c t s w ith e x t r a v e r t e d and i n t r o v e r t e d b e h a v i o r a l p a t t e r n s t o th e b e h a v i o r a l c h a r a c t e r i s t i c s o f th e C a l i f o r n i a EH c h i l d r e n . The h y p o th e s e s i n t h e p r e s e n t s tu d y were r e l a t e d to t h e change o f t h e r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y o f th e t h r e e ty p e s o f EH c h i l d r e n i n two s t a t e s o f a r o u s a l . I t was h y p o th e s iz e d t h a t t h e e x t r a v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would m a n i f e s t more i m p u l s i v i t y and d i s t r a c t i b i l i t y d u r i n g th e s u c c e s s - f e e d b a c k t r e a t m e n t t h a n d u r i n g t h e more s t r e s s f u l , f a i l u r e - f e e d b a c k t r e a t m e n t s . I n c o n t r a s t , th e i n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c h i l d r e n were h y p o t h e s i z e d to r e a c t i n t h e o p p o s i t e m anner. I n a t h i r d h y p o t h e s i s , i t was p r e d i c t e d t h a t t h e e x t r a v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would 78 have h i g h e r r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y d u r in g t h e s u c c e s s - f e e d b a c k t r e a t m e n t t h a n t h e i n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c h i l d r e n . M e th o d o lo g y . — The above h y p o th e s e s w ere t e s t e d w ith a g ro u p o f 30 c h i l d r e n who w ere e n r o l l e d i n e l e m entary s c h o o l EH c la s s ro o m s i n t h e W iseburn E lem en tary School D i s t r i c t . T hese c h i l d r e n were a p a r t o f th e p r e l i m i n a r y f a c t o r - a n a l y t i c s t u d y . Each c h i l d i n th e e x p e r im e n ta l group was i d e n t i f i e d as c o n d u ct problem , p e r s o n a l i t y p ro b lem , o r s o c i a l i z e d d e l i n q u e n t on th e b a s i s o f i n d i v i d u a l f a c t o r s c o r e s . Ten c h i l d r e n were random ly s e l e c t e d f o r each g ro u p . P r i o r to t h e e x p e r im e n t, t h e c h i l d r e n were t r a i n e d t o resp o n d " a s q u ic k ly a s p o s s i b l e " to t h r e e c e n t r a l l i g h t s on a Brown, B ilo d e a u , and B aron (1951) l i g h t b o a r d . F u r t h e r , each c h i l d was t r a i n e d to ig n o r e t h e p e r i p h e r a l l i g h t s on th e l i g h t b o a r d . An im p u ls iv e re s p o n s e was sc o red when th e c h i l d r e a c t e d t o p e r i p h e r a l l i g h t s . A d i s t r a c t i b l e re s p o n s e was sc o re d when th e c h i l d resp o n d ed to a c e n t r a l l i g h t w ith a r e a c t i o n tim e t h a t exceeded 1 .6 5 s t a n d a r d d e v i a t i o n s o f h i s mean r e a c t i o n tim e e s t a b l i s h e d p r i o r to t h e e x p e r i m e n t . The s c h e d u le o f p r e s e n t a t i o n s o f l i g h t s w ere th e same f o r b o th s u c c e s s and f a i l u r e - f e e d b a c k t r e a t m e n t s . D uring t h e s u c c e s s - f e e d b a c k t r e a t m e n t , 79 how ever, th e c h i l d r e n w ere t o l d 75 p e r c e n t o f t h e tim e t h a t th e y had b e t t e r e d t h e i r mean r e a c t i o n tim e . Each tim e th e c h i l d r e n were t o l d t h a t th e y had b e t t e r e d t h e i r mean r e a c t i o n tim e , th e y w ere allo w ed t o p l a c e a p o k e r c h ip i n a bowl d e s i g n a t e d w ith t h e i r name. D u rin g t h e f a i l u r e - f e e d b a c k t r e a t m e n t , t h e c h i l d r e n w ere t o l d t h a t th e y had f a i l e d t o b e t t e r t h e i r mean r e a c t i o n tim e and were asked to remove a c h ip from t h e i r b o w l. The p o k e r c h ip s w ere g iv e n e x t r i n s i c v a lu e by a llo w in g t h e c h i l d r e n to redeem them f o r candy a t th e end o f t h e e x p e r i m e n t . M ajor F i n d i n g s . — I t was s t a t e d i n H y p o th e s is I t h a t e x t r a v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would m a n i f e s t more im p u ls iv e and d i s t r a c t i b l e b e h a v io r d u r i n g s u c c e s s - f e e d b a c k t r e a t m e n t s t h a n d u r in g f a i l u r e - f e e d b a c k t r e a t m e n t s . The f o u r co m p a riso n s w i t h i n t h e h y p o t h e s is w ere s t a t i s t i c a l l y t r e a t e d w ith o n e - t a i l e d , t - t e s t s f o r c o r r e l a t e d d a t a . None o f t h e c o m p a riso n s w ere found to be s i g n i f i c a n t a t th e .0 5 l e v e l . I t was s t a t e d i n H y p o th e s is I I t h a t t h e I n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c h i l d r e n would m a n if e s t g r e a t e r r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r d u r i n g f a i l u r e - f e e d b a c k t r e a t m e n t s t h a n d u r i n g s u c c e s s - f e e d b a c k t r e a t m e n t s . The two co m p ariso n s were s t a 80 t i s t i c a l l y t r e a t e d w ith o n e - t a i l e d , t _ - te s ts f o r c o r r e l a t e d d a t a . I t was foun d t h a t t h e mean r a t e s o f d i s t r a c t i b l e b e h a v io r f o r each o f th e t r e a t m e n t s were n o t s i g n i f i c a n t l y d i f f e r e n t a t t h e .05 l e v e l . The mean r a t e s o f im p u ls iv e b e h a v io r , w ere s i g n i f i c a n t l y d i f f e r e n t and, t h u s , p a r t i a l l y s u p p o r te d th e h y p o t h e s i s . I n h y p o t h e s is I I I , i t was s t a t e d t h a t th e e x t r a v e r t e d , c o n d u c t-p ro b le m and s o c i a l i z e d - d e l i n q u e n t c h i l d r e n would m a n i f e s t h i g h e r r a t e s o f im p u ls iv e and d i s t r a c t i b l e b e h a v io r s d u r in g s u c c e s s - f e e d b a c k t r e a t m e n t s t h a n t h e i r i n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c o u n t e r p a r t s . The f o u r c o m p a riso n s w ere s t a t i s t i c a l l y t r e a t e d w ith o n e - t a i l e d t - t e s t s f o r in d e p e n d e n t m eans. None o f th e co m p a riso n s w ere found t o be s i g n i f i c a n t a t t h e .0 5 l e v e l . D i s c u s s io n o f t h e F in d in g s The h y p o th e s e s were d e s ig n e d t o t e s t th e a p p l i c a b i l i t y o f th e th e o r y and e x p e r i m e n t a t i o n o f Eysenck ( 1 9 6 7) and o t h e r s i n u n d e r s t a n d i n g t h e b e h a v i o r a l c h a r a c t e r i s t i c s o f EH c h i l d r e n c l a s s i f i e d on t h e b a s i s o f b e h a v i o r a l syndrom es i d e n t i f i e d i n a p r e l i m i n a r y s t u d y . W ith th e e x c e p t i o n o f one c o m p a riso n , t h e f i n d in g s f a i l e d t o s u p p o r t t h i s a p p ro a c h . I n t h e one e x c e p ti o n , i t was found t h a t th e 8l i n t r o v e r t e d , p e r s o n a l i t y - p r o b l e m c h i l d r e n d id become more im p u ls iv e u n d e r c o n d i t i o n s t h a t in d u ce d i n c r e a s e d a r o u s a l . However, t h e r e was no com parab le d i f f e r e n c e i n t h e i r r a t e s o f d i s t r a c t i b i l i t y . S c h lo s b e r g (195^) s u g g e s te d t h a t p e r s o n s r e a c h o p tim a l p e rfo rm a n c e a t d i f f e r e n t t