University of Southern California Dissertations and Theses

School Behavior And Attitudes Of Retarded And Average High School Boys Asconcomitants Of Intelligence And Socioeconomic Status

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School Behavior And Attitudes Of Retarded And Average High School Boys Asconcomitants Of Intelligence And Socioeconomic Status

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Content SCHOOL BEHAVIOR AND ATTITUDES OP RETARDED AMD AVERA&B HIGH SCHOOL BOIS AS CONCOMITANTS OP IETELLIQEHCE AND SOCIOECONOMIC STATUS by Villiaa (korgi Vtiltr, Jr. A Dismi»ii«B Fr«>«ni»d it iht PACULTT OP THE SCHOOL OP EDUCATION UNIVERSITY OP SOUTHERN CALIPORNIA In Partial Palfillaont af iht RtfiirtBtnia for tho Dogroo DOCTOR OP EDUCATION August 1965 This dissertation, written under the direction of the Chairman of the candidate's Guidance Com m ittee and approved by all members of the Com m ittee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillm ent of the requirements fo r the degree of D octor of Education. Date. Guidance Committee Dean ▲GKNOVLEDGMKHTS This inrestigator wishes to oxpross appreciation to tho Huntington Boaeh High School District and to thoir sdainistratiTo staff, counselors, teachers, and students for thoir cooperation and assistance in this study* Special appreciation goes to Valter Vinters, District Psychologist of tho Huntington Beach High School District, for his assistance in securing data for this study* 8peeial appreciation goes also to Dr* D* Volty Leferer, Professor of Bdncation at tho Unirorsity of Southern California, and to Dr* Patricia Sianons, Director of tho Educational Research and Testing Department for tho Office of tho Orange County Superintendent of Schools, for their assistance in tho statistical analysis of the data* ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS................................... ii LIST OF TABLES..................................... ri Chapter I. INTBODUCTION TO THE 8T0DT................. 1 Purpose and Dtaip of tho Study Dofiaitioa of Tazoi Suhjeets Sources of Data for tho Study Orgaaisatioa of tho Data Hypothosoa Orgaaisatien of tho Bouaiudor of tho Study II. BEFIEV OF BELATED LITBBATOBB................ 13 Adoloaoout Cultmro aad Ita Bolatioa to Sesioossaoaic Status Iatolligouoo aad Its Bolatioa to Euriroaaoat Tho Ferseaality. Opiaieas. aad Attitudes of tho Botardod Bosoaroh Frohloas Suaasry III. FB0QEBUBS8, 80UBCES OF DATA, AMD HTPOTHB8 V ........................... 64 Distriot aad Coaauaity Faotora District Cooporatioa Dorolopaoat of tho Bosoaroh Iastruaoats Matohiag Froooduros DosoriptiTo Data oa tho Subjects Bolo of tho Couasolor ia Soouriag Data Data froa Other Sources Statistical Methods of Aaalysis Use of AhhroTiatioas Hypotheses iii Chapter IV* FINDINGS OF THE STDDX.................... Introduction General 8ohoel Attitudes School Activities Out-of—8ckool Honrs Tine Sfcst on Unreguired Hooding Tine Spont on Radio, Television, ond Movies Vnakor of Fkonogropk Records Owned Tostos ond Froforonoes Honeverk Toookors Parents* Satisfaction with School Job Proporotion Fart-Tiao Joks Job Proforonoo Attitndos toward Quitting High Sekool Ratings froa tko "Tost Behavior Observation Qnido" Health of tko Subjects Course Reooaaendations Seaester Orode Averages Strengths Observed by Teaokers Areas in Vhioh tko Teachers Felt the Subjects Heeded Iapreveaent Sekool Records of Unsatisfactory Behavior Results fron tko "Interviever*s Evaluation Shoot” V* SUMMARY, C0MCLUSI0M8, AND RECOMMENDATIONS • Subjects Methods of Obtaining Data Statistical Analysis of the Data HypaMM*** Organisation of tko Data Bunas ry of Behavior and Attitudes of the Oroup as a Vhele Suaaary of tko Difforoneos Discussion Conclusions Reooaaendations iv Page 88 281 Ckapt«r Pi|t APPENDICES....................... 339 APPENDIX A .............................. 340 APPENDIX B ............................ 342 APPENDIX C .............................. 344 APPENDIX D . . . . • .................... 346 APPENDIX .............................. 348 APPENDIX P .............................. 330 BIBLIOGBAPHI...................................... 333 T LIST 09 TABLBS Table Page 1. Maun igt in Noathit Mtu IQ, and Mean 8oeieeeoneaic Status Batimf • ••••.••• 71 2# Distribution of tko Subjects by Higk Sokool Classos • • ••••»*•» 72 3* Bunker of Subjeets vitk ifoa at or Abere tko Approximate Median i|o of 197 Mentks.................... 74 4* Comparison of Hypotheses H1 Tkrougk H14 • • « • 84 5* Frequency Distribution of Bosponsos to Quostionnairo Question 1s "In Sekool I Am Learning About __•" »••«••••••« 95 6* Frequency Distribution of Bosponsos to Quostionnairo Question 2s "I Vant to Learn About ••••»»••••»••» 96 7* Frequency Distribution of Bosponsos to Quostionnairo Question 3 s *Kjr Busiest Sokool York Is _____ 97 8* Frequency Distribution of Bosponsos to Questionnaire Question 4s "My lardost Sekool York Is __,".............. 98 9* Frequency Distribution of Bosponsos to Quostionnairo Question 5 s "Vkat I Like Best about Higk Sokool Is • ••••.« 99 10* Frequency Distribution of Bosponsos to Questionnaire Question 6 s "Vkat I Like Least about High Sokool Is • . ♦ # . ... 100 11* Froquoney Distribution of Bosponsos to Quostionnairo Question 10s "Vkat I Like Best about Uj Classos Is • "•••••••• 101 Ti Table Page 12. Irt(n«a«j Oiiiribaiira of Riipasts to Questionnaire Qaaiiira 11t "Vkat I Dislike about Hy Clasooo Is • ••.•• 102 13* Frequency Distribution of Bosponsos to Questionnaire Question 8s "I Think Sekool Balos Are • •••••••••• 103 14* Frequency Distribution of Bosponsos to Quostionnairo Question 66s "Of Vkat Value Is Sekool for You?" • •••••••• 104 1 3* Frequency Distribution of Bosponsos to Quostionnairo Question 68s "Vkat Are Tour Problems at School?** • •••••••• 103 16. Frequency Distribution of Bosponsos to f uostionnairo Question 69s "lev Can our Sekool Bo Iupro'rod?'* .......... • . . 106 17* Frequency Distribution of Bosponsos to Quostionnairo Question 16s "If You Had au Extra Hour in Sokool and Chose to Do One of tko Following, Vkat Vould You Do?” ......... • ........... 112 18. Froquonoy Distribution of Bosponsos to Quostionnairo Question 9s "In 8perts I ________113 19* Froquonoy Distribution of Bosponsos to Quostionnairo Question 17s "Yill You Ho Out for Athlbties in Higk Sekool?” . . . 114 20* Froquonoy Distribution of Bosponsos to Quostionnairo Question 18s "Vkat Sports Vill You Ho Out for?" ••••*••• 113 21. Froquonoy Distribution of Bosponsos to Quostionnairo Question 19s "Hare You Made Any Higk Sokool Athletie Teaas?” . ♦ . 116 22. Froquonoy Distribution of Bosponsos to Quostionnairo Question 20$ on Vhieh Higk Sekool Athletie Toans tko Subjeot Has "Hade" •*•«••••••••• 117 ▼ii t Table Pag* 23* Frt^nney Diatribatioa of Beapeases to Qaoatioaaairo Qaoatioa 21t "Haro Toa Voa lay Itkletie Boaora ia High 8ekool?” ................................. 118 24• Froqaoaoy Diatribatioa of Bospoasoa to Qaoatioaaairo Qaoatioa 29 s "If Sokool Voro Lot Oat aa Hoar Early for a Fop Bally aad Toar Toaokor Urged Toa to Go to It Bat Did Hot Beqaire Toa to Go, Vkat Voald Toa Do?” ................... 119 23* Froqaoaoy Diatribation of Bospoaaoo to Qaoatioaaairo Qaoatioa 7s "Ky FaTorito Sekool lettrity la .*.......... 120 26* Froqaoaoy Diatribatioa of Boopoaaoo to Qaoatioaaairo Qaoatioa 23# oa 8ekool lotiritioa Otkor Tkaa Sports ia Vkiek tko Sabjeets Farticipata........... * . . . 121 27* Froqaoaoy Diatribatioa of Bespeases to Qaoatioaaairo Qaoatioa 24* oa tko laoaat of Tiao Spoat per Veek oa Sekool letiTitioa Boaidea Sports ••«••• 122 28. Froqaoaoy Diatribatioa of Bospoasoa to Qaoatioaaairo Qaoatioa 23, oa Sekool lotiritioa Otkor Tkaa Sports ia Vkiek tko Sabjoota Participate •••••••••• 123 29• Froqaoaoy Diatribatioa of Boapoasos to Qaoatioaaairo Qaoatioa 26t oa 8ekeol letiTitioa Ittoadod •«•••»•»•••• 124 30. Froqaoaoy Diatribatioa of Bospoasoa to Qaoatioaaairo Qaoatioa 27s "Vkat Otkor Kxtra-Carriealar letiTitioa Voald Toa Like to Hoto at Toar Sekool?” . * . . ......................... 129 31* Froqaoaoy Diatribatioa of Bospoasoa to Qaostioaaa.iro Qaoatioa 28 s "lea Coaid Sxtra-Carriealar letiTitioa Bo laproTod at Toar 8ekool?” ••••••••• 126 Tiii Tabic Fag* 32* Frequency Distribution of BtapMiti to Qatatiauair* Qtaatiai 33s "Vhai Is ths Vaj Ira Sptid Tsar Tin* Aftar School?" . . . ............................ 137 33* Froquonoy Distribution of Bosponsos to Questionnaire Question 36 s "Vkat Is tko Way Ton Spend Tour Tia* in tko Bvenings?" • •••••••••••••••• 138 34* Froquonoy Distribution of Bosponsos to Questionnaire Question 37s "Vkat Is tko Vay Ton Spend Tour Tin* on VookondsT"................................ 139 35* Froquonoy Distribution of Bosponsos to Quostionnairo Question 38s "Vkat Is tko Vay Ton Spend Tour Tiao During Suaner Vacations?" * * . • • ........ • • • 140 36. Froquonoy Distribution of Bosponsos to Quostionnairo Question 49s "Hev Muoh Tin* Do Tou Spend Baok Vo ok Reading Magazines?" • ••••••••••••••• 146 37* Froquonoy Distribution of Bosponsos to Quostionnairo Question 90s "Bov Muoh Tiao Do Tou Spend Baok Vook Beading Books Otkor Than 8eh*el Books?" • •*.*• 147 38. Froquonoy Distribution of Bosponsos to ? u*stionnair* Question 39s "Bov Muoh iao Do Tou Spond .Baok Day Listening to tko Badio?"............................ 132 39* Froquonoy Distribution of Bosponsos to Quostionnairo Question 41s "Bov Muoh Tiao Do Tou Spond Baok Day Vatehing Television?"...................... . . . . 133 40* Froquonoy Distribution of Bosponsos to Quostionnairo Question 43s "Bov Often Do Tou Go to tko Movies?" •••••• 134 41* Froquonoy Distribution of Bosponsos to Quostionnairo Question 46s "Bov Many Booords Do Tou Ovn?" • •••••*••**• 197 i* Table Bag* 42. Fr«|«tae7 Diatribatioa of Boifouos to Qaoatioaaairo Qaoatioa 30s "Deaeribe tko Hair eat Stylo That I a Pofalar Hov vith Moat of Toar Frienda . " ....... 159 43• Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 31s "Doaoribo tho Boya* Clothing Styloa That Moat of loar Frioada Voar Hov." .............. 