a s k s a t d i f f e r e n t l e v e l s o f a r o u s a l . I t may be t h a t t h e i m p u l s i v i t y o f t h e p e r s o n a l i t y - p r o b l e m c h i l d r e n i s a f f e c t e d a t lo w e r l e v e l s o f a r o u s a l t h a n th e d i s t r a c t i b i l i t y . The g e n e r a l f a i l u r e o f t h e f i n d i n g s to s u p p o r t t h e h y p o th e s e s would seem t o s u g g e s t t h a t th e a p p l i c a t i o n o f E y s e n c k 's p o s t u l a t e s t o c h i l d r e n c l a s s i f i e d w ith th e Problem B e h a v io r C h e c k l i s t i s n o t p r a c t i c a l i n p r e d i c t i n g r a t e s o f i m p u l s i v i t y and d i s t r a c t i b i l i t y i n sc h o o l s i t u a t i o n s . The f a i l u r e t o p ro d u c e r e s u l t s i n k e e p in g w ith th e t h e o r y and f i n d i n g s o f o t h e r s may have one o r more o f t h e f o l lo w in g c a u s e s ; l ) i n s u f f i c i e n t s t r e s s t o e l i c i t t h e n e c e s s a r y a r o u s a l , 2 ) h a b i t u a t i o n o f t h e c h i l d r e n t o t h e s t r e s s o r , o r 3 ) f a i l u r e o f t h e c l a s s i f i c a t i o n m e th o d o lo g y . The Use o f F a i l u r e - I n f o r m a t l o n F ee d b ac k as a S t r e s s o r . — The amount o f s t r e s s found n e c e s s a r y t o p ro d u c e t h e phenomena r e p o r t e d i n p a s t s t u d i e s may n o t have b e e n g e n e r a t e d h e r e by th e fe e d b a c k o f f a i l u r e 82 i n f o r m a t i o n . T here w ere no s y s te m a t i c m ethods t o t e s t th e a s s u m p tio n t h a t th e fe e d b a c k o f f a i l u r e i n f o r m a t i o n would in d u c e more a r o u s a l t h a n s u c c e s s i n f o r m a t i o n . P e rh a p s , t h e i n c l u s i o n o f a p h y s i o l o g i c a l in d e x would have added s u p p o r t t o t h e a s su m p tio n o f In d u ced a r o u s a l j how ever, t h e n e c e s s a r y equip m en t t o m easure p h y s i o l o g i c a l r e a c t i o n s was n o t a v a i l a b l e . F u r t h e r , i t was f e l t t h a t i t s i n c l u s i o n may have p r e c lu d e d th e t e s t i n g o f s c h o o l c h i l d r e n w i t h i n t h e s c h o o l e n v iro n m e n t. I n s u p p o r t o f t h e a s s u m p tio n t h a t f a i l u r e - f e e d b a c k i n f o r m a t i o n i n c r e a s e d s t r e s s , i t wa3 o b se rv e d t h a t many c h i l d r e n would v e r b a l i z e t h e i r d i s p l e a s u r e a t l o s i n g a c h ip o r b e in g " f o o l e d ” by p e r i p h e r a l l i g h t s d u r i n g t h e f a i l u r e - f e e d b a c k t r e a t m e n t w h ile t h i s was seldom h e a rd d u r in g s u c c e s s - f e e d b a c k t r e a t m e n t s . S in c e t h e u se o f a s t r o n g e r s t r e s s o r i s n o t g e n e r a l l y h e ld t o be s o c i a l l y a c c e p t a b l e w i t h i n a p u b l i c s c h o o l e n v iro n m e n t, th e f r u i t f u l n e s s o f f u r t h e r e x p e r i m e n t a t i o n e m p lo y in g i n c r e a s e d s t r e s s would be o f q u e s t i o n a b l e v a lu e to s c h o o l p e r s o n n e l . H a b i t u a t i o n o f t h e C h i ld r e n to th e S t r e s s o r . — The p o s s i b i l i t y e x i s t s t h a t t h e c h i l d r e n became h a b i t u a t e d t o t h e s t r e s s o f t h e f a i l u r e - i n f o r m a t i o n f e e d b a c k . I f t h i s o c c u r r e d e a r l y enough i n t h e t r e a t m e n t , th e e f f i c i e n c y o f t h e s t r e s s o r c o u ld have b e en w eakened t o t h e 83 p o i n t o f p r e v e n t i n g s i g n i f i c a n t d i f f e r e n c e s b etw een t r e a t m e n t s . The f a c t t h a t c h i l d r e n ten d ed t o v e r b a l i z e t h e i r d i s s a t i s f a c t i o n d u r in g th e f a i l u r e - f e e d b a c k t r e a t m e n t c o n t r a - i n d i c a t e s h a b i t u a t i o n . The F a i l u r e o f th e C l a s s i f i c a t i o n M ethodology A n o th e r p o s s i b l e r e a s o n f o r t h e f a i l u r e o f th e f i n d i n g s to s u p p o r t th e h y p o th e s e s may be t h e method o f c l a s s i f i c a t i o n . A s tu d y o f th e raw d a t a i n T a b le 6 I n d i c a t e s t h a t many o f t h e i n d i v i d u a l c h i l d r e n seemed to be p r o fo u n d ly i n f l u e n c e d by t h e t r e a t m e n t s . However, th e c a t e g o r i e s d id n o t seem a d e q u a te ly to g ro u p t h e c h i l d r e n i n a way t h a t would a llo w p r e d i c t i o n o f th e e f f e c t o f th e t r e a t m e n t upon t h e s e i n d i v i d u a l s . Very o f t e n th e d i r e c t i o n s o f t h e r e a c t i o n to t h e t r e a t m e n t o f t h e i n d i v i d u a l c h i l d r e n w i t h i n a c l a s s i f i c a t i o n grou p seemed to be o f a random n a t u r e . The EH c h i l d r e n w ere a r b i t r a r i l y a s s ig n e d t o th e c l a s s i f i c a t i o n g ro u p s i n w hich th e y s c o r e d t h e i r h i g h e s t z - s c o r e . T h e r e f o r e , an i n d i v i d u a l c h i l d o f t e n m ight have a low z - s c o r e o r n e g a t i v e z - s c o r e and y e t be p la c e d w i t h i n a g ro u p . At tim e s , i t was o b se rv e d t h a t a g iv e n c h i l d m ight have h ig h z - s c o r e s i n b o th an i n t r o v e r t e d and a n e x t r a v e r t e d c l a s s i f i c a t i o n g ro u p (See Appendix D ) . The f i n d i n g s t h a t c h i l d r e n w ith b e h a v i o r d i s o r d e r s as 84 i n d i v i d u a l s may m a n i f e s t an i d i o s y n c r a t i c p a t t e r n r a t h e r t h a n f i t a g iv e n c l a s s i f i c a t i o n i s c o n s i s t e n t w ith th e r e p o r t s o f Bower {1 9 6 1 ) and Quay, e t a l . ( 1 9 6 6 ) . On f i r s t i n s p e c t i o n o f t h e d a t a , i t was th o u g h t t h a t th e e l i m i n a t i o n o f c h i l d r e n who d id n o t h av e d e c i s i v e l y h ig h z - s c o r e s i n only o n e, d i s c r e e t c l a s s i f i c a t i o n group would e l i m i n a t e th e c o n t r a d i c t o r y f i n d i n g s w i t h i n t h e g ro u p . However, when th e d a t a were s tu d ie d i n t h i s m anner, i t was found t h a t t h e r e was l i t t l e change i n t h e f i n d i n g s . W hether th e s t r e s s o r was in a d e q u a te t o c r e a t e t h e d e s i r e d t r e a t m e n t o r th e c l a s s i f i c a t i o n f a i l e d to p r o v id e a r e l i a b l e b a s i s f o r p r e d i c t i o n , i t m ust be con clu d ed t h a t t h e v a r i a b i l i t y o f i n d i v i d u a l s w i t h i n th e g ro u p s p r e c lu d e d an e f f e c t t h a t would show th r o u g h . Recom mendations f o r F u r t h e r R e se a rc h grid th e ‘ F u t u r e A p p liea tio rT o T ^ the' B ehavior Problem C h e c k l i s t The p r e s e n t i n v e s t i g a t i o n g e n e r a l l y f a i l e d to s u p p o r t th e h y p o th e s e s c o n c e rn in g im p u ls iv e and d i s t r a c t i b l e b e h a v io r w hich were draw n from E y s e n c k 's p o s t u l a t e s and s u p p o r te d by r e s u l t s from p a s t e x p e rim e n ts i n v o l v i n g s i m i l a r t y p e s o f s u b j e c t s . However, t h e r e a r e a p p l i c a t i o n s o f t h e work o f E y senck and o th e rs which c o u ld p o t e n t i a l l y h e lp c l a r i f y t h e c h a r a c t e r i s t i c s of 85 EH c h i l d r e n i d e n t i f i e d w ith t h e B e h a v io r Problem C h e c k l i s t . One avenue o f r e s e a r c h which h o l d s h e u r i s t i c p ro m is e , i s th e a p p l i c a t i o n o f E y s e n c k 's ( 1 9 6 7 ) t h e o r i e s c o n c e rn in g th e m ost e f f i c i e n t e n v iro n m en t i n w hich t o c o n d i t i o n e x t r a v e r t e d and i n t r o v e r t e d s u b j e c t s . T h is would be d i r e c t l y a p p l i c a b l e t o th e p r e s c r i p t i o n o f p r e c i s e c u rr ic u lu m and th e c r e a t i o n o f o p tim a l sc h o o l pro g ram s f o r t h e s e ty p e s o f EH s t u d e n t s . The r e s u l t s o f t h e Thompson and H u n n ic u tt (19^4) s tu d y i n v o l v i n g th e u se o f p r a i s e and blame i n t h e m a th e m a tic s i n s t r u c t i o n o f i n t r o v e r t e d and e x t r a v e r t e d c h i l d r e n u n d e r s c o r e s th e p o t e n t i a l o f t h i s r e s e a r c h a p p ro a c h . The r a t h e r c o n s i s t e n t r e p l i c a t i o n o f th e f i n d i n g s i n s t u d i e s a p p ly in g th e f a c t o r - a n a l y t i c a p proach w i t h a v a r i e t y o f t y p e s o f c h i l d r e n has shown th e p o s s i b i l i t y o f p r o d u c in g an e m p i r i c a l l y r e l i a b l e c l a s s i f i c a t i o n system f o r c h i l d r e n w ith b e h a v io r d i s o r d e r s . I t i s recommended t h a t f u r t h e r s tu d y be u n d e r t a k e n to e s t a b l i s h t h e v a l i d i t y and u s e f u l n e s s o f c l a s s i f y i n g c h i l d r e n i n t h i s way f o r e d u c a t i o n a l p u r p o s e s . BIBLIO GR APH Y 86 BIBLIOGRAPHY A ck erso n , L. Chi l d r e n *3 B e h a v io r P ro b le m s . New York: U n i v e r s i t y o f d h ic a g o Press,, 1942. Bakan, P. E x t r a v e r s i o n - i n t r o v e r s i o n and im provem ent i n an a u d i t o r y v i g i l a n c e t a s k . B r i t i s h J o u r n a l o f P s y c h o lo g y , 1959; 50, 5 2 5 - ^ 2 . Bakan, P . , B e lto n , J . A ., & T o th , J . C. E x t r a v e r s i o n - i n t r o v e r s i o n and d e crem e n t i n an a u d it o r y v i g i l a n c e t a s k . I n : D. N. B uckner & J . J . McGarth ( E d s . ) , V i g i l a n c e : A Symposium. New York: McGraw, 196.3 • Batem an, B. L e a rn in g d i s a b i l i t i e s - - y e s t e r d a y , to d a y , and tom orrow . E x c e p tio n a l C h ild r e n , 1964, y i , 1 6 7 -1 7 7 . B enson, P . A. M. M od ifyin g d e v ia n t s o c i a l b e h a v io r s i n v a r i o u s c la s s ro o m s e t t i n g s . D epartm ent' o f S p e c i a l E d u c a tio n , C o lle g e o f E d u c a tio n Monograph No. 1, Eugene, Oregon, U n i v e r s i t y o f O regon, 1 9 6 9 • B i a l e r , I . , & Cromwell, R. L. T ask r e p e t i t i o n i n m e n ta l d e f e c t i v e s as a f u n c t i o n o f c h r o n o l o g i c a l and m e n ta l a g e . A m erican J o u r n a l o f M en tal D e f ic ie n c y , i 9 6 0 , 6 5 , 2 6 5- 2 6B . Bower, E. M. The e d u c a t i o n o f e m o tio n a lly h an d ic ap p e d c h i l d r e n : A r e p o r t t o t h e C a l i f o r n i a L e g i s l a t u r e . C a l i f o r n i a S t a t e D epartm ent o f E d u c a tio n , 1961. B r o a d h u r s t, P. L. The i n t e r a c t i o n o f t a s k d i f f i c u l t y and m o t i v a t i o n : The Y erkes-D odson Law r e v i v e d . A c ts P s y c h o lo g y , 1959; 1 6 , 221-3j38. Brown, J . S . , B ilo d e a u , E. A ., & B aron , M. R. B i d i r e c t i o n a l g r a d i e n t s i n t h e s t r e n g t h o f a g e n e r a l i z e d v o l u n ta r y r e s p o n s e t o s t i m u l i on a v i s u a l - s p a t i a l d im e n s io n . J o u r n a l o f E x p e rim e n ta l P s y c h o lo g y , 1951, 4 l 7 52-61^ 87 88 B u c k n e r, D. N ., & M cGrath, J . J . V i g i l a n c e ; A sym posium . New York: McGraw, 1 9 6 3 * B u r k s , H . R . Summary and a n a l y s i s o f th e r e s e a r c h f i n d in g s and t h e o r i e s on EH c h i l d r e n and i m p l i c a t i o n s f o r a p p l i c a t i o n -! Los A ngeles 'County S u p e r- ih te n d e n t ' o f S c h o o ls , D i v i s i o n o f R e se a rc h and G u id an ce, No. 34242, 19&5 • C a l i f o r n i a S t a t e Board o f E d u c a tio n . C a l i f o r n i a A d m i n i s t r a t i v e Code, T i t l e 5 , E d u c a tio n , 1 9 6 5 , O f f ic e o f A d m i n i s t r a t i v e P ro c e d u re , Documents S e c ti o n , S a c ra m en to . C a l i f o r n i a L e g i s l a t u r e : E d u c a tio n code o f th e S t a t e o f C a l i f o r n i a , 1 9 6 5," D e p a r tm e n t'o f G e n e ra l S e r v ic e s ,' Documents S e c ti o n , S acram ento (2 v o lu m e s ) . Camp, W. L ., & L a th e n , L. A s u c c e s s f u l c la s s ro o m program f o r e m o tio n a lly d i s t u r b e d c h i l d r e n . T r a i n i n g Sch ool B u l l e t i n , 1967> 64, 31-.28. C a t t e l l , R. B. The d e s c r i p t i o n o f p e r s o n a l i t y I F o u n d a tio n s o f t r a i t m easurem ent. P s y c h o l o g i c a l Review. 194-3, 50, 5 5 9 -5 9 4 . C l a r i d g e , G. S. The e x c i t a t i o n - i n h i b i t i o n b a la n c e i n n e u r o t i c s . I n : H. J . E ysenck, (E d .) E x p e rim e n ts i n P e r s o n a l i t y , V o l. 2, New York: P r a e g e r , 19&0T C o rc o ra n , D. W. J . P e r s o n a l i t y and t h e i n v e r t e d - U r e l a t i o n . B r i t i s h J o u r n a l o f P s y c h o lo g y , 1 9 6 5, 5 6 , 2 5 7- 2 7 4 . C ru ic k s h a n k , W. M. (E d .) P sy ch olo gy o f e x c e p t i o n a l c h i l d r e n and y o u t h " Englewood C l i f f s , N. <f. : P r e n t i c e - H a l l , "1 9 6 3 • The t e a c h e r o f b r a i n - i n j u r e d c h i l d r e n . New York: S y ra c u se U n i v e r s i t y P r e s s , 19bb. __________________The b r a i n - i n j u r e d c h i l d i n home, s c h o o l and community ~ New York; S y ra c u se U n i v e r s i t y P r e s s , 1 9 6 7 . C ru ic k s h a n k , Vf. M., B e n tz e n , R ., R a tz e b u rg , R ., & T a n n h a u se r, M. A t e a c h i n g m ethodology f o r b r a i n - i n j u r e d and h y p e r a c t i v e c h i l d r e n . New York: S y ra c u se U n i v e r s i t y P r e s s , 1 9 6 1 . 89 D a v is, D. R. N e u r o tic p r e d i s p o s i t i o n and th e d i s o r g a n i z a t i o n o b se rv e d i n e x p e r im e n ts w ith t h e Cambridge c o c k p i t . J o u r n a l o f N e u r o lo g ic a l P s y c h i a t r y , 1946, 9, 1 19 -1 2 4 . D i s o r d e r s o f s k i l l : An e x p e r im e n ta l a p p ro a c h to some p ro b lem s o f n e u r o s i s . Prod R oyal S o c ie ty o f M e d ic in e , 1947, 40, 5 83-584. _______________ . 