160 44* Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 40s "Vhat Radio Pregraas Do Toa Liatoa To?" • • • • • 161 45* Froqaoaoy Diatribatioa of Boapoaao to Qaoatioaaairo Qaoatioa 42s "Vhat Toloviaioa Frograaa Do Toa Vatoht" • • • • • 162 46* Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 44s "Vhoa Toa So to tho Morioa Toa Vaaally So (a) by Toaraolf. (b) vith Toar Faaily, (e) vith Other Follova, (d) vith a Dato" • . . .......................... 163 47* Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 47s "Vhat Kiad of Maaio Ia oa Moat of Toar Boeordat” • • • 164 48* Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 45s "Vho Ia Toar Favorito Singer?" .................. 165 49* Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 48s "Vhat Magaaiaoa Do Toa Boad?" •••••••••• 166 50. Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 51s "Vhat Booka Do Toa Boad?"...................... 167 51• Froqaoaoy Diatribatioa of Boapoaaoa to Qaoatioaaairo Qaoatioa 52s "Vhat Thiaga Voald Toa Lika to Do ia Toar Spar* Tia* That Toa Do Hot Do Hov?".................. 168 z Table 32. Frequency Distribution of Responses to Questionnaire Question 32t "Hov Muoh Tine Do Tou Spend Kaeh Day on Homework?" • • • • • • • .............. 173 53* Froquonoy Distribution of Responses to Questionnaire Question 33t "Do Tou Hare a Quiet Place in Vhieh to Study at Hone? Tes __ No _" ............ 174 54. Froquonoy Distribution of Responses to Questionnaire Question 34t "Describe Tour Flaee of Study."......... 173 33* Froquonoy Distribution of Responses to Questionnaire Question 12i "Most Teaekers Ire (a) Friendly (b) Not Friendly . *...... ................ 179 36. Frequency Distribution of Responses to Questionnaire Question 13s "Most Teachers (a) Hire Easy Sokool York (b) Giro Hard School York ." . . 180 37. Froquonoy Distribution of Responses to Questionnaire Question 14s "Most Teachers Are (a) Interested in Teen-agers _ (b) Not Interested in Teen-agers ••••••••••*. 181 38. Froquonoy Distribution of Responses to Questionnaire Question 13s "Most Teaekers Are (a) Villing to Help Out in Activities (b) Not Villing to Help Out in Activities ••••«••• 182 39* Frequency Distribution of Responses to Questionnaire Question 62 s "Are Tour Parents Satisfied vith the Sekool Ten Attend? Tes _ No " •••••••• 183 60. Froquonoy Distribution of Responses to f uestionnaire Question 34s "Hov Vill ou Get This Job?"..................... 183 Table Pag* 61• Frequency Distribution of Bosponsos to Quostionnairo Question 55s "Vkat Coursos Hare Tou Had That Vill Holp Tou Dot a Job?" ........... 186 62. Froquonoy Distribution of Bosponsos to Quostionnairo Question 56s "Vhat Jobs Do Tou Do Around tho House?" • • • • • 187 63. Froquonoy Distribution of Bosponsos to Quostionnairo Question 57s "Do Tou Beoeive an Allevanoe?" •••••••••• 188 64* Froquonoy Distribution of Bosponsos to Quostionnairo Question 58s "Hov Muoh Allowance Do Tou Dot per Week?" •••••• 189 65* Froquonoy Distribution of Bosponsos to Quostionnairo Question 59s "Do Tou Haro a Part—Tine Job Outside of Tour Hone?" ................. 196 66. Froquonoy Distribution of Bosponsos to Quostionnairo Question 60, on Part— Tine Jobs Outside tho Hone *•»••••• 197 67* Froquonoy Distribution of Bosponsos to Quostionnairo Question 61s "Vhat Is Tour Bate of Fay per Hour?” •••••••• 198 68• Froquonoy Distribution of Bosponsos to Quostionnairo Question 53s "Vhat Job Vould Tou Like to Haro Vhen Tou Finish School?".......................... 200 69* Froquonoy Distribution of BosponlTos to S estionnaire Question 64s "Vould Tou it Sehool Hov If Tou Had tho Offer of a Full-Tine Job Tou Liked and Tou Did Hot Hood Any More Bdueatien Than Tou Hov Have to Qualify for It?" •••••«• 205 70* Froquonoy Distribution of Bosponsos to Quostionnairo Question 67s "Vhat Are Tour Plans for Finishing High School? Do Tou Flan to (a) Graduate, (b) Finish tho Bleventh Orado, (o) Finish tho Tenth Grade, (d) Finish tho Hinth Grade". . . . . 206 zii Table F»f« 71. Xuibir of Subjects vith Bating# At cr Above "5" for "Aneunt cf Speech" en the "Test Behavior Obserratien Guide" ...•••»• 209 72. Nnaber ef Smbjeets vith Batings At er Above "5" for "Anxiety" en the "Test Behavier Observation Guide" t •••••• 210 73. Nnaber of Subjects vith Batings At er Above "3" for "Self-Cenfidenee" on the "Test Behavier Observation Guide" •••*•••• 211 74* Nnaber of Subjects vith Batings At er Above "3" for "Effort Displayed" on the "Test Behavior Observation Guide" 212 73* Nnaber of Subjects vith Batings At or Above "3" for "Ceeperatien Given to Exaainer" en the "Test Behavior Observation Guide" • 213 76. Nnaber of Subjeets vith Batings At or Above "3" for "Interest!in Tasks" on the "Test Behavier Observation Guide" ••••••• 214 77* Nnaber ef Subjeets vith Batings At er Above "3" for "Vinningness of Versemelity" en the "Test Behavier Observation Guide" « « • 213 78. Nnaber ef Subjeets vith Batings At er Above "3" for "Introversion vs. Extroversion" en the "Test Behavior Observation Guide" . 216 79. Sign Tests en Batings fron the "Test Behavier Observation Guide" •««•••••*••• 217 80. Analysis of Tarianee 8uaaary for "Aaeunt ef Speech" Batings en the "Test Behavier Observation Guide" »•««••••*••• 218 81. Analysis ef Tarianee Suaaary for "Anxiety" Batings en the "Test Behavier Observation Guide".............................. . 218 82. Analysis ef Tarianee Suaaary for "Self- Cenfidenee” Batings en the "Test Behavier Observation Guide" 219 xiii Takle *»«• 83* iuljiis of Ttriuct 8u t r j far "Iffart SiafUyad" laili|i o k iha "Tost Bahaviar Obaamtioa flviia" • •••••••••*•« 219 84. iuljraia of Yariaaoo 8i— ry for "Geoperatiea Qirea to Bxaaiaor" BatiKgs on tko "Toot Bokarior Oksorration Quid*" *••«««*• 220 85* Analysis of Yoriaaeo Suaaary for "Iaterost la Tasks” Batiago oa tko "Toot Bokarior Okoorratioa Quids" ••••••••••••• 220 86* Analysis of Yariaaoo Suaaary for "Viaaiagaoss of Porsoaalitj" Batiago oa tko "Toot Bokarior Okoorratioa Qaido" •••••••• 221 87* Aaalysis of Yariaaoo Suaaary for "Iatroror- oioa vs. Bztrororoioa" Batiago oa tko "Toot Bokarior Okoorratioa Qaido" • • • • • 221 88* Hoaltk Batiago froa tko "Toaekor Okoorratioa aad Batiag Skoot" ••••• .............. 227 89* Naakor of Snkjoeta ia Adaptiro Pkyoieal Bdaeatioa or Hariag a 8okool Booord of Hoaltk Diffioultioo Otkor Tkaa Moatal Botardatioa Vkiek Migkt Botard Sekool Learaiag • 228 90* Course Boeoaaoadatioaa froa tko "Toaekor Okoorratioa aad Batiag 8koet" ••••••• 231 91* Huaker of Sukjeets Vke Boeoirod Pkyoieal Bdaeatioa Qrados of "C" or Higkor • • • . • 237 92* Huaker of Sukjeets vitk Soaootor Qrado ▲rerages At or Akoro 3*0 for 8poeial (BNB) Classes or Coaparaklo Regular Classos (Baglisk, Soeial 8tudiost Matkoaatieo) • • • 238 93* Huaker of Sukjeets vitk Soaootor Qrado Arorago At or Akoro 3*0 for All Classes Takea............................ 239 94* Analysis of Yariaaoo 8uaaary for Pkysieal Bdaeatioa Qrados •••••••••••••• 240 air Table *»*• 99* iatlTiis of Yariaaoo 8a— ry for Qrado Aterages for Speeial Bdaeatioa (BIB) Classoa or Comparable Begalar Classos (Aiglish, Soeial Stadias, Matheaaties) • • • 240 96* Aaalysis of Yariaaoo Snaasry for Qrado Arerages for 8oaoctor Qrados froa All Classos Takea tho Fall 8oaostor of 1963-64 .................................... 241 97* Batings for 8troagths froa tho "Teacher Obsorratioa aad Batiag Shoot" • ••••••• 249 98* Batiags for Strengths froa tho "Toaehor Obsorratioa aad Batiag Shoot" • ••••••• 246 99* Batiags for Strengths froa tho "Toaehor Obsorratioa aad Bating Shoot" • ••••••• 247 100. Sign Tests oa Batiags for Strengths froa tho "Toaehor Obsorratioa aad Batiag Shoot"...................................... 248 101« Batiags for Areas Hooding Iaproroaont froa tho "Toaehor Obsorratioa aad Batiag Shoot"...................................... 293 102* Batiags for Areas Hooding Iaproroaont froa the "Toaehor Obsorratioa aad Batiag Shoot"............................... 294 103* Batings for Areas Hooding Iaproroaont froa tho "Toaehor Obsorratioa aad Batiag Shoot" . . ................ 299 104* Batiags for Areas Hooding Iaproroaont froa tho "Toaehor Obsorratioa aad Batiag ftheet"...................................... 296 109* Batiags for Areas Hooding Iaproroaont froa tho "Toaehor Obsorratioa aad Batiag Shoot" . . .......... 297 106* Batiags for Areas Hooding Iaproroaont froa tho "Toaehor Obsorratioa aad Batiag Shoot"...................................... 298 X T Takle Fag* 107* Bating* far Areas Heading Inprorenent fran the "Teaeker Okserratien and Bating Skeet"..................... 259 108. Sign Taats an Bating* far Araa* Haading Inproranent fran tka "Teaeker Oksarration and Bating Skaat" • • • ........ 260 109* Bunker af Subject* Vko Vara Trnant At Any Tina Daring tka 1963-64 Sekaal Zaar • • • • 265 110. Hanker af Subjeets Baring Any Hon-Illness Absanea* During tka First Sanastar af tka 1963-64 Sekaal T a a r................. 266 111* Hunker af Subjeet* Vka Dropped Oat af Sekaal Daring tka 1963-64 Sekaal Taar • • • 267 112, Hanker af Subjects Saspandad At Any Tina Daring tka 1963-64 Sekaal Taar ••••••• 268 113. Hanker of Subjects Vka Baaairad Any Yarning* akaat Any Farn of Miskakarior in tka 1963-64 8ekaal Taar ; • ................ 269 114* Hankar af Subjects Tardy At Any Tina in tka 1963-64 Sekaal T a a r..................... 270 115* Hankar af Subjects Vka Baaairad Unsatisfactory Citisenskip Grades far Fkysiaal Bdaeatian for tka First Sanastar af 1963-64 • • • • • 271 ' 116* Hankar af Subjects Vka Baaairad Any Unsatis- faatary Citisenskip Grades far Spaaial Education Classes Or Canparakls Bagalar Classes (Euglisk, Social Stadias. Matke- natics) Taken First Sanastar 1963-64 . . . . 272 117. Hankar of Subjects Vka Baaairad Unsatisfnotary Citinknnkip Grades far Any Classes Taken tka First Sanastar af 1963-64 273 118* Sign Tests an Unsatisfactory Sekaal Bokarior , 274 119* Frequency Distrikatian af Bespenses ta Ques tionnaire Question 70s "Her Lang Hare Tan Lirad in tka Hnntingten Baack Higk Sekaal AreaT* ••••••«•••••••••••• 351 xri Tablo F»|« 120* fr«|tm«7 SistritatitA of Roopoaooo to Qaoatioaaairo Qaoatioa 71t "Vkoro Rid Tow Liro Boforo Tow Cawo to This AroaT" ...... .......................... 