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E x c e p tio n a l c h i l d r e n i n t h e s c h o o l s . New York: H o lt, R i n e h a r t and W in sto n , 1 9 6 3 . E is e n b e r g , L. B e h a v io r a l m a n i f e s t a t i o n s o f c e r e b r a l damage i n c h i l d r e n . I n : H. G. B ir c h (E d .) B r a in damage i n c h i l d r e n , th e b i o l o g i c a l and s o c i a l a s p e c t s . New York: W illia m s & W ilk in s , 1 9 6^ . E ysenck, H. J . D im ensions o f p e r s o n a l i t y . London: Kegan P a u l , 1947. . The s c i e n t i f i c study o f p e r s o n a lit y . Eondon: R outle d g e & Kegan P a u l, 1952. _______________ . The s t r u c t u r e o f human p e r s o n a l i t y . London: M ethuen & C o., L t d . , 1953* 90 E ysenck, H. J . C o r t i c a l i n h i b i t i o n , f i g u r a l a f t e r e f f e c t and th e o r y o f p e r s o n a l i t y , J o u r n a l o f Abnormal and S o c i a l P s y c h o lo g y , 1955* 175, 9b4-9ti5. ______________. 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E f f e c t s o f a m o b a r b ita l sodium and dexam phetam ine s u l p h a t e on th e c o n d i t i o n i n g o f t h e e y e l i d r e s p o n s e . J o u r n a l o f C o m p arativ e and P h y s i o l o g i c a l P sy ch o lo g y , 1 9 5 8 , 5 1 , 2 2 0 -2 2 2 . Freem an, G. L. The r e l a t i o n s h i p betw een p e rfo rm an c e l e v e l and b o d i ly a c t i v i t y l e v e l . J o u r n a l o f E x p e r im e n ta l P s y c h o lo g y , 1940, 26, 5021 G a rd n er, W. I . R e a c tio n s o f i n t e l l e c t u a l l y norm al and r e t a r d e d boys a f t e r " e x p e r i m e n t a l l y in d u c e ? f a i l u r e - a s o c i a l l e a r n i n g th e o r y i n t e r p r e t a t i o n . Ann A rb o r, M ic h ig a n : U n i v e r s i t y M ic r o f ilm s , 1958. G u i l f o r d , J . P s y c h o m e tric M ethods. New Y ork: McGraw- H i l l , 1954. H a rin g , N. G. & P h i l l i p s , E. L. E d u c a tin g e m o tio n a lly d i s t u r b e d c h i l d r e n . 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T h ree d im e n sio n s o f e m o tio n . P s y c h o lo g i c a l R eview , 1954, 6l , 2, 8 1 -8 8 . S c h r a g e r , J . , L in d y , J . , H a r r i s o n , 3 . , McDermott, J . , & K i l l i n s , E. The h y p e r k i n e t i c c h i l d : Some c o n s e n s u a l l y v a l i d a t e d b e h a v i o r a l c o r r e l a t e s . E x c e p ti o n a l C h i l d r e n , 1 9 6 6, 5 2 , 655-637* S p r a d l i n , J . E. T ask re s u m p tio n phenomena i n m e n ta lly r e t a r d e d Negro c h i l d r e n . A b s t r a c t s o f Peabody s t u d i e s i n m en tal r e t a r d a t i o n , i 9 6 0 , 1 , 40 . S t e n n e t t , R. G. The r e l a t i o n s h i p o f p e rfo rm a n c e l e v e l to l e v e l o f a r o u s a l . J o u r n a l o f E x p e r im e n ta l P sy c h o lo g y , 1957, 9> 131-138* S t r a u s s , A. A ., & K e p h a rt, N. C. P s y c h o p a th o lo g y and e d u c a t i o n o f th e b r a i n - i n j u r e d c h i l d . New York Grune & S t r a t t o n , 1955• S t r a u s s , A. A ., & L e h tin e n , L. E. P s y c h o p a th o lo g y and e d u c a t i o n o f t h e b r a i n - i n j u r e d c h i l d . New York: Grune & S t r a t t o n , 19^7• Thompson, G. C ,, & H u n n ic u tt, C. W. The e f f e c t t o r e p e a t e d p r a i s e o r blam e on t h e work a ch iev e m e n t o f " i n t r o v e r t s " and " e x t r a v e r t s ." J o u r n a l o f E d u c a ti o n a l P s y c h o lo g y , 1944, 3 4 , 2 5 7 -2'6'6"* Thompson, L. A. M easu rin g s u s c e p t i b i l i t y t o m onotony. P e r s o n n e l J o u r n a l , 1929, 8 , 172-197* T h u r s to n e , L. M u l t i p l e - f a c t o r a n a l y s i s . C hicago : U n i v e r s i t y o f C hicago- P r e s s , 1 9 4 7 . V e n a b le s , P . H. Change i n m oto r r e s p o n s e w ith i n c r e a s e and d e c r e a s e i n t a s k d i f f i c u l t y i n norm al i n d u s t r i a l and p s y c h i a t r i c p a t i e n t s u b j e c t s . B r i t i s h J o u r n a l o f P sy ch o lo g y , 1955* 46, 101- 110“ W helan, R. The r e l e v a n c e o f b e h a v io r m o d i f i c a t i o n p r o c e d u r e s f o r t e a c h e r s o f e m o t i o n a l ly d i s t u r b e d c h i l d r e n . I n P. K noblock (E d.), I n t e r v e n t i o n a p p ro a c h e s i n e d u c a ti n g e m o tio n a lly d i s t u r b e d c h i l d r e n . S y r a c u s e : S y ra c u se U n i v e r s i t y P r e s s , 1 9 8 6 . 95 W i l l e t t j R. A. E y e b lin k c o n d i t i o n i n g and s i t u a t i o n - in d u ce d a n x ie ty d r i v e . I n : H. J . E ysenck (Ed.), E x p e rim e n ts i n m o t i v a t i o n . New York: Pergamon, 1 9 6 4 . ' ~ W illia m s , T. A ., S c h a c h te r , J . , & Rowe, R. Spontaneous auton om ic a c t i v i t y , a n x i e t y , and 'h y p e r k i n e t i c i m p u l s i v i t y ' - A p s y c b o p b y s io lo g ic stu d y o f 46 c o l l e g e m a le s. P sy c h o so m a tic M e d ic in e , 1965* 27, 1, 9 - 1 8 . Y a te s , A. A b n o r m a litie s o f p sy ch o m o to r f u n c t i o n s . I n . H. J . Eysenck (E d.), Handbook o f Abnormal P s y c h o lo g y , New York: B a s ic Books, i 9 6 0 . A P P E N D I C E S 96 APPENDIX A PROBLEM BEHAVIOR CHECKLIST 97 98 Problem B e h a v io r R a tin g S c a le f o r E. H. C h ild r e n I n s t r u c t i o n s : P le a s e co m p lete r a t i n g s c a l e f o r each o f th e c h i l d r e n e n r o l l e d i n y o u r c la s s ro o m . C h i l d 's f i r s t name and l a s t i n i t i a l Age _______________________________ Grade l e v e l___________________ Sch ool D i s t r i c t _____________________ T e a c h e r no m ild s e v e r e problem p ro b lem p ro b lem 1. Oddnessj b i z a r r e b e h a v io r 2 . R e s t l e s s n e s s , i n a b i l i t y to s i t s t i l l 3 . A t t e n t i o n - s e e k i n g , "show- off" b e h a v i o r 4 . S tays o u t l a t e a t n i g h t 5- D o e s n 't know how t o have fu n ; b e h av e s l i k e a l i t t l e a d u lt 6 . S e l f - c o n s c i o u s n e s s ; e a s i l y e m b a rra sse d 7 . Fixed e x p r e s s i o n , l a c k o f e m o tio n a l r e a c t i v i t y 8 . D i s r u p t i v e n e s s ; te n d e n c y t o annoy and b o t h e r o t h e r s 9. F e e l i n g s o f i n f e r i o r i t y 10. S t e a l s i n company w i t h o t h e r s n . B o i s t e r o u s n e s s , ro w d in e ss 12. C rying o v e r m inor annoyances and h u r t s 13- P r e o c c u p a tio n ; " i n a w orld o f h i s own" 99 no mild severe problem problem problem 14. S h y n e ss, b a s h f u l n e s s 1 5 . S o c i a l w ith d r a w a l, p r e f e r ence f o r s o l i t a r y a c t i v i t i e s 16. D i s l i k e f o r s c h o o l 1 7 . J e a lo u s y o v e r a t t e n t i o n p a id o t h e r c h i l d r e n 1 8 . B e lo n g s to a gang 19* R e p e t i t i v e sp e ec h 20 . S h o r t a t t e n t i o n span 21. L ack o f s e l f - c o n f i d e n c e 22. I n a t t e n t i v e n e s s t o w hat o t h e r s say 23, E a s i l y f l u s t e r e d and co n fu sed 24. I n c o h e r e n t sp e e c h 25. F i g h t i n g 26. L oy al to d e l i n q u e n t f r i e n d s 2 7 . Temper ta n tr u m s 28 . R e ti c e n c e , s e c r e t i v e n e s s 29- T ruancy from s c h o o l 2 0 . H y p e r s e n s i t i v i t y ; f e e l i n g s e a s i l y h u r t J5l. L a z in e s s i n s c h o o l and i n p e rfo rm a n c e o f o t h e r t a s k s 2 2 . A n x ie ty , c h r o n i c g e n e r a l f e a r f u l n e s s 100 no mild severe problem problem problem 3 3 . I r r e s p o n s i b i l i t y , u n d e p e n d a b i l i t y 3 4 . E x c e s s iv e d a y d re a m in g 35* M a s t u r b a t i o n 3 6 . Has bad com p an io n s 37* T e n s io n , i n a b i l i t y t o r e l a x 3 8 . D is o b e d ie n c e , d i f f i c u l t y i n d i s c i p l i n a r y c o n t r o l 3 9 . D e p r e s s io n , c h r o n i c s a d n e s s 4 o . U n c o o p e r a tiv e n e s s i n g ro u p s i t u a t i o n s 4 1 . A lo o f n e s s , s o c i a l r e s e r v e 4 2 . P a s s i v i t y , s u g g e s t i b i l i t y ; e a s i l y l e d by o t h e r s 4 3 . C lu rn sin es s , a w k w a rd n ess, p o o r m u s c u la r c o o r d i n a t i o n 4 4 . H y p e r a c t i v i t y ; "a lw a y s o n t h e go" 4 5 . D i s t r a c t i b i l i t y 4 6 . D e s t r u c t i v e n e s s i n r e g a r d t o h i s own a n d / o r o t h e r ' s p r o p e r t y 4 7 - N e g a tiv is m , te n d e n c y t o do t h e o p p o s i t e o f w hat i s r e q u e s t e d 4 8 . I m p e r t in e n c e , s a u c i n e s s 4 9 . S l u g g i s h n e s s , l e t h a r g y 5 0 . D ro w sin e s s 101 no mild severe problem problem problem 5 1 . P r o f a n e la n g u a g e , s w e a r in g , c u r s i n g 5 2 . N e r v o u s n e s s , j i t t e r i n e s s , ju m p in e s s ; e a s i l y s t a r t l e d 5 3 . I r r i t a b i l i t y ; h o t - te m p e r e d , e a s i l y a ro u s e d t o a n g e r 5 ^ . E n u r e s i s , b e d - w e t t i n g 55- O f te n h a s p h y s i c a l com p l a i n t s , e . g . , h e a d a c h e s , sto m ach a c h e s APPENDIX B COVER LETTER FOR PARTICIPATING TEACHERS TO ACCOMPANY PROBLEM BEHAVIOR CHECKLIST 102 103 December 2 , 1968 D ear P a r t i c i p a t i n g E. H. T e a c h e r N a t i o n a l l y , t h e r e h as b e e n a good d e a l o f d i s s a t i s f a c t i o n w ith th e p r e s e n t m ethods o f g r o u p in g c h i l d r e n w ith b e h a v io r d i s o r d e r s f o r e d u c a t i o n a l p u r p o s e s . I n an a tt e m p t to d e v e lo p a b e t t e r c r i t e r i a f o r e d u c a t i o n a l g ro u p in g , Quay1 and o t h e r s have found t h a t c h i l d r e n who have b e en p la c e d i n c la s s ro o m s f o r t h e e m o tio n a lly d i s tu r b e d m a n if e s t t h r e e d i s t i n c t p a t t e r n s o f b e h a v i o r . T h ere a re i n d i c a t i o n s t h a t t h e s e t h r e e g ro u p s o f s t u d e n t s may need d i f f e r e n t e d u c a t i o n a l p ro g ra m s. However, b e f o r e t h e s e f i n d i n g s can j u s t i f i a b l y be a p p lie d to g r o u p in g p r o c e d u r e s o r c u rr ic u lu m d ev elo p m en t f o r s t u d e n t s i n o u r C a l i f o r n i a c l a s s e s f o r t h e E d u c a t i o n a l l y H an dicapped, we must answ er a t l e a s t two im p o r ta n t q u e s t i o n s . The f i r s t q u e s t i o n i s w h e th e r o r n o t o u r E. H. c h i l d r e n m a n i f e s t t h e same p a t t e r n s o f b e h a v i o r as found i n . c l a s s e s f o r t h e e m o tio n a lly d i s t u r b e d n a t i o n a l l y . The second q u e s t i o n , o r p e rh a p s s e r i e s o f q u e s t i o n s , d e a l s w ith t h e e d u c a t i o n a l l y r e l e v a n t c h a r a c t e r i s t i c s o f each o f t h e s e g ro u p s o f c h i l d r e n . The p r e s e n t s tu d y , i n w hich you a re asked to p a r t i c i p a t e , w i l l p r o v id e d a t a f o r a c o m p a riso n o f b e h a v io r c h a r a c t e r i s t i c s o f a p p ro x im a te ly 400 l o c a l E. H. s t u d e n t s 104 from s e v e r a l s c h o o l d i s t r i c t s w ith s t u d e n t s i n s i m i l a r s p e c i a l c l a s s e s i n o t h e r p a r t s o f t h e n a t i o n . We a re l i m i t i n g t h i s stu d y to E. H. s t u d e n t s i n t h e ;5rd th ro u g h 6 th g r a d e s . I n a second phase o f t h i s s tu d y , some o f th o s e c h i l d r e n f o r whom you f i l l o u t check l i s t s w i l l be s e l e c t e d f o r a c l o s e r stu d y I n which t h e i r c h a r a c t e r i s t i c s w i l l be g iv e n a c l o s e r s c r u t i n i z a t i o n . I n t h i s c a s e , a rra n g e m e n ts w i l l be made th ro u g h y o u r l o c a l s c h o o l d i s t r i c t f o r f u r t h e r s tu d y . We a p p r e c i a t e y o u r p a r t i c i p a t i o n i n t h i s stu d y and t h e tim e w hich you sp e n d . The v a l i d i t y o f t h e s tu d y , o f c o u r s e , dep en ds upon th e a c c u ra c y o f t h e i n f o r m a t i o n you p r o v i d e . We w i l l send you a resum e o f o u r f i n d i n g s . Thank you f o r y o u r p r o f e s s i o n a l i n t e r e s t . S i n c e r e l y y o u r s , R ic h a rd C. Brady I n s t r u c t o r , S p e c ia l E d u c a tio n U n i v e r s i t y o f S o u th e rn C a l i f o r n i a Quay, H e r b e r t C ., W illia m C. M orse, R ic h a rd L. C u t l e r , P e r s o n a l i t y P a t t e r n s o f P u p i l s i n S p e c ia l C l a s s e s f o r t h e E m o tio n a lly D i s t u r b e d , " E x c e p tio n a l C h i ld , 1 9 6 6 , V o l. XXXII, p p . 2 9 7 -^ 0 1 . APPENDIX C ROTATED FACTOR MATRIX OF THE ALTERNATIVE TREATMENT OF DATA 105 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 ROTATED FACTOR MATRIX OF THE ALTERNATIVE TREATMENT OF DATA In a d e q u a te - Conduct P e r s o n a l i t y Im m aturity H y p e rk in e tic S o c ia liz e d Problem Problem ( A u t i s t i c - l i k e ) D elinquency •34 - .0 4 •19 .12 - .0 3 .31 - .2 7 - .2 7 • 50 - .0 8 .57 - .1 3 - .1 4 .24 .01 .13 - .0 2 -13 .00 .35 .11 .02 • 50 - .2 8 - .0 1 - .16 .63 .00 - .0 1 .06 .01 - . 1 6 .65 - .0 6 .07 .54 - .1 8 - .0 1 .28 .05 .02 • 71 - .0 8 .04 .03 .14 - .0 1 - .0 1 - .0 1 .48 .58 - .2 1 - .1 9 .18 .17 • 47 •19 .08 - .2 3 - . 1 4 - .0 1 - .0 7 .62 .13 - .0 8 - .3 1 .45 .25 - .08 - .0 9 .00 .16 .58 - .1 1 - .1 0 .23 .08 .20 .12 .15 .58 .13 .01 - .1 0 .01 - .0 3 - .0 3 - .0 9 .00 .60 - .0 2 .00 .08 .08 .06 - . 0 3 .23 • 03 .69 .06 .02 .73 - .1 0 .14 .06 .21 .02 .23 .48 - .0 1 - .0 1 .56 - .0 5 •30 - .0 7 - .0 6 - .0 3 .11 .05 .05 -63 - .02 - .06 - .0 3 .33 .14 .02 - .0 2 .11 .65 .67 .02 - .0 6 - .1 9 .00 I n a d e q u a te - V a r ia b le Conduct P e r s o n a l i t y Im m aturity H y p e rk in e tic S o c ia liz e d Speech Problem Problem ( A u t i s t i c - l i k e ) D elinquency Problem 28 .13 .12 .31 - .0 8 .25 - .0 5 29 .06 .20 .03 .03 .33 - .2 1 30 •33 .45 .06 - .1 0 - .0 7 .11 31 .11 - .0 1 .23 .40 .03 - .1 9 32 .14 •51 .06 .11 .10 .24 33 .28 - .7 6 .20 • 45 - .0 1 - .0 3 34 .02 - .1 0 .54 .29 - .0 8 .01 35 .04 .08 .08 - .1 2 - .0 2 .08 36 - .0 5 .10 - .0 3 - .0 3 .81 .05 37 .32 .26 .03 .09 - .0 1 .19 38 .66 .03 - .0 3 .13 .18 - .1 9 39 .25 .21 .41 - .2 4 .05 .09 40 .65 - .06 .18 .05 .04 - .1 9 4 l .11 .20 • 55 - .1 4 -07 - .0 4 42 - .0 8 .25 .15 .21 • 19 .20 43 - . 0 3 .13 .20 .06 - .1 2 .27 44 •33 .06 - .4 1 .37 - .0 6 .18 45 .06 .13 - .0 3 .62 .04 .10 46 .54 - .0 8 .00 .05 .24 - . 0 4 47 • 59 - .0 2 .15 .11 .03 - .2 9 48 .65 -.1 1 .03 .04 .10 - .2 0 49 - . 