352 zrii c r a m i IBTB0D1TCTIQ* TO IBS 8TOST Tka Etpwi to tii> frtiidtni aad* by tka Frtiii«it's Panal aa Miatal SttarlaiiM (1062) kai ihtvi that tka ada- •akla aaatally ratardad atadaata ia tka aakaal* taad ta omi diaprapartianataly fraa fiuiilias vitk lavar saaia— aaaaaaie atataa. Tka Califaraia Stady Caaaiasiaa aa Maatal Batardatian (1964) azaaiaad aakaal raaarda ia tka Laa Aagalaa City Sekaala aad faaad tkat tkaaa ekildraa ia tka lavar aaoiaaoaaaaie graapa kad a kigkar pravalaaaa af aaatal ratardatiaa. At tka aaaiar kigk laval, 4«4 par aaat af tka atadaata kaviag lav aaaiaaaaaaaic atataa vara aaa- aidarad ratardad. Tkia vaa aaaparad vitk 2.4 par aaat af tka atadaata kaviag aiddla-elaaa atataa aad 1.3 par aaat kaviag kigk aaaiaaaaaaaia atataa. Tka bakaviar af atadaata ia graatly iaflaaaaad by tkair aaaiaaaaaaaia atataa ia tka aaaaaaity (Yaraar, Havig— karat, aad Laab, 1944) MaaSaaald, MaOaira, aad Bavigkarat, 1949| Halliagakaad, 1949| aad Caatar, 1959)* Tka raaalta af Baaaall aad 8tafflra*a (1959) atady af tka aaaiatallaotaal akaraatariatiaa af tka giftad iadi- aatad tkat akaraatariatiaa vkiak vara baliavad traa af tka 8 r > « 8 9 a a ■ * t s . 5 : I I :« ?i a • s : t * IT ■ - t i E ft 8 8 * 1 f & ■ s . 0i «f 3 a 3 * • a a E f e j • a H a ft » 1 « ► a e E * e «f ft s a « * > € * • K* E a £ a H a f i S- a 8 s a • a a* a* H* ►* * a a r a 8 * a a a1 a E a a N a a 0* a a M E a a * K p «► « * • a E a a (O ; 5 « 3 8 ? a 0 a a a r a a a* \ E a a * «► a a a a a a s t a a a a a s I 8 ** a x a* a a a x a a a • & a & f a- a a x r s E E a x ° I ( 8 S I 3 s a 0 * i 8 t a a s « 3 8 % r— ft H i a a- I * *• y a- 8 8 a a a a a p » i a x ? a a* a 0. E I E a* a a a a a* 8 t a a 8 C a a 8 & 0 a 0 a I * a a a a a a a 8 i a a a 0 a ft a 0 a a • E f I I 9 a a a r a a a a E a a X E a a a a E a a 0 a 0 a a a & a X 0 8 a 0 a a a E a a r 8 a a a X a a a * a X a 8 ft a. I a a E E a r 8 a a a a a 8 a 3 a I ? a a X a a s 0 a a a t 8 a a i 8 0 a 0 a a & ft 8 ft a a X ft X a £ p x a a 0 E p £ a E a a io a a a a T X a * a a a 0 a a 01 • a a a & r 0 a ft a a : E a - — a w a H 0* a *ia*aaaTP P»W* VTO* ••TU'— J IwaT«»j -aii ^ftlt-aiffTt Xxataai a^% j a au^ iiajaa aiat pa^j?I aad a t*rag* kigk aok**l boys ia tk* study vor* r*lat*d t* s*ei**«*a*aie status aad/*r iatolligoaeo. It vas a*e*ssary first t* explore tk* s*k**l bokarior aad attitudos of oaek of tko folloviag four groupst (1) oduoablo aoatally ro ta rdod boys vitk lov sooiooeoaoaio status9 (2) boys of arorago iatolligoaeo vitk lov sooiooeoaoaio status, (3) oduoablo aoatally retarded boys vitk kigk seeiooeeaoaie status, aad (4) boys of arorago iatolligoaeo vitk kigk soeioeeoaoaio status. Coaparisoas vor* tkoa aado aaoag tko four groups for oaek typo of bokarior to dotoraiao vkotkor tko bokarior vas related to soeieeeoaeaie status, to iatol- ligoaeo, or to a eoabiaatioa of botk. Vkea, for oxaaplo, tvo groups vitk tk* saao iatolligoaeo but difforoat seeio- oeoaoaie status voro fouad to differ froa oaek otkor ia a particular typo of bokarior or attitude, siaee iatolligoaeo vas kold ooastaat, tkat typo of bokarior vas assuaed to b* related to sooiooeoaoaio status. Ooarorsoly, vkoa tvo groups vitk tko saao soeioeeoaoaio status but difforoat iatolligoaeo vor* fouad to differ froa oaek otkor, siaee sooiooeoaoaio status vas kold ooastaat, tko typo of bokar ior ia vkiek tkoy differed vas assuaed to bo related to iatolligoaeo. Tko kaovlodg* of vkotkor oortaia spoeifie differ— •aoos ia tko sekool bokarior aad attitudos of retarded aad arorago kigk sokool boys ar* related to iatolligoaeo aad/or sooiooeoaoaio status oould kelp odueators ia tko folloviag tkrit vtjit (1) H«Mi«r> aaald kattar «aA«riiui tk« aakaal ktkftTior aad attitadaa af tka atadaata kariag kigk ar lav aaaiaaaaaaaia atataa aad ratardad ar araraga iatal- ligaaea larals* Cartaia aakaal kakariar aad attitadaa aaak aa poor aakaal dapartaaat vay ka ralatad ta lav aaaiaaaa aaaia atataa ratkar tkaa lav iatalligaaaa* (2) Sdaaatara aaald kattar aadarataad tka ralatiaaakip katvaaa aaaia- aaaaaaia atataa aad iatalligaaaa* Cartaia kakaviar aad attitadaa aay ka ralatad ta a aaakiaatiaa af aaaiaaaaaaaia atataa aad iatalligaaea faotars* (3) Sdaaatara aaald kattar plaa aarriealaa aad daralap taaekiag aatkads ta aaat tka aaada af atadaata fraa lav aad kigk aaaiaaaaaaaia lavala aad ratardad aad araraga iatalligaaaa lavala* If saaia- aaaaaaia atataa iaataad af ar ia additiaa ta iatalligaaaa ia faaad ta ka ralatad ta aad paaaikly ta iaflaaaaa aakaal kakariar aad attitadaa9 tkia aaald aaggaat tkat aaltara aa vail aa iatalligaaaa akaald ka takaa iata aaaaidaratiaa vkaa plaaaiag aarriaalaa aad daralapiag aatkada far taaak- iag tka ratardad* Safiaitiaa af Taraa ■daoakla aaatally ratardad Tka tana "adaaakla aaatally ratardad" rafara ta tka atadaata vka ara aaatally iaoapakla af gaiaiag fraa ar af aaapatiag ia ragalar aaadaaia alaaaaa kat vka ara aapakla af aagairiag liaitad aaadaaia akilla at a alavar paaa aad at a lever aaadaaia laral that ike ragalar eivdeiie. Beetvse ef tkair leaniii kavdieaf, after prefer eereeaiai aad ease eiidj| ikeae itadeiti ara placed ia epeeial adaaa- Ia this stUj, the ten "eduoakle aeatally retard- ad," eftea akkrariatad "EMB," refers to the edaeable aaa- tally retarded keys vka vere sahjeets ef the atady. Tkair IQ*a ranged frea 53 threagh 84 aa iadiridaal iatalligaaaa taata. Ia tka kigk aakaal diatriat vkara tkia raaaarak vaa aaadaatad, tka typieal alaaa laad far tka adaaakla aaatally ratardad aala atadaat vaa fiva ar aiz alaaaaa. Tkraa af tkaaa alaaaaa vara apaaial admaatioa alaaaaa ia Zagliak, aaaial atadiaa, aad aatkaaatiaa ar aaianaa. la additiaay tka adaaakla aaatally ratardad aala atadaata taak ragalar pkyaiaal adaaatiaa aad aaually aaa ar tva ragalar akap ar arafta alaaaaa. Ragalar alaaa atadaata Ia gaaaralf tka tara "ragalar alaaa atadaata" daaigaataa tka kigk aakaal atadaata tsikiag ragalar alaaaaa aad aat takiag apaaial adaaatiaa alaaaaa. Ia tkia atady tka tara ia aaad ta daaigaata tka aakjaata af tka atady vka vara ragalar alaaa atadaata af araraga iatalligaaaa. Ia tkia atady tka tara "araraga iatalligaaaa" ia aaad ta daaarika tka ragalar alaaa atadaata vka vara nkjtois ia 'ibis atady, aad vka, aeeardiag ta aabaal raa— arda, bad raaairad IQ*a af 90 tbraagb 110 aa graup iatalli gaaaa taata* Saaiaaaaaaaia atataa Tba aaaiaaaaaaaia atataa af aaab aabjaat aaa datar- aiaad fraa tba aeeapatiaa af tba fatbar aa ratad aa aa aigbt—paiat aaala* Tbia aaala, vbieb vaa aaad by Halliaga- baad aad Kadliab (1958) aad aadifiad by Marear (1963), ia aa fallavas 1* Higbar azaaatiraa, prapriatara af larga eaa- earaa, aajar profaaaiaaala* 2* Baaiaaaa aaaagara, prapriatara af aadiaa aimad buaiaaaaaa, laaaar prafaaaiaaala* 3* Adaiaiatrativa paraaaaal, aaall iadapaadaat baaiaaaa prapriatara, aiaar prafaaaiaaala* 4* Olariaal aad aalaa varkara, taebaiaiaaa, avaara af littla baaiaaaaaa* 5* Skillad aaaaal aaplayaaa* 6* Maahiaa aparatara aad aaaiakillad aaplayaaa* 7* Uaakillad aaplayaaa* 8« Baliaf (pablia ar privata), aaaaplayad, aa aeaapatiaa. 8abjaata vbaaa paraata had aaempatiaaa ia tba firat faar aatagariaa af tbia alaaaifiaatiaa vara aaaaidarad ta bava "high aaaiaaaaaaaia atataa," vbila aabjaata vbaaa ftrcats had •eeaptiiraa ia tha last fair aatagariaa vara oaaaidarad ta kava "lav aaaiaaaaaaaia atataa** Sakjaeta 111 af tha aakjaeta vara fraa tha aaaa aalaatad 8aathara Califaraia high aakaal diatriet, vkiak at tka tiaa af tka atady aaaaiatad af tva aaaprakaaaiva kigk aakaala kaviag a total af approximately aix tkaaaaad atadaata* Tka aixty-faar aabjaata vara dividad iata faar graapa ar "eaUa" aa fallavat 1* Savaataaa adaaakla aaatally ratardad kigk aakaal kaya vitk lav aaaiaaaaaaaia atataa* 2* Savaataaa kigk aakaal kaya af avaraga iatalli gaaaa vitk lav aaaiaaaaaaaia atataa* 3* Fiftaaa adaaakla aaatally ratardad kigk aakaal kaya vitk kigk aaaiaaaaaaaia atataa* 4* Piftaaa kigk aakaal kaya af avaraga iatalli gaaaa vitk kigk aaaiaaaaaaaia atataa* Tka ratardad auhjaata vara aatekad vitk avaraga aatjaeta aaaardiag ta tka grada ia aakaal aad tka aeaapa- tiaaal atataa af tka fatkar* All tka aabjaeta vara vkita aalaa vka vara attaadiag kigk aakaal dariag tka 1943—1964 aakaal yaar* Saaraaa af Data far tka Stvdy Tka iafaraatiaa aaad ia tkia atady vaa aaaarad fraa tka fallaviag aaaraaat 1* "Sekeel Bekavier aad itiiiiAta Qaestieaaaire*" IaiiTidul aineivrti iaiarriava vara bald batvaaa tha amk— jeota aid tko kigk aakaal oauaalari. Tko eouaalar raai aaak fiaatiaa aa ika ^aaatiaaaaira orally vkile tko aabjaot road tko gaeatioa aileatly. Tko eoauaoolor tkaa vroto tko student's ansvers rerbatin. (So# Appoadix A* ) 2* "Toot Bokarior Observation Guide." Iaaediately after oaok iaterviev tko eeuaseler ratod tko subject oa kis behavior dariag tko iatorriov* (Boo Appoadix B.) 3* "Teacher Oksorratioa aad Batiag Sheet*" Saek toaekor vko vaa earroatly toaekiag oao of tko sixty—foar atadoata ia tko study vaa aakod to fill oat a teacher's ratiag akoot for oaok elaaa poriod ia vkiok tko atadoat vaa oarollod vitk tkat toaekor* Tkia akoot vaa a aodifiod fora of tko aekool district's "Toaekor Batiag Bkoot for Breshaaa Ceafereaee*" (Boo Appoadix C*) 4* Aeadeaie aad eitisoaakip gradea for tko fall aoaoator of 1943* Tkeae voro aoearod froa tko kigk aekool district's IBM oeatral roeord filoa* 5* Attoadaaeo roeorda for tko fall aoaoator of 1943* Tkeae voro aoearod froa tko kigk aekool distriet's IBM eoatral roeord filoa aad froa tko aaator file at each of tko tvo aekoola* 4* Btadoat koaltk roeorda* Moaltk iaforaatioa vaa aoearod froa tko eaaalatiro koaltk foldora ia tko aarae'a offieo at oaok aekool* 9 7* Master file uuris* tkata sards contained rsesrds of disciplinary actions aad aauialiif intervievs* 8. "Ptraaial Data Skaai*" Information aa tka oeeupatien of this fatker, sckool attended, aad grads ia sskosl vaa sseorsd frea tks "Personal Data Skeet" vkiek tks district required