2 6 .00 -47 .20 .00 .01 50 - .1 8 .06 .35 .17 -.0 1 .00 51 .52 - .0 7 - .0 7 - .0 2 .41 .00 52 .32 .22 - .1 1 .16 - .1 7 .27 53 .69 - .0 4 - .1 0 - .0 8 .13 .03 54 .01 .08 .05 - .1 2 .07 .27 55 •34 .14 .06 .06 - .1 1 .10 g APPENDIX D LETTER TO PARENTS OP EH CHILDREN IN WISEBURN SCHOOL DISTRICT 108 109 W iseburn School D i s t r i c t J o s e S e p u lv e d a School March 1^5, 1969 D ear P a r e n t s : Prom tim e t o tim e we a r e p r e s e n t e d w ith an o p p o r t u n i t y to do a l i t t l e so m e th in g e x t r a f o r s t u d e n t s i n t h e W lsebu rn D i s t r i c t . O c c a s io n a lly we a l s o have a chance t o p r o v id e some w o rth w h ile e x p e r i e n c e s f o r s t u d e n t s and a t t h e same tim e advance e d u c a t i o n a l l e a r n i n g f o r th e p r o f e s s i o n i n g e n e r a l . The W iseburn Board o f T r u s t e e s has approved D i s t r i c t p a r t i c i p a t i o n i n a n e d u c a t i o n a l stu d y t o be co n d u cted by D r . R ic h a rd B rady from t h e U n i v e r s i t y o f S o u th e r n C a l i f o r n i a . B r i e f l y , D r. Brady would l i k e to use some W iseburn s t u d e n t s and some s t u d e n t s i n s e v e r a l s u r r o u n d i n g s c h o o l d i s t r i c t s to s e e i f he c an d e te rm in e so m e th in g ab o u t i n d i v i d u a l l e a r n i n g s t y l e , r e a c t i o n tim e t o c e r t a i n pro b lem s t i m u l i , e t c . S p e c i f i c a l l y , he w i l l a sk to p la y an e d u c a t i o n a l game w ith y o u r c h il d i n v o l v i n g a f l a s h i n g l i g h t board i n m e a su rin g l e a r n i n g and r e a c t i o n tim e . Each c h i l d in v o lv e d must be w i l l i n g t o p la y th e game and must have w r i t t e n p a r e n t p e r m i s s i o n . The w hole p r o c e s s w i l l t a k e l e s s t h a n one h o u r o f y o u r c h i l d ' s s c h o o l tim e and t h e whole s tu d y w i l l be com pleted a t s c h o o l w i t h i n t h e n e x t two w eeks. The game i s i n t e r e s t i n g and f u n t o p la y and th e s t u d e n t s w i l l e n jo y i t . The r e s u l t s o f t h i s stu d y w i l l be p u b lis h e d i n e d u c a t i o n a l r e s e a r c h j o u r n a l s (no names m en tio n ed ) and may w e l l le a d t o im p o r ta n t new d i s c o v e r i e s r e g a r d i n g how c h i l d r e n l e a r n and how t e a c h i n g m a t e r i a l s c an be im p ro v e d . We hope t h a t you w i l l a llo w y o u r c h i l d t o p a r t i c i p a t e i n t h i s i m p o r t a n t a c t i v i t y . I f y o u r c h i l d i s w i l l i n g t o p a r t i c i p a t e and h a s y o u r a p p r o v a l, p l e a s e s i g n t h i s p a r e n t p e r m i s s i o n form and have i t r e t u r n e d to t n e s c h o o l by tomorrow i f p o s s i b l e . Many th a n k s f o r y o u r i n t e r e s t and c o o p e r a t i o n . S i n c e r e l y , Donald A. Kobab, P r i n c i p a l My c h i l d , _________________________ , may p a r t i c i p a t e i n Dr B r a d y ' s s t u d y . P a r e n t ' s S ig n a tu r e APPENDIX E INDIVIDUAL FACTOR LOADINGS OF 311 EH CHILDREN 111 112 INDIVIDUAL FACTOR LOADINGS OF 311 CALIFORNIA EH CHILDREN Caso C onduct P e r s o n a l i t y S o c i a l i z e d ■ ■ ■ Problem P ro b lem D e l in q u e n t ' I J . - 1 . 2 2 9 8 7 1 . 2 3 A 2 3 - 2 . 2 7 9 5 0 o t — — 0 o 3 2 27 5 - 0 . 7 6 7 8 6 0 . 6 1 1 9 2 3 0 e 0 6 0 5 6 - 0 * 6 10 79 0 . 6 5 8 5 0 A - 0 . 1 3 7 78 0 . 16657 0 . 9 A 9 1 fl y 0 . 6 6 6 6 2 0 . ? A 7 2 2 1 . 1 9 1 8 1 6 1 .057A7 - 0 . 8 2 8 2 A - 0 . 3 8 3 9 7 7 - 0 . 0 3 3 3 7 1. 7 a 0 0 A 0 . 3 9 A 3 8 a 0 . 3 7 8 5 6 1 . BA 255 1 . 0 1 6 6 0 9 - 0 * 9 1 5 6 2 1 . A 3 2 1 6 0 . 69A39 1 3 - 1 . 2 0 2 A 5 0 . 7 5 0 2 3 0 . A 2 8 8 5 I 1 - 1 . 5 7 1 9 8 1 „ 5 8 7 A 5 - 0 . 2 5 0 2 8 1 2 - 0 . 6 3 8 9 7 0 . 8 1967 0 . A 5 3 1A 1 3 - 1.6A029 — 0 . A 0 A 9 7 - 0 . 3 6 7 7 A LA - 0 . 1 A 8 2 7 0 o 3 2 8 A 3 - 0 . 0 7 9 1 2 15 - 0 . 2 7 7 3 6 0 . A A 6 3 0 -1 . 0 3 7 0 0 1 6 0 . A 6 1 5 2 ' - 0 . 9 2 508 - 0 * 6 3 163 1 7 0.A7 189 - 0 . 2 0 6 1 2 1 •3A216 LB — 1 « 1 7 2 o j - 0 . A8901 0 o 6 A 1 8 7 L 9 - 1 . 0 6 2 8 8 - 1 . 5 0 1 9 8 0 . A 6 2 1 8 20 0 * 2 7 6 1 0 - 0 . 8 6 3 9 1 0 . 2 2 3 3 5 2 1 1 0 . 3 7 A 9 7 — 0 . 9 5 8 3 A - 0 . 7 6 9 A 7 22 - 1 . 2 7 8 8 5 -1 . 1 1 1 A L 0 .3 7 5 2 A 2 3 0 * 3 1 1 8 8 - 0 . 6 8 9 0 0 - 1 . 7 5689 2 A -1 .0AA29 1 . 6 0 5 2 6 • 0 .5 3 0 6 9 25 ' - 0 . 5 0 1 2 A 0 . 8 2 7 1 2 0 . 8 6 9 0 0 25 1 1 82 1 . 3 2 9 5 0 - 0 . 5 7 3 1 2 27 0 . 1 1 3 0 9 - 0 . 5 A 7 2 1 O .A 1232 28 - 0 . 0 8 5 6 6 - 0 . 10920 1 .ABB 18 29 0 . 5 6 0 0 8 1 . 0 0 0 8 2 0 . 3 9 8 0 6 30 1 . A 9 7 1 3 0 . 1 7 9 7 5 0 . 7 0 9 5 1 31 -1 . 0 3 0 9 3 2 . 3 3 5 1 6 - 0 . 1 3 8 3 2 32 0 . 1 2H90 • - 1 . 2 0 2 3 1 - 0 .6 0 A A 7 33 . - 1 . 3 5 8 3 5 - 1 .0 7A 92 0 . 5 A 2 7 A 3 A - 0 . 5 2 9 5 8 1 . 5 A A 6 5 0 . 1 8701 35 0 , AA279 0 . 9 A 6 5 7 0 . 6 B 0 3 8 I n d i v i d u a l f a c t o r l o a d i n g s a r e r e p o r t e d as z - s c o r e s . The c o m p u te r p ro g ram a r b i t r a r i l y d e s i g n a t e s s i g n s . In t h i s coulmn s i g n s m u st be r e v e r s e d f o r p r o p e r i n t e r p r e t a t i o n . 113 Caso 3 6 3 7 3 8 39 9 0 91 9 2 9 3 9 9 9 5 9 5 9 7 9 B 9 9 5 0 51 52 53 59 55 5 5 57 58 59 6 0 61 62 6 3 69 65 6 6 67 6 B 69 70 71 72 73 79 75 76 77 7 B 7 9 8 0 Conduct Problem — 1 ,88752 0 . 7 1028 1 B97e70 - 1 . 7 5 8 8 6 - 0 . 3 6 302 - 1 . 9 2 9 9 3 - 0 . 5 0 0 3 7 1.0 0 0 6 0 -1 * 0 6 8 33 0 . 2 2 598 -0 * 0 8 8 10 - 0 . 1 6 5 9 2 - 0 . 8 310 1 - 0 . 3 9 0 2 5 0*82276 1 .33275 - 1 . 5 0 1 0 1 0 . 6 7 9 52 - 0 . 1 3 1 1 0 - I .22828 1.68 700 - 0 . 0 9 6 8 7 0 . 6 6 3 9 9 0 . 3-6 669 - 0 . 0 1091 0 . 8 1 2 9 0 -1 .3 7 725 1.700 55 1.5 3598 0 .5 0 9 5 2 1 .22633- 1 .3 2 7 7 7 - 0 . 0 2 2 7 2 0 . 9 1 3 2 5 1.19375 - 0 . 2 6 2 5 1 - 0 . 3 5 8 0 1 0 .0 0 1 9 7 - 0 . 0 5 3 0 8 - 1 . 0 6 5 0 2 - 1 . 9 9 6 5 9 0 . 9 2 0 5 9 0 . 2 0 2 3 3 0 . 8 8 5 5 5 0 . 0 2 6 1 8 P e r s o n a l i t y Problem 0 . 5 6 906 - 0 . 5 9900 - 0 . 9 1080 0 . 7 5 0 8 2 - 0 . 0 5 1 7 2 0 .2 9 9 6 1 - 1 . 5 6 9 7 9 - 0 . 2 1 129 - 0 . 1 2 9 2 2 1 . . 9 2 9 0 5 1 .6 9 3 8 6 - 1 . 5 1 0 7 5 - 1 . 6 5 2 9 3 0 . 5 2 399 0 . 2 9 376 0 . 8 0 8 2 9 0 . 9 9 3 8 5 - 0 . 9 3 0 7 9 - 0 . 5 5 308 - 0 . 3 6 3 7 3 0 . 3 9 3 7 7 1.0 8 529 - 0 . 5 5 8 2 8 0 . 1 3 9 5 0 0 . 9 9 8 37 - 0 . 9 8 1 8 5 - 0 . 1 9 6 7 6 0 . 5 5 5 5 0 - 0 . 5 6 1 6 7 0 . 9 7 5 5 3 - 0 . 6 515 9 - 0 . 3 5 8 3 0 0 . 3 6 695 0 . 7 6 0 7 2 0 . 2 5 7 3 8 1 .6 2 2 51 - 0 . 7 3 8 0 5 0 . 1 1 6 1 3 - 1 . 1 2 3 3 0 - 0 . 9 2 3 0 6 - 0 . 9 8 3 8 5 - 0 . 6 1 7 6 7 0 . 6 9 2 8 0 - 0 . 6 6 2 2 0 0 , 1 9 5 0 5 S o c i a l i z e d D e lin q u e n t - 0 . 3 2 6 6 0 0 . 6 8 0 2 2 - 0 . 3 6 136 0 . 0 0 9 6 7 - 0 . 7 5 7 2 0 0 . 3 5 0 5 6 0 . 2 7 3 1 3 - 0 . 5 1 8 6 3 0 . 8 6 362 - 1 . 1 6 219 0 . 3 2 2 36 0 . 2 3 3 3 9 0 . 0 3 0 6 6 0 , 5 0 8 0 3 1 .5 0 1 5 3 - 0 . 7 1 9 8 3 - 2 . 0 0 2 9 8 0 . 0 5 6 6 2 1 .1 9 9 6 6 0 . 5 0 0 2 2 - 0 . 1 8 6 5 9 - 0 . 6 1 0 2 6 - 0 , 6 8 9 3 6 1.38601 - 0 . 2 7 6 9 2 - 0 . 2 0 6 3 8 0 . 0 8 360 0 . 5 7 5 1 6 0 . 6 0 9 5 2 1 . 9 3 8 8 0 - 0 . 9 2 6 0 9 - 0 . 9 9 6 1 9 -1 .0 7 9 7 3 - 0 . 3 8 2 7 3 - 0 . 3 9 3 1 8 - 0 . 7 0 2 2 2 - 0 . 8 9 1 3 1 1 .2 7 8 0 6 - 1 . 0 3 3 6 8 0 . 6 1 6 0 0 0 . 6 7 0 9 2 0 . 6 0 1 18 - 0 . 3 8 5 3 6 0 . 6 9 5 1 5 - 0 . 7 7 6 0 1 Case Conduct Personality Socialized Problem Problem Delinquent 8 1 0 .1 1 9 6 1 1*60031 ' - 0 . 1 8 564 8 2 1 .6 8 0 2 5 -0 * 5 3591 - 0 . 2 1 6 3 2 8 3 0 . 