ks filled sat by sack stadsat attending a kigk sekeel in tks district* 9* CaaolatiTs felders* IQ's frea group tests vere foand fer tks students ef average iatelligeaee frea tkeir cumulative felders* 10* -Psyekelegist's recerds* IQ* a frea individual tests vere feaad fer tke edueable mentally retarded stu dents frea tke psyekelegist's reeerds* In addition, tke sekeel attended9 grade in sekeel, age, and fatker*s eeeu- patien vere ebtained frea tke psyekelogist*s reeerds fer 11* "Interviever's Evaluatiea 8keet*" At tke eoa- pletien ef all ef kis intervievs, eaek eeuaseler aade a oenparative evaluatiea ef eaek student ke kad interrieved* (See Appendix D*) Organisation ef tke Data Tke information ebtained frea tke questionnaire vas organised into tke felleviag fourteen sections* (1) Oeneral Sekeel Attitudes, (2) 8ekeel Activities, (3) Out-ef-Sekeol 10 lout, (4) Tiaa 8|nt n Uartfiirti l«tlla|f (5) Tin lytit ra lalii, T«l«Tifira, ui (6) Mub«r af Fhaaagraph 8*«tri« 0v m 4, (7) Taaiti aad Prafirtteti, (8) Hoaovork, (9) Ttaektri! (10) Faraata* 8atiafaetiaa vitk 8ohaal9 (11) Jok Praparatiaa, (12) Fart-Tima Joba9 (13) Jab Frafar- % anea, aad (14) Attitadaa tovard Qaittiag High 8ehoal* Tha aaaqaaatiaaaaira data vara argaaisad iata tka fallaviag aigkt aaetiaaas (1) Batiaga froa tka "Taat Baharior Obaarratiaa Qaida9" (2) Haaltk af tka 8abjaata9 (3) Couraa Raeoaaaadatiaaa9 (4) Saaaatar Qrada Avaragoa, (9) Straagtka Obaarrad by Teachers, (6) Areaa ia Vhieh Taaekara Fait tka Smbjeets Vaadad Improvement, (7) Sahoal Raearda of Uaaatiafaetory Behavior, aad (8) Raaalta fraa tka "Iatarriavar'a Evaluatiea Sheet*" • r Hypatkaaaa Thara vara tva aaia hypatkaaaa ia thia atudy* Tha firat, Qaaaral Hypatkaaia I9 vaa aa follovas "Tka diffaraat aokaal behavior aad attitmdaa af high aekaal baya af araraga iatalligaaea aad adaeabla aaatally ratardad kigk aokaal baya ara eaaoaaitaata of diffariag lavala af aocioacaaaaie atatua*" Tka aaaaad9 Qaaaral Hypatkaaia II9 vaa aa fellevas "Tka diffaraat aokaal bakaviar aad attitadaa faaad vkaa eaapariag tha kigk aekaal baya af araraga iatalligaaea vitk tka adaaabla aaatally ratardad kigk aekaal baya ara een- aaaitaata af tka diffariag lavala af iatalligaaea*" 11 Speeifie kypetkeaes i«nutiB| Otitnl Hypatkaaia I aad kypetkeaes a«|f»rtii| Qmral Hypetkesis II vara feraalated* la additiea9 iva direetieaal kypetkeaes vara feraalated aad iasiad far aaak af tka faartaaa tjfas af qaestieaaaire data aad far aaak af tka firat serea types af aeaqaestieaaaire data* Orfaaisatiaa af tka Beaaiader af tka Stady Ckaptar I kaa iatradaaad tka atady ky preseatiag tka plaa aad parpaaaa af tka stady9 ky defiaiag iapartaat taraa9 aad ky saaaarisiag iaforaatiaa akaat tka sakjeets, tka aaaraaa af data9 tka ergaaisatiea af tka data9 aad tka kypetkeses* Ckaptar II praaaata a rariav af tka litaratara ralatad ta tka atady* Tkis rariav af tka litaratara ia eaaearaad vitk vritiags dealiag vitk rariaaa aapaata af (1) adalaaeaat aaltara aad ita ralatiaa ta aeeieeeeaeaie states, (2) iatalligaaea aad ita ralatiaa ta earireaaeat, aad (3) tka perseaality, apiaiaaa9 aad attitadaa af tka retarded* Ckaptar III praaaata a deaeriptiea af tka kigk aekaal diatriat ia vkiek tka atady vaa aade9 aad tka pre- aadaraa9 atatiatiaal teats, aad kypetkesea asad ia tka atady* Ckaptar IT praaaata tka resalta af tka atatiatiaal aaalysis af tka data fraa tka "Sekeel Bekarier aad Attitadaa Qt«stiomirtN ud froa m i n i aekool roeorda aad ratiags of toaokora aad iatarriavara. Ckaptar T aoanariaoa tke atady, drava eeaelaaieaa, aad praaaata raeaaaiaadatioaa far fatara atady* CHAPTER II REVIKV OP RELATED LITERATURE This itvij ianiiigtiid vktihir tke tekaol kekavier and aitiindta of f omr groaps of high oekool koya voro related io ■oeiooconovie statu aad/or iatelligeaee. The liiorotvro appears to doal only indirectly vitk tko issues. Tko roviov of tkis poripkoral litoratnro is divided into tkroo sootioas doaliag vitk various aspoets of (1) adoles- eoat avltvro aad its rolatioa to soeieeeeaeaie status, (2) iatolligoaoo aad its rolatioa to eavireaaeat, aad (3) tko personality, opinions, aad attitados of tko retarded* Tko litorataro for oaok of tkese tkroo sootioas is first saaaarimod at tko kegiaaiag of tko sootioa* Adolosooat Caltare aad Its Rolatioa to Booiooooaoaio Btatas Tko roviov of tko solootod litorataro oa adolooooat oaltaro aad its rolatioa to sooioooaaoaio statas skovod tko folloviag (tkis is a sssasry, vitk detail kolov)s 1* Tkoro is aa adolosooat oaltaro, aad tko kigk sokool provides aa ideal place for tko older stadoats to pass tkis oaltaro oa to tko yoaagor stadoats (Baitk, 1342). 2* Tko adolosooat society kas a social statas aad 13 14 rmri system that varies frea sehsal ts sshssl (Celeaaa, 1941). 3* Peer ideatifieatiea sf miath aad tsath grads hays vas aegatively ssrrslatsd vitk a plsasaat heae ataes- phere aad the aeeeptaaee sf admits* Ths degree ef peer ideatifieatioa did met appear te he related te seeieeeeaeaie lerels er ethaie erigias (Maleae, 1992)* 4* Usiag seeieeeeaeaie level as a variable» it vas diseorered that ia aest eases the higher the seeieeeeaeaie lerel ef the faaily, the higher the adjustaeat ef the ade- leseeat te his pareats (Hye, 1941)* 9. It vas feaad that teeaagers frea lev iaeeae faailies teaded te hare aere perseaal adjmstaeat diffieal- ties thaa did teeaagers frea high iaeeae faailies (Beaaers aad Badler, 1997). 4* Bgaality ef eppertaaity ia Aaerieaa pahlie edaeatiea has heea gaestieaed as a reality heeaase ef the peer gsality ef edaeatiea effered te the ealtarally deprived yeath ia the slaas aad heeaase ef the iaahility ef saall seheels te effer a eeaprekeasive oarrioalaa (Ceaaaty 1941 aad 1999)* 7* Caltarally deprived ehildrea have eertaia faverahle eharaeteristies vhieh the seheel sheald eeasider vhea plaaaiag edaeatieaal pregraas (Riessaaa, 1942)* I* Ia a atady ea the differeaee ia teaperaaeat hetveea gifted aad ether high seheel heys it vas feaad that 1* ■•si ita|«rM«>i aetrta vara ralaiai is aaaioaoaaasio sia— i«s sad ralaiivaly fav iaaptraaaai aaaraa vara ralaiai i# lifiaiaaaa par aa (Boasall aad Siofflro, 1959)* 9* Tha aaeial bokarior af adalaaaaaia vas faui io ba rolatod io ib« social siaias sf ihair faailies (Hol- liagskoad, 1949)* 10* Tka aijisiaaBi of yoaik ia kigk sekool aad adali lif# eanld ba predicted fra ikoir aijaskiaBi vkam ikaj voro oloroa years old (Harigkarsi oi al». 1942)• 11* Tko rovards aad paaiskaoais roooirod bp sta— doais voro foaad io bo rolaiod io social elass posiiioa (dkrakaasoa, 1992) # 12# Tarioas okaraoiorisiios of kigk sokool sta- doais voro foaad io bo rolaiod io iko iaooao lovols of ikoir paroais (Costor, 1999)* 13* Sooial siraiifioaiioa vas aoro iaporiaat ia iko foraaiioa of oooapaiioaal okoioos ikaa voro iko typos of ooansiiji iko sokool, vork ezporieaces, or ooriaia faoiors ia iko koao siiaaiioa (loaaaas, 1996). 14* Ia a stady of sooial aoiiriiios of fifik, sizik, aad soroatk graders, ii vas foaad ikai iko ekildroa froa iko appor aad aiddlo olassos ioadod io iako aoro aasie lossoas, spoad aoro iiao doiag koaovork, road aoro books, aad spoad aoro iiao viik ikoir faailios ikaa did iko lovor- olass okildroa (MaoDoaald, MoQairo, aad Harigkarsi, 1949)* 19. Aaoag fifik aad sizik grado siadoais, lov 14 statu was f m i ts be related ts hawiag a peer ropu— tatism aad to reoeiTiag discriminatory troataoat froa teachers (Veagartea, 1945)* 16* Iko pablie sekool rofloots a aiddlo-elass riowpoiat ia oTerythiag it doos (Varaor, Harighurst, aad Loob9 1944). la tko following paragraphs ooaooraing tko solootod litorataro oa adolosooat oaltaro aad its rolatioa to seoie- oooaoaio status, tko litorataro is rowiowod ia groator dotail tkaa in tko prooodiag saaasry statements* 8aitk (1942) skowod tkat tkoro is a yoatk oaltaro tkat oaa bo distiagaiskod froa tko adalt oaltaro* Differ— oaeos ia responsibility, tiao iatorrals botwooa goaoratioas, oaooaragod skifts ia oooapatioa aad class lorols, exagger- atod sox taboos, aad difforoaoos botwooa foroiga bora paroats aad aatiwo bora okildroa, all load to eoafliets botwooa tko yoatk oaltaro aad tko adalt oaltaro ia tko laorioaa society* Tko kigk sokool provides aa idoal plaeo for tko oldor stadoats to pass tkoir owa yoatk oaltaro oa to tko yoaagor stadoats* Cligaes oftoa oppose aad iawade adalt aatkority* Tko clique aay iaposo saaotioas agaiast its aoabors* Tko aood to bo aoeoptod aad idoatifiod witk a giroa groap loads to mass eoaforaity ia dross, fads, stylos, oraaaoat, ritaals, aad special wooabalary* Coloaaa (1941) stadiod tko character of tko adolos ooat society ia tea kigk sokools ia aortkora Illiaois* His 17 Mjtr eraoUsias ftr« that am adeleaeeat aeeiety emiata, «ai that it kaa aaeial aepkiatieatiea* Ia an* aakaala ke feaad aekelaatie aaaaaaa vaa rmriti vkila ia etker aakaala it vaa paaiaked* Ia gemeral, fudly kaekgremmd vaa aara iapertaat ia aakaala vitk upper-aiddle-elaaa ekildrea* It vaa ia tkia type af aokaalv vkara tka upper-aiddle-elaaa akildraa pradaaimatad , tkat atataa vaa ravardad far vkat a paraaa vaa ratkar tkaa vkat ka did* Ia aaaa aakaala aaa activity aaak aa faatkall oaaplataly daaiaatad tka aetivi- tiaa ravardad* Ia atkar aakaala tka ravardad aatirity iaaladad a mmakar af alaaaata aaak aa atklatiaaf kaviag a car, keiag a (aad atvdaat, kaviag aaaial aaphiatieatiam, aad kaviag aaaagk aeaey ta aeet aaeial expeaaea aad ta draaa vail* Of tka yaatk pal lad, tkara vara jiat aa aaay vka attaekad iapartaaaa ta kraakiag vitk a friaad aa tkara vara vka attaekad iapartaaaa ta imearriag tka dirappreval af paraata* Tka raaalta af a atady Bade ky Maleae (if52) iadi- aata tkat tkara ia a paaitiva aarralatiaa katvaaa tka aeeeptaaee af adalta aad tka rejeetiea af paara, aa vail aa a paaitiva aarralatiaa katvaaa tka aeeeptaaee af paara aad tka rejeetiea af adalta* Mai aaa atadiad tka peer-caltare idaatifiaatiaa af aavaaty-aigkt aiatk aad taatk grade kaya at tka Ckaffey Kaiea Bigk Sekeel ia Oatarie, Oalifaraia* Ka feaad tka degree af pear idaatifiaatiaa ta ka related ta tka ataespkere af tka kaaa* Ia kia atady tka diffaraaaaa M 8 r 8 0 m £ t A 0 \ J t A s w 9 • A i * £ i A A r a o • w 3 3 £ i £ * I I ? i t s e* * 0 A A • A : 0 A A r a ' s A H 4 M 5 A* A r t A fc 4U. 8 r i 3 ! S. p a a A A* * A n : A A 0 S. u 8 t 8 * 0 A £ A A A A A l\ & s A A- : 3 A A 4 . A A A A* S. A A* 8 A t u 0 A 0 A A & 3 * r i A F A A 0 A £ t A 8 A t A 0 A I — A a i A A A A * * A • A A A s i 8 * A 3 A A A A I A & 3 • 9 A A A A £ £ A s . s * 8 A A A A 8 3 ! i A A A A i A r £ . * 0 A A A r 3 :« £ 3 A A a i A » 0 : £ A A A *0 A A A A A * 0 A A 0 A A s £ • 0 ¥ A * i A I M 0 A 8* A A A A 1 I £ A A A A A A A 4 3 A A r A 0 A A A 0* t A *0 A A 0 ¥ 8 r •0 A A 0 A <0 I t i A A A A A 0 A A f X A A £ £ s . £ * 8 A A A A A 8 & A A 3 i f ' A A ¥ ¥ A A : s • A. A * M 0 A ! 8 A A 8 8 0 A A P* $ 8 r £ 4 A A 0 A A A A A 8 S’ 3 A A • 0 A 8 H I Ck 0 A A 8* 8 A H ¥ A A A A i A £ A r A A A A 3 a* A A A 0* A 5 3 t a m A 0 A A A A V « A A A 0* • W ? r A r A 8 H A A •» A A A 0 A i A M A A 10 * A A H A 8 * 0* A 0 A A A A A A A I 8 : 8 & • A 0 S 8 0* A A ft ¥ < * * 8 A ■ 0 A A 0 8 1 f H A A 8 i A A A 8 A A 3 0 A K i t A A 0 0* A A £ 8 A A £ * £ 8 t A A A 0 A A 0 A * t 0 0 A 0 8 A 1 A 0 8 0* A A 0 A A I 0 0 r A 8 A A A • A A T - 1* iatarciiif opinions, u 4 p*ra«aaliti«i af high aekaal taaa- agers arar a fariai af fifiaea jaara, Baaaara aad Badler as ad stratified end randomised saaipliag teekmiqaes in pieking ike eigkt tkeasaad te eigkteen tkeasand teenagers used ia eaek ef tke nation-vide pells* After tke pelling vas eoapleted, in erder te nake it easier te eeaipare one qnestien vitk aaetker y tke naaiker ef stvdents auasvering in tke affirmative fer eaek qaestion vas okanged te a pereent- age ef tke tetal naaiker ef stadents polled* Tke qaestiens on feeling klae aack ef tke tine, inability te sleep at nigkt, and net seeing mask fatare for oneself eaek reeeived affirmative aa avers froa approximate- ly 10 per sent ef tke stadents* Five per eent of tke teen agers reported tkat people often stared at tken, aad 5 per eent reported tkat tkey freqaently or eeeasianally kad tkeagkts ef killing tkenselves* Tke qaestiens regarding tke felleving preklens eaek reeeived affirmative aaavers fren 25 per eent ef tke teenagers polledt verrying akeat little tkings, feeling tke need te ke on tke go, keiag nerveas, kaviag gailt feelings, keing ill-at-ease at seeial affairs, keing easily exieited, kaviag treakle keeping ene*s tenper, and keing easily kart* Tke teenagers fren tke lever iaeeae faailies tended te kave aere personal adjastaent diffiealties tkaa did tke teenagers frea tke kigker iaeeae faailies* lack ef tke felleving qaestiens vas ansvered 21 ky «b««i 5# per ent ef iha t«tM|«ri s vaatiif io lit itrt ftytltr, mtiif it It likti by >trt pttflt, til mtii| io atfct aev fritalt* Vhti tiktl ikoir aesi eeaaea ookool prekleas, 50 for eoai of iko toeaagers reported difficulty oeaosatratiag oa stadies, mad 50 per ooai roporiod iko aood io ko aklo io oiady aoro effectively* Forty por eoai roporiod diffioaliy oxprossiag tkeaselves ia vtrli, aad 40 por eoai roporiod diffiealiy oxprossiag ikoasolros ia vritiag* Fifty por ooai of iko siadoais said ikai ikoir ioaokors voro as frioadly aad syapaikoiie as ikoy voald like ikea io be, 40 por eoai said ikoy voro act, aad 10 por ooai voro made— eidod. Akeat SO por eoai of iko iooaagors roporiod ikai ikoy liked kigk sekeel* Foriy io 51 por eoai of iko siadoais ekeeked iioas skeviag eoaoora for iko faiaro* Tkoso iioas doali viik aaeeriaiaiy akoai saok ikiags as vkai ikoir ova istorests aad apiiiados really vere, for vkai typo of vork ikoy voro kosi fiiiod, vkai ooarsos eoald ko of iko greaiesi valae io ikea, vkai jobs voro available io kigk sokool gradaaies, aad vkat ikoy skoald do afior kigk sokool* Oa iko faesiiea of vkai is iko aosi iapertaai ikiag yoaag people skoald got oai of kigk sokool, oaok of iko folloviag aasvors vas givoa ky apprexiaaiely 79 por ooai of iko iooaagors pelledi (1) learaiag kov io goi aloag viik eikor people, (2) aadersiaadiag oar sooioiy, aad (3) 21 t«|«irii| a m u of diiiifliat aad rospoasikility* f m - ttia par oni of tko stadoats eoasidorod tko aofairiag of ▼ooatioaal skill* to ko tko aost iaportaat goal, vkilo aaotkor 14- por eoat ooasidorod tko aoqairiag of skills ia kasio sukjoets liko Kaglisk aad aatkoaaties to ko tko aost iaportaat goal* Ia kis kook Slaas aad Hakarks (1961), Coaaat ooa- parod tko quality of odaoatioa offorod to yoatk ia tko oity smkarks to tko gaality of odaeatioa offorod to tko caltar- ally doprirod yoatk ia tko eity slaa aroas of tko Qaitod Statos* JLeoordiag to Coaaat, approxiaatoly oao-tkird of tko aatioa's kigk sokool yoatk aro ia oitkor oao or tko otkor of tko tv* eatogorios stadiod* Coaaat statod tkat tko soatrast kotvooa tko voaltky sakarkaa sokools aad tko slaa sokools of tko largo oitios ekalloagos tko eoaoopt of o^aality of opportaaity ia laorieaa paklie odaoatioa* Ho also oxprossod tko koliof tkat sooial dyaaaito is kaildiag ap ia oar largo oitios ia tko fora of aaoaployod sokool ago yoatk vko karo droppod oat of sokool* Ho roooaaoadod tkat aoro aoaoy ko spoat for tko slaa sokools aad tkat tkoso sokools tako oror tko rospoasikility of roeatioaal gaidaaoo aad aork stady prograas, vitk spooial oapkasis oa prograas for slov-loaraiag papils* Coaaat oksorvod tkat to aako aaok iaproroaoat ia tko slaa sokools, a okaago aast ko aado ia tko oaployaoat prospoots for arkaa yoatk, aad also otkor iaproroaoat* aast ko aado ia tko liros of slaa faailios* 22 Ia kia keek Iko Aaerioaa liak 8akeol Today (1959), Ctiui >Uttd ikai 70 per a ami af tha uiiai'i kigk aakaala ai tka tiae af kia atady vara af inadequate aima ta affar a eeaprekeaaive type af earriaalaai far all atudeata, aaaaiag tkat aaa oat af every tkraa aaalara attaadad a aokaal ia vkiek kia okaaeaa af gattiag a aatiafaetary aaeaadary ada- eatiaa vara alia* Coaaat raeaaaoadad tkat tka alov- laarning ekild vka ia aat ratardad akaald ka givaa apeeial eaaaidaratioa ky apeeial prograaa af raaadial raadiag aad alaotiraa diraetad tovard aiapla raoatiaaal vark* la alaa raaaaaaadad akility groapiag ia all eaaraaa aad aatiafae tary eonaaaliag ayataaa kagiaaiag at tka alaaaatary aekaal level* Riaaaaaa (1902) ia kia atady af evltarally deprived ekildrea aatiaatad tkat ia 1960 aaa ia tkraa aad ky 1970 aaa ia tvo af tka aekaal earolleea ia tka foarteea largaat eitiaa ia tka United 8tatea voald ka ealtarally deprived* la raaaaaaadad tkat a aev leak ka takaa at tka favorakla ekaraeteriatiea af tka ealtarally deprived* Saaa af tkeae ekaraeteristiea ara tka aoaparativaaasa aad aataal aid tkat aark tka axtaadad faaily, avoidaaea af tka atraia aeaea— paayiag eoapatitivaaaaa aad iadividaaliaa, equalitarianiaa, iaforaality, vara kuaorv freedea fraa aelf-klaae aad paraa- tal overpreteetien, tka ekildrea* a eajeyaent af aaak atkar*a eoapaay, aad laaaaaad aikliag rivalry* Tka eul- turally deprived ekild taada to ka pkyaieally aggreaaive, 23 •nttii ••■ttrti, prrtlta e«»i*r«d, tzitmllj •ritiiii, iilictiTt) spatial, slev, careful, patieat, aad perserer- iag* Una sekool ijaim akrald taka adraatage af tkese okaraetariatios ia halpiag preride aua admeatiaa far tka culturally deprived* Tka difficulty ia tka past kas kaan tkat tka sokaal kas strassad adueatiau far its ova sake* Tka culturally daprirad ekild really vaats adueatiaa kut far diffaraat reasoas* Soaa af tkasa raasaas ara tkat (1) tka daprirad ekild daas act raat ta ka daaairad ky tka aedera verld, (2) ka kas a raspsct far aadara seieace, aad (3) ka viskes a ekaaee at raaatiaaal iaprereaeat* Baasall aad StaffIra (1955), ia a study af 1,359 vkite kigk sakaal saaiar kays frea sararal kigk sekeels ia a aetrepelitaa araa, iarastigatad tka diffaraaeas ia tea— par aaa at katvaaa tka giftad aad tka atkar saaiar kays* Tkeir study vas dasigaad ta deteraiae tka exteat ta vkiak prariaasly ekserred taaparaaaat diffaraaeas vara a fuaotiea af giftedLaess ar af saciaaaaaaaia kaekgreaad* Tka iastra- ■eats used vara tka S.B.A* Friaary Meatal Akilities Test aad tka flailfard-fl saaraaa Taaparaaaat Surrey* Ykea seoio- aecuaaic kaekgrauad vas takea iata aaaauat, relatively fav diffaraaeas vara feuad ia farar af tka giftad greup ia taaparaaaat seerea* Tka rasaarekars suggested tkat it is passikla tkat stadias sack as Teraaa's Saaatia Stydiac af Scaias (1926) ara just deserikiag ekildrea fraa upper saaiaaoaaaaia levels* 24 Helliagshead (1949) studied the iapaet of soeio- oeoBOBio oloaioo oi tdoloieoiti in • tom ko eallod Ilatora, Hobo State, Middle Vestern U*8*A* Hollingshead liTed with, oka erred, interriewed, aad eelleeted data frea tke fire koadred thirty—fire faailies ef adeleseeuts ia Elatova ia 1941 and 1942* Tke working kypotkesis of tke study was that tke sooial bekarior ef adeleseeuts was related fuaetionally to tke positions their faailies ooeupied ia the seeial structure of tke eoanunity* By use of tke oki square statistical technique, he feuad tkat adeleseeuts who had beea reared ia faailies kariag differ- eat class culture eould be expeeted to hare different beharier patterns in tke social life ef their eoaauaity* Helliagskead felt that tke beharier ef tke iadiridual ekild was iaflueaeed by kis reeeiriag tke aajerity ef his experi- eaees during tke preseheel years in kis parental keae aad ia tke iaaaediate aeigkberkeed around kis keae* Most ef the faailies lired in neigkberkeeds ef either the saae er aa adjacent class* Upper and upper-aiddle—class kigk school students took aainly eellege preparatory courses aad ignored coa- aeroial courses, while lower-class students took aainly general and coaaereial courses. Upper and upper-aiddle- class students had aa arerage ef 91*4 per seat ef tkeir grades ia tke 89 to 100 range* Lower-1 ower-elass students had 8*3 per cent ef tkeir grades ia tkis range* Tke 25 lmr-ltv«r tlui had no students viik scores koivoon 120 and 139 on iko Oils Group Intelligence ioai kni kad ion subjects viik IQ's koivoon 70 and 90. Tko sjpor and upper- middle elassos kad eigkt subjects in iko 120 io 139 IQ range and no snkjoeis in iko 70 io 90 range• Tko sane rolaiionskip of elass siains vas akovn in iko nnnkor of parents counseled in relaiien io iko vork of iko ekild or iko discipline of iko ekild| aiiendanee at aikloiie events 9 dances, evening plays, aad parties| oloeiod elass represen- iaiives) pariieipaiion in extracurricular aeiiviiiosi ckurck affiliaiion and pariieipaiion in Sunday sokool | recreations sox and marriagef sokool droponisi job future in relation io jok ideals| and actual jok future* Sintova vas laior included as one of ion locations of kigk sokools in Coloaan's (1961) study of adoloseoni society* Coaparod viik Hellingskead's findings, Coleman's findings skeved a greater opportunity for iko lev socio economic status student io succeed in iko kigk sokool sotting* Eavigkurst oi al* (1962) aado a nine-year longitudi nal study of iko yeutk of a Midvosiorn community of forty- five ikousaad* Tkey found ikai tko adjustment of iko youik in kigk sokool aad adult life could ko predicted from iko adjustment of iko youik vkon ikoy voro cloven years old* Some of iko areas studied voro sooial status, talent and akiliiy, personal aad social adjustment, delinquency, * 2* aehitTtMti in sokool, aad jartieiftiin ia ekarek aativi- ti«i* Ik* yeatk viik an* gntnl partai iaterest, pariat iaterest ia adaeatiaa, kigker sooial aUtu, tel eat aai iatelleetaal ability, aokiavoaoat ia sekeel, baiter peraoa— ality aad sooial adjastaeat, iaiarasi ia ekarek, aad dasira far a oallaga edaeatiea, kad a baiter okaaea of adjastaeat ikaa did ik* yoatk vka did aoi kara ikasa characteristics* Havigkarsi raoaaaaadad tkat tka school, ekarek, aad eoa- aaaity pravida aoro opporiaaiiy far tka yoatk vka is af lev saeioaeoaoaie statas9 aad/or is aaatally iaferior9 aad/or kas a physioal disability, aad/or kas iaferior faaily life* Abeat 30 par coat of tka yaatk vara aaaotirated for sokool vork* A vark expariaaoa pragraa vas saggastad as aa altar— aatir* ta aeadeaie sokaal vark as a aaaas af aokiaTiag IUOO0SI» Abrahaasoa (1952) kypotkasisad tkat tkara vas a * ralatioaskip katvaaa tka sooial olass positiaa ia six dif faraat eeaaoaities aad tka revards aad poaishsiaat raeaivad by tka stadoats ia tka eoaaaal ties stadied* Tka rasalts af kis study skavad tkat tka appar aad aiddla olassos raeaivad aaeh aara tkaa tkair prapartiaaata skara af kigk grades, vkil* tka lavar-elass stadoats raeaivad far lass tkaa tkair prapartiaaata skara of kigk grades* Sooial aooaptaae* as aoasarod by seoras aa tka Okie 8eeial Aeeeptaaee Seals vas foaad ta ba related ta sooial olass positiaa* Tka kigk soeieaeeaeaio statas graap taaded t* kave kigkar sooial 27 te««piu«« icorci sa tkis tsst* Csstsr (1958 sad 1959) stadisd tks eksrsetsristios sf kigk sskssl pipila fras tkrss iaesas grsaps ia aias Iadisas kigk sskssls* Tks sigkt kaadrsd ssTsnty-sigkt sakjsets vsrs sspsrstsd iats kigk9 aiddls, sad lov grsups seeordiag ts psrsats* iaeoass* Oa tks fsllsviag qasstioaasirs qasstisas tks kigk iassas grsup ksd s kigksr psrssatsgs sf pssitivs sasvsrs tksa did tks aiddls iassas grsap9 sad tks aiddls iassas grsap ksd s kigksr psrssatsgs sf pssitivs sasvsrs tksa did tks lsv iassas grsapt liviag vitk psrsats, fsvsr aaaksr sf skildrsa ia tks fsaily9 sskssliag sf tks fstksr, sskssliag sf tks aotksr, astksr aot saplsjsd satsids tks ksas, plsa— aiag ts gs ts ssllsgs9 aaaksr sf yssrs ast fsilsd ia sskssl9 aaaksr sf sakjssts ast fsilsd ia kigk ssksslf gradss rs- csivsd, ksviag kssa sitsd fsr ksasr rail, takiag tks ssllsgs prspsrstsry osaras, sslsstsd lifs's vsrk, partisi~ pstisa ia sskssl setivitiss, sssssistisa vitk papils st tks ssas kigk sskssl9 psrtisipstisa ia sat-sf-sskssl astivitiss9 ksldiag sffiss ia sa srgaaisatisa9 sad sttsadiag skarsk sr flaaday sskssl* Papils ia tks lsv iassas grsap rsastsd lsss favsr- skly tksa tks papils ia tks aiddls sad kigk iassas grsaps ia (1) ksiag liksd ky stksrs, (2) likiag stksr papils, (3) psrsats* iatsrsst ia tks skild*s kigk sskssl vsrk9 (4) gst~ tiag tks jsks dssirsd vksa sat sf kigk sskssl9 (5) ksiag 28 satisfied vitk ssoial life ia kigk sekeel, aad (6) fsasral opiaieas sf kigk sekeel* Xsaaaas (1954) stadisd eeeapatieaal expeetatieas sf teatk aad tvslftk grads keys. Tks parpese sf kis stady vas ts idsatify tks faetsrs iapsrtaat ts sesapatisaal eksics* ▲ questieaaaire vas adaiaistsrsd ts 6,789 tsatk aad tvslftk grads ysatks frea fifty-six pablie aad private kigk sekeols ia Michigan* Sssial stratifisatisa sf tks beys' faailies vas iadieatsd by tks tkree elassifieatisas sf vhite cellar verkers9 aaaaal verkers, aad faraers* Tks rssalts sf tks study sksvsd tkat sssial stratifisatisa vas asrs iapsrtaat ia tks fsraatisa sf tks ysatks9 sesapatisaal sksisss tkaa vsrs tks types sf ssaauaity9 tks sskssl9 vsrk experleases, sr eertaia faetsrs ia tks ksas situatiea* MaeDeaald, MsQairs9 aad Havigkarst (1949) stadisd tks sssial aetivities sf fiftk9 sixtk9 aad ssvsatk graders ia tks Ckieage area. Tks ekildrea reeerded tkeir activi ties ia diaries fer a tvs-vssk psrisd duriag tks spriag sf 1947* Tks stadsats vsrs classified iats fear sseissssasais grsaps sa tks basis sf parsats9 sssapatisas aad type sf keuse* Class diffsrsaess vsrs fsuad ia partisipatisa ia crgaaissd rssrsatisaal grsaps aad iadividaal aetivities* Tks aiddls elass partieipatsd ia X*M*C*4* aad sssats vkils tks lsvsr elass participated ia slabs fsr aadsrprivilsgsd ekildrea* Tks ekildrea sf tks appsr aad aiddls classes tsadsd ts take asrs bus is lesseas9 spsad asrs tias dsiag 29 kmvirkf rtai aoro books, u d apomd aoro tiae vitk tkeir faailies tkaa did tko lever-class okildroa* Tkoro voro a avail aaabor of ekildroa vko ia spits of tkoir lewer-elass statas spoat tiao partieipatiag ia aiddlo-olasa activities* It vas hypotkesised tkat tkoso voro tko okildroa vko kad a okaaeo of beoeaiag socially aobilo tovard tko aiddle-elass oaltaro* Voagartoa (1945) stadiod tko rolatioaskip of sooial olass to ropatatioa ia a tova sko eallod Heaetcwa, UJ.A, 8ko foaad tkat at tko fifth aad sixtk grado level aeaber- skip ia tko appor elassos vas a kiad of iasaraaoo tkat oao voald karo a good ropatatioa* Moaborship ia tko lcvor olassos vas alaost eortaia to rosalt ia aa aafavorable ropatatioa* Voagartoa voadorod if tkis vas aot vhy tko lovor-olass stadoat vas oftoa a bokavior probloa aad foaad sokool aaploasaat aad aarovardiag* It vas observed tkat toaokor bokarior toadod to bo disoriaiaatory tovard tko lovor-olass stadoat* Tko daorioaa sokools are a possible pathway to a higher sooiooooaoaie positiea, aooordiag to Varaer, Vavig- karst9 aad Loob* Ia tkoir book oatitlod Vko lhall Bo Vda- oatod (1944), tkey oaprossod tko belief tkat tko pablie sokool reflects tko sooiooooaoaie order aad aiddlo-olass vievpeiat ia ovorytkiag it does— ia vkat it toaokos, vko does tko teaekiag, vko does tko kiriag aad firiag of tko toaokors, aad vkat tko okildroa leara ia aad oat of tko 30 Iatelligeaee aad Its Ralatiaa ts Xavirsaasat Tks reviev sf tks seleetsd litsratar* sa iatelli- gsae* aad its rslatisa ts eavireaaeat skeved tks felleviags 1* At every level as tks ekild grevs, sxpsrisaos is aeesssary fer tks develepaeat sf iatelligeaee (Piaget, 1952). 2. Iatslligsaes affsars ts ks a dyaaaie saessssisa sf develepiag faaetisas vitk tks asrs advaaoed aad eeaples faaetisas depeading sa tks prier aatariag sf siapler sass (Dayley, 1955). 3. Altksagk tks tsra *pseadefeekleaiadedaess" kas sigaifisaat iaplieatioas fsr tks trsataeat aad sdaeatisa sf tks aaatally ratardad, tks tsra sssas ts iaply tkat tks psyskslsgist kas ast diagasssd tks ssaditisn ssrrsstly (Largs, Davits, aad Davits, 1902). 4. Tkara ars esrtaia faetsrs tkat ssatrikats ts srrsrs ia tks diagassis sf fssklsaiadsdasss (Artkar, 1950). 5* Bsttsr prsvsatisa aad esatrsl sf asatal retar- datisa saa ks askisvsd ky sxaaiaimg tks saasss sf retards- tisa ratksr tkaa ky vieviag rstardatisa as a skrsais, peraaaeat, aad/sr aarsasdial stats (fspageergis, 1943). 6. Tkere is a ksavy ssassatratisa sf aild retards— tisa aaeag ekildrea vkese parsats vsrs pearly sdaeatsd aad kave lsv iaeeaes (Fresideat's Paael sa Msatal Rstardatisa, 31 1962). 7. Tke results sf t sttdy is Dolavare skeved tkat firs times as aaay retarded as nearetarded lired ia bolev average dvelliags aad kad belev arerage faaily iaeeaes (Jastak, Maefkee, aad Vkiteaaa, 1963)* 8* Meatal retardatiea ia oliaieallj aeraal iadi— Tidaals seeas te ke a sjadroae specific te tke deaetie sub- ealtare ia Eaglaad (Steia aad Sasser, 1963)* 9« A ekaage froa aarked aeatal retardatiea te aeraal iatelligeaee is seaetiaes possible if aa adequate psychological ataespkere is provided (Skeels, 1941)« 10. Ckildrea vkese aetkers vere aildly retarded aad/er vkese fatkers kad lev eeeapatieaal statas vere plaeed ia aiddle-elass fester keaes as babies aad tkea tested at tke age ef fear* They vere feaad te kave tke saae freqaeaey ef aeatal retardatiea as veald be expected frea tke pepulatiea as a vkele (8keels aad Haras, 1948)* 11* Betarded ekildrea frea psyekesoeially deprived keaes aeed presekeel experieaee te oeapeasate fer tkeir deprived keae eavireaaeat (Kirk, 1998). 12* Duriag Verld Var II tke rates ef rejeetiea fer military serviee beeaase ef aeatal defieieaey varied frea a kigk ef 14 per eeat ia seae states te a lev ef eae-half ef eae per eeat ia etker states (Giasberg aad Brey, 1993)* 13* Tke Verld Var II rates ef rejeetiea fer Mili tary serviee beeaase ef aeatal defieieaey appeared to be 32 afftetci by regieaal aad cultural diff«r«ae*ir aiaerity frrap mibtrihip, aad tka rata af expenditure far eduea— tiaaal faeilitias (Saraaaa aad dladvia, 1939). 14* Tka aaia aaauaptieaa uaderlyiag iatalligaaea tastiag ara queatieaable. Tkaaa aaaaaptiaas ara tkat iatalligaaea ia a thing, that it eaa ba aaasarad by a aaapla af all preblea-eelving situations, aad that it aaa ba aaaaarad aad eaaparad ia viev af ealtaral diffaraaeaa (Saraaaa aad (tladvin, 1939)* 13* Deprived ekildrea have baaa able ta iapreve tkair IQ taat aearaa vhen given traiaiag ia taat takiag aad affara af revarda (Haggard, 1934)* 16* Signifieaat diffaraaeaa hare baaa foaad batvaaa papila af kigk aad lev aaeial atatua ia tka vay they an— averad itaaa froa aavaral vidaly aaad graap iatalligaaea taata (Belle at_al«, 1951). 