6 8 661 -0*1 4 5 1 1 - 0 * 6 2 1 5 9 84 ' - 0 * 5 5 8 7 6 2*24041 0 . 7 5 6 6 9 8 5 - 0 * 3 9 6 4 9 1 . 1304 * -4 -2 *68796 8 6 - I . 55665 0 . 1 7 7 4 8 0 . 4 4 7 5 3 6 7 - 0 . 0 3 1 4 9 -0* 16918 0 . 0 7 2 51 88 - 1 * 7 0 3 1 4 0*4019 7 - 1 . 0 1 7 3 8 8 9 — 0*14404 - 1 . 0 3 0 1 9 - 0 . 5 9 776 90 0*81829 - 0 . 5 1 2 0 2 - 1 . 0 8 9 1 7 91 - 0 * 0 32 53 - 0 . 8 28 9 7 ■ - 0 , 7 3 2 6 5 9 2 -1 *21381 0*38927 0 . 2 0 1 7 3 9 3 -1 * 127 30 0*36007 - 1 . 1 7 5 7 6 99 0*02 770 - I * 17997 - 0 . 9 82 27 95 - I *49619 ■ -1 *2,1975 0 . 2 9 4 8 6 96 — 0*81663 -0*73.396 - 0 * 14262 9 7 ' 1 * 32 323 — 0 . 2 3 5 9 4 1 *61361 9 8 0 . 5 0614 - 0 . 4 397 6 1 . 18407 9 9 0*09 923 0*15993 0 . 165 67 100 - 1 * 3 9 0 3 4 - 1 . 1 6 3 1 6 0 . 4 3 4 5 0 101 0 *20779 0 . 7 9 6 3 6 -1 *741213 102 0 * 4-1 4 4 3 - 1 . 2 5 8 8 3 - 0 . 1 1 4 1 0 103 0*6-0 441 - 0 . 8 2 6 0 9 0 . 0 4 0 4 4 104 - 0 * 4 5 1 5 8 0 . 6 4 5 6 0 1 .4 0 1 1 3 105 - 1 * 0 2 2 4 2 - 0 . 8 8 0 1 4 0 . 5 2 3 8 1 106 0*86012 0 . 9 8 9 1 8 0*63857 107 0*4 4901 - 0 . 4 7 5 1 7 1.2 6 8 8 1 108 0*37013 - 0 . 7 4 9 3 9 - 1 . 0 0 8 0 9 109 - 0 * 2 2 182 - 1 . 2 8 2 6 5 — 1 . 5 8 644 n o - 0 , 8 3 380 0 . 1 4 6 6 7 0 . 9 7 6 6 2 1 1 1 -0 * 9 9 9 0 0 I . 4 9.2 1 2 0 . 4 3 1 2 2 112 0*8 7541 0*68975 0 . 5 9 8 5 3 113 0*67209 0 . 3 6 1 0 9 - 0 . 7 3 2 1 6 114 0*89172 0 . 7 8 6 8 9 0 . 3 4 4 7 0 115 1 . 3 0 3 7 4 - 0 . 0 5 2 1 6 - 0 . 9 1 0 3 7 116 - 0 . 5 3 0 9 6 - 1 . 3 4 447 0 . 8 9 ft>9 117 - 0 . 1 4 2 38 - 1 . 2 0 2 9 0 0 . 9 4 9 2 8 118. - 0 , 5 1 9 0 0 1 .36408 0 . 7 1 7 8 7 119 ' 1 .5 8 2 9 8 - 0 . 4 34 3 9 0 , 4 4 2 21 120 - 0 . 4 3 .105 - 0 . 2 9 0 6 6 0 . 5 5 5 9 5 121 1 .7 2 1 3 9 - 0 . 2 8 0 3 6 - 0 , 5 0 4 9 8 122 0 . 0 4 2 8 7 0 . 1 0 6 2 6 0 . 6 5 8 8 9 123 - 1 . 0 7 5 6 7 - 1 . 5 5 3 9 1 -1 . 5 2 6 2 6 124 0 . 9 0 0 6 7 1 .2 3 6 7 0 0 . 9 3 1 0 3 ’ 25 - 0 . 1 5 0 0 4 - 1 . 4 3 5 9 9 0 . 8 7 8 2 5 115 Case . Conduct Personality Socialized Problem Problem Delinquent 12 6 - 0 * 5 6 112 2 . 0 0 3 8 6 - 0 . 2 7 3 6 0 127 1 . 0 9 0 2 7 - 0 . 7 8 9 1 3 0 . 0 9 5 8 9 1 2H 0*3 1606 2 . 2 3 760 0 . 2 0 7 0 2 129 0*009 39 2 * 0 0 6 9 9 ' 0 . 6 6 322 130 - 0 . 5 2 0 0 7 - 0 * 6 368 3 0 . 3 6 652 I 31 — 0 * 0 6 7 7 6 -0 * 5 1380 1 . 2 0 0 0 6 132 0*00035 0 . 3 9 0 6 5 0 . 7 1 6 0 6 > — ■ U1 — 0 * 66 6 3 2 - 0 . 6 6 1 8 5 0*77 0 0 0 1 3 6 0 . 1 6 772 1 . 5 6 8 6 6 - 0 . 2 7 0 8 5 1 3 6 - 0 * 2 1 6 1 9 2 . 3 9 9 2 8 - 0 . 2 2 3 0 8 136 0*70839 0 * 2 7 6 6 7 - 0 * 0 7 6 0 5 137 1 *25386 - 0 * 1 3 9 6 8 0 . 6 8 6 3 6 13 6 , - U 39608 1 . 5 6 9 6 9 - 0 . 7 1 1 0 6 139 1*63626 - 0 . 2 0-2 99 - 0 * 7 0 397 14-0 1 . 1 3 5 0 8 0 . 7 8 7 6 1 - 0 . 5 8 0 6 1 161 1*23570 0 * 0 7 7 6 7 - 0 . 9 3 5 3 3 162 1 - 3 9 7 B 9 0 . 3 1 6 3 0 - 0 . 3 3 1 1 2 16 3 0*69623 0 . 1 8 7 2 6 - 2 . 5 3 6 9 6 166 —0 . 6 9 1 5 3 - 0 . 6 6589 - 3 . 1 1 7 9 5 165 1 . 7 6 8 57 - 0 * 8 5 6 0 2 . 0 . 0 6 66 0 166 - 0 * 2 2 2 9 2 -0.0 696-9 - 2 . 19 690 167 0*60 7 6 3 - 0 . OH603 - 1 . 0 6 f 02 168 1 . 16206 -1 . 0 6 7 8 9 - 0 . 6 7 869 1 69 - 1 * 9 5 6 6 3 - 0 . 6 966 3 - 0 . 8 6 0 9 7 150 1 . 0 9 2 0 9 - 0 . 2 6 7 2 9 - 0 . 0 9 79ft 151 - 0 . 0 9 0 0 2 - 0 . 6 1020 - 1 . 2 1 1 0 3 152 - 1 . 17166 -1 . 2 6 2 3 0 0 . 6 2 7 0 3 153 - 0 . 9 9 5 51 - 0 . 8 9 6 5 7 - 0 . 2 9 6 2 7 156 - 0 . 3 2699 0 . 2 6 9 16 1 . 0 5 0 9 9 155 - 0 . 1 7 7 7 7 - 1 . 0 1 6 5 9 0 . 1 7 0 7 0 155 - 0 . 1 7 5 7 2 -0.96-2 66 0 . 7 1 7 3 2 157 - 0 . 0 0 3 6 6 - 0 . 7 9 2 10 - 0 i 2 5 276 158 - 1 . 6 8 3 9 7 - 0 . 6 0 6 1 3 0 . 0 1 6 7 2 159 0 . 1 1 1 9 0 - 0 . 6 8 7 3 5 1 . 0 0 9 3 6 160 - 1 . 0 6 8 5 2 -1 . 5 9 2 1 2 0 . 3 2 2 9 3 161 - 1 . 6 6 2 1 8 - 0 * 9 0 2 5 6 0 . 2 1 1 0 3 162 - 0 . 1 1960 - 0 . 6 9 5 2 9 1 . 0 5 061 16 3. 0 . 7 2660 0 . 2 5 3 0 0 - 0 . 3 6 0 7 5 1 66 - 0 . 0 39 57 1 . 3 2 6 3 5 0 . 7 6 6 1 6 165 - 1 . 3 3 6 0 2 0 . 9 0 7 9 1 . 0 . 2 0 6 7 6 166 - 0 . 5 1 3 5 3 - 0 . 1266 5 0.9187ft 167 0 . 6 1931 1 . 6 3 6 6 0 - 1 . 2 9 1 8 5 168 0 . 1 6 9 3 0 - 0 . 7 8 0 8 6 - 2 . 2 0 5 0 8 169 1 . 0 6 6 5 3 - 0 . 8 6 7 6 7 0 . 7 9 6 6 7 170 - 0 . 8 8 6 9 6 1 . 1 3 2 6 2 0 . 3 9 2 0 9 Case .Conduct Personality Socialized Problem Problem Delinquent 1 71 - 0 * 6 1 0 6 1 0*70762 - 0 . 5 6 9 7 4 172 0*33531 - 0 * 3 6 6 5 9 0*20146 1 73 -0 * 1 2 098 - 0 * 5 8 8 6 5 - 1 . 104 54 174 0 . 3 0 2 4 3 - 1 . 2 1 8 8 8 - 1 * 5 3 7 6 6 17 3 1 * 1777 3 0*6 1930 - 0 . 8 2 2 1 9 176 0*23450 0 . 8 8 9 5 7 0 . 5 0 0 0 3 177 0*62407 0*00019 0*61704 173 1*2 0967 0*04707 -0*4 5 6 7 1 179 - 0 * 3 3 2 1 0 0*03006 1*43678 183 1*48128 0 . 6 0 5 36 0*51725 18 1 1*1074 7 0 . 9 2 8 16 - 1 . 0 1 9 8 2 1 8 2 1*46311 - 0 . 12650 - 0 . 5 2 2 2 8 18 3 - 1 . 0 9 9 2 4 1*862 18 0*2 1196 18 4 1*75678 0 . 2 5 7 3 2 - 0 * 9 0 8 33 185 1*14695 0 . 2 0 7 16 - 1 * 2 2 7 9 4 185 0*66916 0*98932 0 . 2 9 1 6 6 187 -0 * 5 2 3 5 1 - 0 * 3 1 5 8 7 0 . 7 6 9 8 9 183 - 0 . 8 0 2 1 5 - 0 . 0 2 9 2 2 1 *05909 109 - 0 * 1 3 1 2 2 - 0 * 1 1 6 5 5 1 *34408 1 90 -0 *26366 -0 * 2 868 9 - 0 . 0 8 398 191 0*89974 -1 * 2 4 9 0 3 - 0 * 5 6 4 0 3 192 1 *54180 0*17 364 - 0 * 8 7 6 2 6 193 - - 0 * 6 3 9 4 5 1 .74701 0* 06706 194 ' 0 . 5 3 2 9 2 - 0 . 8 7 0 8 8 0 . 5 2 7 1 8 195 1 .0 0 3 1 1 -0 * 6 6 3 5 5 0 . 6 9 136 196 1*6078 9 -0 * 5 4 5 6 7 - 0 * 4 5 4 3 0 197 0*94292 -1 * 4 2 5 1 1 - 0 * 4 8 9 2 8 198 - 0 * 5 8 1 0 5 0 . 7 369 9 0 . 1 1 1 1 3 199 - 0 . 6 4 6 9 2 -0 * 2 8 3 6 6 1*21524 200 0*14733 - 0 . 2 2 0 1 5 - 1 * 0 2 6 2 7 201 0 . 5 0 7 8 2 - 0 . 6 2 1 5 4 0 . 7 7 7 2 5 202 . 0 . 7 5 1 1 7 -1 *00795 0 . 7 4 3 3 2 203 - 0 . 0 8 9 4 4 1 . 6 1 2 7 7 - 2 . 5 9 9 1 1 204 0 . 4 9 1 5 5 -1 .3 3 4 3 6 - 1 . 6 5 7 0 3 20 5 1 . 15592 0*89004 1*44846 206 -0 * 6 9 8 5 9 -1 *25778 - 0 . 0 4 3 6 4 207 0*66201 - 1 * 0 1 9 7 5 - 0 . 6 5 8 8 9 208. -1 * 5 6 8 0 6 1*84036 - 0 * 3 6 8 0 9 209 - 0 . 2 6 9 7 0 1 *72015 - 2 * 2 4 1 2 0 ■210 - 1 . 0 2 2 9 5 - 0 . 0 7 7 3 7 . 0 . 6 6 5 9 3 2 1 1 - 0 . 3 3 6 3 3 0 . 7 2 9 7 4 0*60732 212 1 .6 4 6 8 0 - 0 . 0 4 0 3 1 - 0 . 4 6 7 4 5 213 1 .4 8 2 0 2 0 . 4 0 0 9 0 - 1 . 1 6 7 2 0 214 0 . 6 2 0 6 2 -1*3 9 6 8 1 - 0 . 0 4 9 4 7 215 - 0 . 9 3 9 36 -1 * 1 3 6 6 7 0 . 0 1 0 0 4 117 36 Conduct P e r s o n a l i t y S o c i a l i z e d Problem Problem D e lin q u e n t 2 1 6 - 0 . 3 7 259 - 0 . 0 9 5 1 0 - 2 . 9 3 8 38 217 -1 .5 1 38 5 - 0 . 3 2 6 8 3 - 0 . 2 2 5 9 5 218 - 1 . 3 7 0 3 8 -1 .0 6952 - 0 . 6 7 5 8 6 219 0 . 0 1 5 9 7 - 1 . 1 1 2 86 0 . 5 0 4 2 1 22 0 0 a9 5966 1.62635 - 0 . 1 2 0 5 5 22 1 0 . 19 926 1.19789 - 0 . 7 4 2 79 222 - 1 . 2 3 5 3 8 - 0 . 7 3065 0 . 7 4 8 8 9 22 3 - 0 . 6 9508 - 0 . 7 8 9 0 8 1 . 0 1 6 2 5 22 4 - 1 . 0 7 1 5 1 0 . 2 5 0 9 7 0 . 7 9 0 1 7 225 I <.55897 0 . 1 8 6 5 6 - 0 . 5 8 112 2 25 - 1 . 3 7 1 0 9 - 0 . 5 9 6 9 8 - 4 . 0 8 1 6 1 227 - 1 . 1 ] 7 2 0 0 . 5 3939 0 .2 2 5 2 8 22 8 1 u59606 0 . 6 6 0 3 5 0 . 2 8 0 1 3 22 9 0 . 8 5 9 5 1 0 . O 0 ‘r 8 6 0 . 0 2 0 2 5 230 1 . 2 6 0 7 5 - 0 . 7 8 182 - 0 . 7 6 ^ 3 3 231 - 0 . 9 578 8 1.5630 1 0 . 8 6 6 2 2 232 1.6 3 2 8 3 - 0 . 6 3126 - 0 . 4 9 9 2 6 2 33 - 0 . 7 5 0 6 7 - 1 . 1 6 7 6 3 0 . 7 9 3 6 0 23 9 -1 .52 701 - 0 . 6 2 9 1 1 - 0 . 1R859 235 - 1 . 0 6 2 5 2 - 0 . 7 5896 0 , 7 7 548 236 - 0 . 9 55 87 —1.30168 0 . 1 5 0 6 0 2 37 - - 1 . 6 8 5 50 - 1 . 3 0 2 3 3 0 . 0 9 7 2 2 2 3 8 1.31701 -1 . 1 5 1 8 0 0 . 0 5 765 23 9 0 . 8 3 1 2 6 - 0 . 6 1 8 0 8 - 1 . 1 4 3 8 8 290 1 .3 9 2 7 3 0 ,3 3 6 8 6 0 . 