17* Several faster a aatar iata tka syatea af aata vkiek eaaatitata a pupil*a raapaaaa ta a test preblea (Daria, 1948)* 18* Diffaraaeaa ia atraagtk af aativatiaa aeeaaat far part af tka differeaee ia IQ batvaaa aiddla-elaaa aad deprived ekildrea (Deavaa, 1938)* 19# One af tka raasaaa tkat deprived, ekildrea taad ta da pearly aa IQ taata eaaparad ta aiddla-elaaa ekildrea Bight ba tkat deprived ekildrea aftaa have aatageaisa tevard tka aiddle-elasa aekaal (Riesaaaa, 1982). 33 20* "llita" fttiaita vitk am mvaraga IQ af 55 at Baaifie Stata SaspiUl vara favid ta ka?a a ecayltx, dia- iiBot oaltara pattaraad aftar a iaamaga daliagaaat aadal (Edgartaa9 1963). 21* Iatalliganea taaia aaj ba axaallaat iadieaiara af admcatiaaai aekiaraaant bat paar iadieatara af aaataat iatallaataal aatiritiaa (8araaaa aad 01advia9 1959)* 22. 1 graap af fa ablaaiadad yaaag adalta vba aa ekildraa vara takaa fraa vary bad kaaa aitaatiaaa aad vara braagkt up ia a kaapital aattiag akavad aa iaeraaaa ia IQ. Saaa vara abla ta laara tka kaapital aad adjaat ta aaaaa- aity Ufa (Clarka, Clarka9 aad Baiaar9 1996). 23. IQ aaaraa ia tka dull-aaraal ar araraga raaga vara raeairad by 69 par eaat af aubjaets vka vara eaasid- arad ratardad fiftaaa yaara aarliar (Okarlaa, 1993). 24. Of ««kja«ti vka aarliar aa papila ia Eaglaad kad baaa aaaaidarad adaaatianally aabmaraal, 61 par eaat vara aalf—amppartiag aad aaatkar 11 par aaat vara partly aalf-amppartiag (Collaaaa aad Havlya, 1996). 29. Gaaparad ta a aaatral graap af aabjaeta vitk araraga IQ'a9 a fav aara aaatally dafaatira aabjaota vara faaad ta ba aalf—sappartiagf bat fav vara faaad ta ba ia aaaagarial ar prafaaaiaaal aeaapatiaaa (Kaaaady, 1948). Ia tka fallaviag paragrapka aaaaaraiag tka aalaatad litaratara aa iatalligaaaa aad ita ralatiaa ta aariraaaaat9 tka litaratara ia rariavad ia graatar datail tkaa ia tka preeediag iiMiry itaiMMaii* Piapt (1952) stated that trmm its ▼#ry begiaaiags iatelligeaee has faaad itself eataagled ia a aetverk ef relatieaa betveea tke ergaaisa aad tke eavireaaeat* Aeoerd- iag te Piaget, expertease is aet reeeptiea bat progressive aetiea aad oeastraetiea* Piaget's researek led kia te tke belief tkat at every level eaperieaee is aeeessary far tke develepaeat ef iatelligeaee. Bayley (1955) stadied tke develepaeat ef iatelli— geaee ia tke Berkeley grevtk stady. There vas feaad te be ae relatiea betveea tke test seeres ea perferaaaee ia tke first fev aeatks ef life aad tke seeres at tke ead ef tke first year* It vas feaad tkat at tke ekreaelegieal age ef eigkt, ealy eae-fifth ef tke greap kad aaiataiaed aay sta bility ia tkeir relative iatelligeaee statas ever aa eight- year spaa* Ike stady revealed that tke iatelleetaal pro— eess ef tke sabjeets at tke age ef tveaty—five had aet yet reaeked its eeiliag* This led Bayley te ask whether tke highest iatelleetaal eapaeity Bight aet be ebtaiaed at a higher ekreaelegieal age thaa previeasly tkeagkt* Bayley did aet eeasider iatelligeaee aa iategrated eatity ef eapaeity vhieh grevs steadily* Ber researek led her ia- stead te tke eeaelasiea tkat iatelligeaee appears te be a dyaaaie saeeessiea ef develepiag faaetieas, vitk tke aere advaaeed aad eeaplex faaetieas ia tke hierarchy depeadiag ea the prier aatwriag ef siapler eaes. 35 Proa aa oxtoasiro roriov ef tke literature, Largo, Barits, aad Barits (1962) stsdiod tke toraiaologj aad ooa- sapta asad ia appraisiag tke aomtally retarded. They eea- aladad tkat "pseadofeebleaiadedaesa" ia a oaaeapt rkiak kas signifieaat iapliaatiaaa for tka troataaat aad adaeatiaa af tka aeatally retarded, bat tkat tka tora skava ragaeaess ia tka aaaaa tkat it iapliaa tka psychologist kaa sat diag- aaaad tka eaaditiaa eerreetly* ▲eeerdiag ta Arthar (1950), aoraral factors eeatri- bata ta arrars ia tka diagaasia af feebleaiadednesa* Saaa af tkasa ara physical kaadioapa, delayed speeeh, iatellee- taal idiosyaerasies, aad braia iajury that iatorfaras vitk oaly saaa kiada af iatallaetaal aotirity. Papagaargia (1963) rariavad iatallaetaal elassifi- aatiaa af aaatal ratardatiaa as a praaaaa af batk diagaasia aad progaesis, aad eaataadad tkat tka iadiridaal aasa akaald ba riavad aat aa a problaa af alassifieatiaa bat as a preb- laa af aatiaa* Far exaaple, if ealtaral dapriratiea is tka autia aaaaa af a aasa af ratardatiaa, thoa tka diagaasia ia praaaat ratardatiaa, bat tka pragaaais ia paasibla reeerery, aad tka qaesties is tkaa vkat stops akaald ba takaa ta aaaataraet tka ealtaral dapriratiea* Aeeerdiag ta Papa— geergis, tka riaviag af aaatal ratardatiaa aa a ekreaie, peraaaeat, aad/ar aaraaadial state loads ta eeafasiea ia tka diagaaatia aad pragaastia aaaaapta af aaatal ratarda tiaa, vkila exaaiaatiea af tka oaasaa af ratardatiaa aaa 36 liti te nek better prevention and control ef retardation* Tke President* i Panel en Mental Retardation (1962) reported tkat nild retardation among children vas heavily eeneentrated aneng the families in vhieh the parents had peer edneatien and lev income* This heavy eeneentration from the more deprived or disadvantaged elasses ef society suggested a major causative role ef the adverse social, economic, and cultural factors in our society* These adverse economic» social, and cultural factors lead te physical deprivation and te the lack ef opportunity and motivation* The Panel reported that it vill take time te eliminate the causative factors embedded in eur social, economic, and cultural environment* At the time ef the report in 1962 there vere an estimated tventy—eight million people, representing 16 per cent ef the total neninstitu- tienalised population ef the United States, vhe vere living in substandard housing units* According te the Psnel, the peer academic performance ef slum area children is related te the folleving influencess (1) lack ef motivation tevard achievement, (2) a heme environment that fails te develop suitable modes ef thinking, (3) a family organisation that is emotionally crippling te the child, and (4) lack ef so cial facilities in health, education, and velfare* Jastak, Maefhee, and Vkitemam (1963) studied the nature and incidence ef mental retardation in a random sample survey ef the population betveen ten and sixty-four 37 yaara at *ga in tka Stata at 9»lairtrc« Tka ratalti ahavad tkat fiva tiiti a» augr ratardad at aaaratardad lira* ia halav avaraga dvalliaga aad had htltv avaraga fatily ia- aaaaa* Sttia aad Suaaar (1963) tiaditd tka ttoial diatri- hutiaa of aaatally ratardad atadaata at aalaetad aakoalt ia Salftrd aad Maaakaatar9 laglaad* Tka takaala vara elaaai- fiad ky aaaial ataadiag9 aad tka aeaaraaea at haakvardaaaa vaa azaaiaad ia ralatiaa ta thia elaaaifiaatiaa* Staia aad 8aatar faaad that ia tka aakaala vkara tkara vara aaialy ahildraa af high aaaial ataadiag9 tkara vara vary fav aaaaa af eliaioally aaraal ahildraa vitk IQ* a batvaaa 90 aad S0# Tkara vaa a high rata af ehraaia dia— ardara vkiek taaaad ta ka tka aaaaa af tka haakvardaaaa* la aakaala vkara aaialy ahildraa af lav aaaial ataadiag attaadad9 tkara vara aixtaaa tiaaa aa aaay ahildraa vka vara aliaiaally aaraal aad had IQ* a katvaaa 90 aad SO aa tkara vara ia aakaala af kigk aaaial ataadiag* Staia aad Saaaar aaaaladad tkat aaatal ratardatiaa ia aliaiaally aaraal iadividwala ia a ayadraaa ayaaifie ta tka daaatie aahaaltara* 8kaala (1941) rayartad aa tka raaalta af giviag aaviraaaaatal atiaalatiaa ta aamtally ratardad arykaaaga ahildraa* Tkirtaaa arykaaaga ahildraa9 kaviag okraaalagi- aal agaa af aaa ar tva yaara aad a aaaa IQ af 64*39 vara ylaaad aiagly ar ky tvaa ia varda vitk brightar aldar girla 38 ia a sekeel far tka feebleaiaded* Ia tka a a wards tkara wara aaay eppertaaities far adalt eaataets. Twelve dal1-aaraal ekildraa ia aa arpkaa aarsery wara stadlad as a eaatrast graap* Tka rasalts skovad tkat tka iatallifaaea af alaraa af tka experiaeatal graap sabjeets kad risaa ta aa avaraga ar aaraal level* Tkasa elevea ekildraa wara tkaa plaaad ia adaptive koaas wkara tkajr aaiataiaad aad/ar aagaaatad tkair aarliar gaias ia iatalligaaea. Tka eaatrast graap9 witk saaa variatiea, aaiataiaad apprexiaately tkair arigiaal level af iatalligaaea* Skaals eaaeladad tkat a ekaaga fra a aarkad aaatal ratardatiaa ta aaraal iatalligaaea ia ekildraa af prasekael age is passible ia tka absaaea af argaaie disease ar eliai- eal defieieaey wkaa a aara adegaate psyekelegieal ataas— pkara is provided. Ha alsa eaaeladad tkat tka eaatiaaad adverse affaats af a aeastiaalatiag aaviraaaaat Bay eaasa ekildraa af aaraal iatalligaaea ta baeaaa ratardad aaaagk ta regaire peraaaeat iastitatieaalisatiea. 8kaals aad Haras (1948) stadiad tka aaatal develep aeat af ekildraa vkese pareats' aeeapatiaaal aad iatallae taal statas vara kaeva ta ba iaferier. Tkraa graaps af ekildraa vara stadiad* Tke first graap kad aatkars vkasa IQ's wara belev 75* Tka saaaad graap kad fatkers vka vara ia aaskilled ar sligktly skilled eeeapatieas* Tka tkird graap vas aaapasad af ekildraa vka kad katk a aetker vitk 39 u IQ below 79 u i a father who kfti *t M t i f t ali|htl7 skilled jot classification* Tho children ef these throo groups, frtdoainatalj illegitimate babies, vere placed ia aiddle-class foster hones* At tho chronological age of four tho ehildron were tootod* Tho frequency of aoatftl rotftrdatioa v»* ao difforoat froa what aight bo expected froa tho rogalar population. Kirk (1998) stadiod tho offoot of preschool edaca— tioa oa rotftrdod ehildron* Ia addition to aa experinental gromp froa a stato iaatitatioa for foobloaiadodaoso aad a eontrol group of institutionalised retarded children, Kirk used a eonauaity oxporiaoatal group aad a eonauaity eoatrast group of uainstitutionalised ehildron* Tho eonauaity ox poriaoatal group eoaoistod of twenty-eight preschool non— tally retarded children, aad tho eeanuaity contrast group consisted of twoaty-six proschool children found ia tho saao eonauaity or in neighboring eeaauaities* Tho criteria for tho soloetioa of subjects wore (l) an ago of throo to six years at tho beginning of tho experiaent, (2) aa iatel ligeaee quotient botwooa 49 and 80 on aa individual IQ tost, aad (3) roasoaablo assurance that tho child would roaaia ia tho oeaauaity for a period of four or five years aad bo available for observation* Tho oxporiaoatal groups voro given aa eariehed nursery school eavirenaeat each day, while tho eoatrast groups voro not given this nursery school experience* Tho 40 presokoel •iaetiiml frcgru consisted of (1) a rcgalar aarsery seheel orgaaisatiea viu a ratio of oao teacher to fear or five ehildron, aad (2) eliaioal iadividaal tatorlag ia aroao of specific aoatal disabilities* At tho completion of tho experiment, tveaty—five sabjsets froa tho comrnawity oxporiaoatal groap had attoadod a prooehool prograa for a poriod of oao to throo yoaro aad had booa plaeod for at loaat oao yoar ia tho pahlio schools, oithor ia a first grado or ia a spoeial class* Both eea~ aaaity groaps attoadod school at aboat tho ago of six* SoToaty por coat of tho total oxporiaoatal groap shoved aa aecoloratipa ia rate of aoatal grovth as aoasarod by iadividaal IQ tosts dariag tho proschool experience* The IQ aad 8Q averages of tho coaaaaity oxporiaoatal groap iacreased ever those of tho coaaaaity eoatrast groap at tho oad of preschool training* Those difforoacos, oa tho Biaot, Kahlaaaa, aad Tiaolaad scales, voro all sigaificaat at loss thaa tho 5 per coat level* Sabstaatial iaeroasos ia IQ voro aado by foar childroa vho voro takea froa iaadofaato hoaos, placed ia foster hoaos, aad givoa proschool odacatioa* Tho orgaaic cases ia tho stady had a lover peroeatage of sabjcots skeviag iatelleetaal iaprcvcacat thaa did the aoacrgaaic cases (those cases haviag ealtaral rather thaa biological etiology), aad tho aagaitado of change vas loss for tho orgaaic thaa fcr the acaorgaaic* 41 Iht eeaauaity entraai groap, after attailiif tko public ookools for oao year, toadoi to eatek up viik tko eounmitj experiaeatal group* Tkis eeuld uaa that pro- sokoolo for tko retarded uro not accessary oiuoo tko okil- dron vill ueooloruto tkoir rato of dorolopuont aftor eater- lag sokool at tko ago of six* Kirk eoueludod tkat if potoutialitios oxiat for aa iaeroaoo iu tko rato of intollootual grovtk aad if hoae eoaditioas aro adequate, tko rotardod okild vill toad to aaaifest aoeoloratioa ao a rooult of sokool oxporioaeo evea at ago six* Tko okild froa a psyehoseeially doprirod koaof hoverer, aoods prosokool oxporioaeo to eoapoasato for tko doprirod koao eoaditioa* Oiaxkorg aad Broy (1953) statod tkat duriag Vorld Var II aoro tkaa soroa kuadrod tkousaad aoa of tko Uaitod States voro rebooted for ailitary sorrieo uador tko goaoral category of aoatal dofieioaoy. Tkis aaouatod to a 4 per ooat average ia all statest vitk a kigk of 14 per coat * rejeetioa ia soao states, aad a lev of eae-half of oao per ooat ia otkor states* Sarasea aad Vladvia (1959) ooaoluded tkat tko rejeetiea rates of aoa for tko araod sorrioos ia Vorld Var II kooauso of aoatal dofieioaoy voro affoetod ky tko fel- loviag tkroo footersi (1) rogioaal aad oultural difforea ces, (2) aiaority group aeakerskip, aad (3) tko rato of expeadiiure for oduoatioaal facilities* 42 Sarasem aad ftladvia (145*) fait tkat a diatiaetiaa maads ta ka aada ketveea aaatal ratardatiaa aad aaatal defieisaey* Maatal defieieaoy implies aa irraTaraikla aaaditiaa aad daaaga ta tka aaatral aarraas systsa. Maatal ratardatiaa implies aa daaaga ta tka aaatral aarraas system* Tka majority af stadaats ia spaaial elassas aad tka major ity of kigk grada iastitatiaaalimad easas ara iaeladad aadar tkis lattor elassifieatioa* After revieviag tka aatara aad oaasas af aaatal ratardatiaa, Sarasea aad dladvia eaaaladad tkat tka faar assaaptioas asaally aada akaat iatalligaaea tests ara aastly aatrae* Tkasa assaaptiaas ara (1) tkat iatalligaaea is a tkiag, (2) tkat iatalligaaea aaa ka aeasared ky a test ar tests, (3) tkat tka tastiag sitaatiaa is a represeata- tire saapla af all preklea-selviag sitaatiaas, aad (4) tkat ve kaev aaaagk akaat ealtare ta gaard agaiast iaralid earn- elasiaas eaaaaraiag eapaeity aad faaetieaiag* Haggard (1*54) faaad tkat daprirad ekildraa ar ekildraa fraa lav saaiaaaaaaaia graaps did aat kaev kav ta taka iatalligeaae tasts praparly. Tkasa ekildraa laeked aaaaiagfal diraetad praatiaa, leaked metiratiea, aad typieally kad fears af aad vara distaat fraa tka exaaiaer* Aftar tkraa aaa-kaor treiaiag periods vitk azplaaatiaas aad aa offer af revards, tka IQ's af tka disadvaataged ekildraa improved skarply* laggard faaad tkat if test itaas vara read orally vkile tka sakjaats read silaatly, tka ekildraa 43 reeeived kettar ie«r«i* Saila at >1> (1951) utlyiti tka kakavier af ytfili froa hifk aad lav aaaial aiatas backgrounds ia Reekferd, Illinois* Tka pupila vara aoaparad aa aara tkan aiz kaa- drad fifty itaaa in aararal videly uaad graap iatalligaaaa tests* Tka raaulta akavad tkat kalf af tka itaaa ia tka taata far nine— aad ten—year aid papila aad akaat 85 par eaat of tka itaaa ia tka taata far thirteen— aad fourteen— yaar old papila akovad diffaraaeaa katvaaa kigk aad lav sta- taa graupa vkiek vara aigaifieaat at tka 1 par eaat level* Davia (1948) elaiaad tka falloviag pkaaaaaaa aatar iata a ayataa af aeta vkiak oaaatitata a pupil*a raapaaaa ta a taat problem heredity, ealtaral aad aaaial experi- aaaa9 traiaiag ia aakaal aad at heae, aativatiaa af ravarda aad punishaents, aad speed* Spaad ia a eaaplax fuaatiaa iaralriag heredity, pkyaiaal eaaditiaa aad staaina, ealtaral habits9 faailiarity vitk tka aaataat af tka preklaa9 aad praviaaa axpariaaea aad traiaiag vitk tka apaaifie type af preblea* Deuvan (1958) akavad tkat part af tka diffaraaaa in Zfi aaaraa katvaaa aiddle—class aad deprived ekildraa ia daa ta diffaraaeaa ia atreagtk af aativatiaa ta perfera# Vkaa ravarda vara effered9 deprived ekildraa raapaadad at a kigkar level tkaa vkaa ravarda vara absent* Tka Biddle- alaaa ekildrea9 vka parfaraad at a kigkar level tkaa tka deprived ekildrea9 vara aara aftaa aetivated ta parfara at fit H « P s 9 S t I 0 0 0 8 0 0 VR S ' 0 0 m 0 0 0 0 & 0 0 0 H* § ! 0 0 H 1 0 H* 0 0 0 0 0 0 0 H 0 s S d 0 f £ S ' 0 3 H 0 ft 0 0 ft 0 3 10 w s 0 1 0 r H ; H 0 0 Of : t •0 0 * 1 0 0 0* 0 0 0 0 E f : j * d 3 £ « *• 0 H I £ 0 ■ 0 * s i 0 0 0 0 •0 1 0 0 0 0 ; 5 0 1 0 M 0 8 0* 0 H S " I 0 0* S ? t 0 0 O s i 0 0 0 M X & s 1 0 0 0 0 • 0 * i r 0 0 0 0 H 8 • f ft 0 0 0 0 ! - s i 0 0 •0 •• 0 0 0 ? to r a 0 0 0 0 0 0 H 0 0 0 ►* •• 0 7 f 0 0 0 • ►% 0 • 6 H 0 8 * w 0 & Sr » d • s 0 0 0 0 2 ' 0 0 * 3 £ 0 0 0 0 s £ s r 4 0 9 Hi 4-80* s . E : 0 0 H 0 0 S 0 *0 0 0 0 & • 9 FU 1» p»A**d«p m ?•»••«»* 0 0 0* 0 0 0 0 0 I 0 0* 0 H 0 0 O 0 0 0 0 £ 0 s 0 0' i 0 0 0 0 £ 0 H 0 0 0 0 0 0 0 0 s 0 0 0 0 0 s 0 O 0 0 0 O 0 0 *0 ft 0 0 0 0 H 0 H d & 0 0 0 0 0 8* £ d s 0 0 0 0 0 0 • 0 H 0 4 0 0 f S i • 4 0 0 0 0 ft t Sr 1 * * ■ ft 0 0 8: a r 0 0 0 1 0 o 0 0 0 * 0 0 0 0 0 0 O 1 d 0 0 ft H 0 0 0 0 5 0 0 0 0 s r 0 • 0 N 0 4 0 0 0 0 * 0 H 0 0 0 8 0 ; 0 0 O ' : * 0 0 0 0 0 8 5 0 0 0 a 0 s H P s 0 H 0 8 . S £ £ 0 0 •1 0 0 « 0 a f p 0 0 • t 0 s 0 0 H « 0 0 * 0 4 0 0 0 r 0 0 0 1 0 £ 0 s 0 0 0 H 0 0 0 0 o £ 0 s * 0 0 1 0 0 0 ft 0 O s r s i0 0 0 o 0 * 0 H * «4 0 0 e * 0 0 * * H 0 4 0 0 0 0 * 0 0 8 0 0 *4 0 ■ 0 0 0 0 0 ■ 0 0 N H 0 • 0 0 0 - s * H 0 0 0 0 •* 0 *10 0 • 0 0 0 0 -* 0 1 0 0 0 M 0 * ^ 0 0 M 0 H 0 0 0 0 0 0 * S ? ? 0 0 E * 0 0 0 0 0 r 0 o r 0 0 M 0 0 » 0 H 0 H ! i : i 0 0 s s 0 0 0 H 0 4 0 H 0 0 0 & ?* « * • « V » ^ A 0 T 0 A 0 I ntTXft • * •••!» 45 Siftrtra f m i ikt •lit* ftiiuti te have a «M|ltxy distinct eiliut fatiaraid aftar a teenage daliafMii nedel* tka ranlti af his tiady saggsated tkat am tka basis af ehservsd kehavier it is diffiomlt ta diffaramtiata katvaaa tka alita pepalatiea af Pacific 8tata Haspital aad aaraal yeatk af caaparabla atkaic arigiav sacioacoaaaie states, aad age* Edgartan statad tkat if paapla vitk IQ's arsrag- iag 55 can oeadmet sacial ralatiaas af tkis complexity, tkaa faadaaaatal gaestiens ara raisad akaat tka relatien- skip katvaaa vkat IQ tasts aaasara aad kakaviaral eenpe— taaea ia everyday life* Accarding ta Sarason aad Gladvia (1959), tkara is fair agraaaaat ia tka rasaarck litaratara tkat iadividaals vka as ekildraa received scares skeviag ratardatiaa fra- gaemtly skav kattar tkaa expected aaatast preklea-selviag kekarier as admits* Thas, iatalligaaea tasts nay ka exeel- laat iadicatars af adacatiaaal aehieveaeat kmt pear indi- eaters af aaatast iatallaetaal activity* Clarke, Clarke, aad Beiaar (1958) aada three stadias aa tka IQ aad saaial changes af deprived yaaag feebleainded admits* Tka subjects, vka vara ia tkair tvaatias at tka tiae af tka stady, vara as ekildraa taken fraa vary kad kaaa sitaatiaas aad vara kraagkt ap ia a kaapital setting* Aftar savea years af hespitalisatien, tka average iacraasa ia IQ vas ana standard deviatiem* A saatral graap fraa pear bat lass deprived kaaas aada akaat 46 •u-half a standard dsTiatian gala* Many ef the subjects vtrt able to loaro hospital ears aad to adjust to tho eea- auaity* Charlos (1953) studiod tho ability aad aeeeaplish- ■oats of subjects oarlior judged aoatally dofioioat ia tho schools of Lincoln, Mebraska* Tho sabjoeto voro foraor opportunity row stadoats vith IQ's bolov 70 vho had boon stadiod by Bailor ia 1935* Ia 1950 Charlos foaad that 5 por eoat of tho sabjoets had life-long physical handicaps saoh as spasticity* epilepsy* speech defects* etc* Sixty- five por eoat of tho sabjoets* all of vhow had provioasly boon coasidorod retarded or deficient* roeoivod IQ scores ia tho dall—aoraal or average range* About 20 por coat of tho sabjoets had seeres ia tho borderline classification bat voro fairly veil adjastod aad self—saffieioat noabors of society* Twenty por coat of tho sabjoets had boon iastitatioaalisod at least oao tine aad had life-long dofieioaoy scores* Tho aaia reason given by Charlos for tho increase ia IQ for aost of tho sabjoets vas tho inadequacy of tho 1935 tost ia aeasaring tho correct intelligence of tho sabjoets* One-fifth of tho sabjoets eaao froa hoaos vhoro a foreign language vas