1 1 3 3 6 291 ' - 0 . 5 9 6 5 0 - 0 . 19010 1.2 8 7 8 4 2 92 - 1 . 5 6 0 7 9 - 1 . 0 5 0 5 0 0 . 4 5674 29 3 1 .3 6 9 2 5 - 0 . 7 3 6 7 2 - 0 . 1 7 9 5 5 299 0 . 9 6 9 5 2 - 0 . 9 5 8 9 6 - 1 . 2 1 1 2 8 295 1.01378 - 0 . 5 1 3 5 0 -1 . 9 4 5 6 4 296 - 1 . 6 8 251 2 . 2 402 8 - 0 . 2 5 1 4 9 2 9 7 0 . 18657 0 . 0 9 564 0 . 9 2 8 3 0 298 1.18 2 2 5 - 0 . 7 6 8 8 5 - 1 . 0 4 3 1 4 259 1 . 0 0 5 2 8 - 0 . 6 8 6 2 2 - 0 . 6 9 2 7 7 250 1 .0 5 5 9 2 - 0 , 8 5 3 9 1 - 0 . 0 7 9 8 9 251 0 . 0 1 0 0 0 0 . 11726 0 . 8 3 2 7 5 252 ■1.02068 - 0 . 8 6 8 8 6 - 0 . 4 5 4 0 9 2 6 3. - 0 . 6 5 0 0 8 0 , 0 6 1 5 1 - 0 . 5 2 7 4 2 255 - 0 . 6 7 6 3 3 - 1 . 0 8 5 3 9 0 . 3 0 8 1 0 255 - 1 . 2 8 0 0 1 0 . 1 0 0 1 6 . 0 .3 2 3 5 1 256 0 . 7 1 1 8 7 ' - 0 . 0 8 7 0 2 - 0 . 5 6 9 1 9 257 0 . 9 6 1 6 6 - 0 , 9 4 5 0 9 - 0 . 6 2 2 2 2 258 0 . 6 5 8 9 9 0 . 5 0 7 3 3 - 2 . 4 2 0 4 6 2 59 .. 0 . 3 0 3 7 6 1.75893 0 . 5 3 4 8 2 260 0 . 9 6 6 6 5 0 . 8 8 0 4 0 0 . 3 8 3 7 8 118 Case Conduct Personality Socialized Problem Problem Delinquent 261 0 . 4 8 7 86 1 . 5 1 4 3 7 0 . 5 5 2 2 7 262 0 . 0 7 040 1 .2 6 5 0 3 0.6!* 6 1 8 263 0 . 4 3 9 4 7 - 0 . 4 2 2 7 8 0 . 7 4 327 2 6 4 — 0 . 2 0 2 9 4 2 . 0 6 3 3 2 0 . 0 3 4 8 8 265 - 0 . 6 3 2 6 5 - 0 . 6 4 5 5 2 - 0 . 1 3 2 5 6 266 - 0 . 3 3 7 0 6 - 0 . 1 1473 - 1 . 0 4 4 6 7 267 1.5 0 8 3 9 - 0 . 0 4 4 6 1 - 1 . 3 1 3 7 2 2 6 8 0 . 1 8 072 - 0 . 1 8 187 0 . 9 3 8 3 8 2 6 9 0 . 6 6 5 7 2 - 1 . 1 0 0 6 7 0 . 3 7 2 9 1 2 70 - 0 . 5 9 0 8 3 0 . 4 3 8 4 0 0 . 6 6 5 2 2 271 0 . 7 0 3 2 7 1 . 2 7 8 2 0 0 . 9 5 2 1 4 272 0 . 9 1 4 1 6 - 0 . 9 1 6 9 2 0 . 2 0 8 1 1 27 3 - 0 . 4 0 7 6 3 - 0 . 6 2 5 7 8 0 . 2 2 9 2 5 2 74 -1 . 9 6 4 0 0 - 0 . 2 5 7 3 8 - 0 . 1 3 0 2 6 2 75 - 0 . 2 8400 - 1 . 8 2 9 5 5 0 . 3 2 0 3 2 2 76 -1 .0 0975 -1 .1 1572 0 . 4 5 0 8 9 277 - 0 . 6 1 1 4 7 2 . 2 244 5 - 0 . 6 0 7 8 3 2 78 0 . 4 2 6 9 3 1 . 4 9 0 7 2 - 0 . 7 1 4 7 8 2 79 0 .6 1 168 - 0 . 2 7 1 5 7 0 . 5 8 6 7 9 2 8 0 0 . 4 4 4 0 9 0 . 9 5 5 6 7 1 . 0 4 3 4 9 281 - 1 . 2 2 1 2 0 - - 0 . 7 4 8 9 0 0 „ 5 8 8 8 5 2 82 0 . 8 4 0 0 4 0 . 7 1 8 8 7 1 . 0 0 0 6 9 283 - 1 . 0 8 1 8 2 ■ - 0 . 5 6 5 3 6 0 . 6 9 6 0 2 2 84 0 . 0 6 3 6 0 0 . 5 8 4 8 5 1 . 4 0 6 6 3 205 0 . 16413 0 . 3 1604 0 . 3 9 5 9 1 286 - 0 . 0 6 5 1 1 0 . 9 2 7 8 8 0 . 1 7 8 1 1 28 7 0 . 2 9 2 3 4 0 . 2 8 2 6 2 1 .2 5 8 4 5 2 8 8 - 1 . 1 2 1 9 0 - 0 . 8 3 2 5 5 0 . 4 3 7 5 0 28 9 - 1 . 1 2 4 1 7 1 . 4 8 3 9 9 0 . 4 07 36 290 - 1 . 7 2 5 9 6 - 0 . 8 1 8 2 6 0 . 1 7 549 291 1.4 6 2 5 9 0 . 2 8 7 0 5 0 . 6 7 304 292 - 1 . 4 2 1 7 1 - 1 . 0 8 2 2 6 0 . 3 6 7 6 4 293 0 . 0 7 4 4 4 - 0 . 6 1 6 4 5 0 . 7 4 7 1 3 2 94 - 1 . 3 2 5 2 7 • - 0 . 6 4 9 6 2 0 . 7 8 0 0 0 295 0 . 9 9 3 7 7 0 . 8 2 9 7 6 - 1 . 0 2 9 0 0 296 - 1 . 3 6 3 2 5 - 0 . 8 0 3 7 7 0 . 6 9 9 2 1 297 - 0 . 6 5 3 6 6 - 0 . 5 3421 0* 63446 298 1.46461 1 .028-19 - 0 . 1 0 4 1 4 299 - 0 . 4 2 5 6 9 0 . 0 8 3 1 4 0 . 7 3 2 8 0 300 - 0 . 5 8 1 6 3 - 0 . 6 6 7 7 2 0 . 9 2 3 9 7 301 0 . 1 1 7 1 1 0 . 8 3 6 8 9 1 . 0 3 0 9 6 302 0 .2 6 7 6 1 - o . o a o a i 0 . 9 2 9 9 6 303 - 1 . 0 9 6 3 3 - 0 . 1 5 0 2 6 0 . 5 6 4 8 6 304 ' - 0 . 6 7 0 0 3 - 0 . 5 7 7 2 8 - 0 . 2 1 2 8 7 305 0 . 3 7 2 4 7 - 1 . 4 7 9 2 7 - 0 . 0 5 6 1 4 119 Case Conduct Personality Socialised Problem Problem Delinquent 3 0 6 — 1 o 2 ! 606 0 ,3 0 0 8 1 0 , 4 5 862 307 - 0 , 7 7 3 0 6 0 o 23409 ' 0 , 8 1499 30 0 - U 003569 Ot, 16 56 8 0 a8 242 8 3 09 0 o 5 5 6 6 0 0 o 5 3 0 7 8 0 , 2 152 6 310 1,00163 0 ,1 7 9 2 4 0 ,5 5 2 2 7 311 —0 ,58 7 3 4 0 o72225 - 1 , 5 2 8 2 3 APPENDIX F STIMULUS BOARD 120 121 1 1 Brown, B ilo d e a u , and B aron S tim u lu s Board S u b je c t s e a t e d a t r e s p o n s e key 122 S ig n a l P r e s e n t a t i o n P a n e l and R e a c ti o n Tim er APPENDIX G DATA RECORD FOR EXPERIMENT SUCCESS TREATMENT 125 124 Subject C l a s s i f i c a t i o n _________ C o n d it io n s u c c e s s DATA RECORD S c h o o l D a te No. L ig h t No. F e e d b a c k RT o r i m p u l . No. L ig h t N o. F e e d b a c k RT o r im pul. 1 . 7 good 1 9 . 6 good 2 . 5 good 2 0 . 7 good 3* 7 bad 2 1 . 2 - 4 . 5 good 2 2 . 5 good 5- 7 bad 2 3 . 6 bad 6 . 6 good 2 4 . 6 good 7 . 8 - 2 5 . 11 - 8 . 5 bad 2 6 . 7 good 9 - 7 good 2 7 . 6 good 1 0 . 7 good 2 8 . 6 good 1 1 . 2 - 2 9 . 5 - 1 2 . 6 good 3 0 . 6 good 1? . 6 bad 3 1 . 5 good 1 4 . 7 bad 5 2 . 6 bad 1 5 . 10 - 2 5 . 5 good 1 6 . 5 good 5 4 . 1 — 17- 5 good 3 5 . 5 good 1 8 . 6 good 5 6 . 6 good 125 DATA RECORD (continued) Subject ____________________ School No. L ig h t No. F e e d b a c k RT o r i m p u l . N o. L ig h t No. F e e d b a c k R t . o r i m p u l . 57 - 7 good 57* 6 good 3 8 . 6 good 5 8 . 11 - 39- 6 good 59- 7 good 4 0 . 6 good 6o . 5 good 4 l . 4 - 6l . 5 good 4 2 . 7 good 6 2 . 9 - 4 5 . 5 bad S3. 7 good 4 4 . 5 good 6 4 . 5 bad 4 5 . 4 - 6 5 . 5 bad 4 6 . 7 good 6 6 . 7 good 47- 5 bad 6 7 . 6 good 4 8 . 5 good 6 8 . 9 - 49- 3 - 6 9 . 7 bad 5 0 . 6 good 7 0 . 7 good 5 1 . 6 good 7 1 . 6 good 5 2 . 5 good 7 2 . 10 - 5 5 . 5 bad 7 5 . 6 good - . 4 „ 5 4 . 8 - 7 4 . 7 bad 55- 7 good 7 5- 7 good 5 6 . 7 good 7 6 . 1 - APPENDIX H DATA RECORD FOR EXPERIMENT FAILURE TREATMENT 126 127 Subject C l a s s i f i c a t i o n DATA RECORD S c h o o l D ate C o n d itio n f a i l u r e No . L ig h t No . F e e d b a c k RT o r Im p u l. No . L ig h t No . F e e d b a c k RT o r I m p u l. 1 . 7 bad 19. 6 bad 2 . 5 bad 2 0 . 7 bad 7 good 2 1 . 2 - 4 . 5 bad 2 2 . 5 bad 5 . 7 good 2 3 . 6 good 6 . 6 bad 24. 6 bad 7 . 8 - 2 5 . 11 - 8 . 5 good 2 6 . 7 good 9 - 7 bad 2 7 . 6 good 1 0 . 7 bad 2 8 . 6 bad 1 1 . 2 - 2 9 . 3 - 1 2 . 6 bad 30. 6 bad 13- 6 good 3 1 . 5 bad 1 4 . 7 good 3 2 . 6 good 1 5 . 10 - 3 3 . 5 bad 1 6 . 5 bad 3 4 . 1 - 1 7 . 5 bad 3 5- 5 bad 1 8 . bad 3 6 . bad 128 DATA RECORD ( c o n t in u e d ) S u b j e c t ________________________ S c h o o l_________ N o. L ig h t F e e d b a c k RT o r I m p u l. No . L ig h t No . F e e d b a c k RT o r I m p u l, 37 • 7 bad 5 7 . 6 bad 00 i*\ 6 bad 5 8 . 11 — 3 9 - 6 bad 5 9 . 7 bad 4 0 . 6 bad 6o . 5 bad 4 l . 4 - 6l . 5 bad 4 2 . 7 bad 6 2 . 9 - 4 3 . 5 g ood 6 3 . 7 bad 4 4 . 5 bad 64. 5 good 4 5 . 4 - 6 5 . 5 good 4 6 . 7 bad 6 6 . 7 bad 47- 5 go o d 6 7 . 6 bad 4 8 . 5 bad 6 8 . 9 - 4 9 . 3 - 6 9 . 7 bad 5 0 . 6 bad 7 0 . 7 bad 5 1 . 6 bad 7 1 . 6 bad 5 2 . 5 g o o d 72 1 - 5 3 . 5 good 7 3 . 6 bad 5 4 . 8 - 7 4 . 7 good 55- 7 bad 75- 7 bad 5 6 . 7 bad 7 6 . 10 -

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Asset Metadata

Creator Brady, Richard Campbell (author)

Core Title Effects Of Success And Failure On Impulsivity And Distractibility Of Three Types Of Educationally Handicapped Children

Degree Doctor of Philosophy

Degree Program Educational Psychology

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, educational psychology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Meyers, Charles Edward (committee chair), Grings, William W. (committee member), McIntrye, Robert B. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-413438

Unique identifier UC11362244

Identifier 7023148.pdf (filename),usctheses-c18-413438 (legacy record id)

Legacy Identifier 7023148.pdf

Dmrecord 413438

Document Type Dissertation

Rights Brady, Richard Campbell

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA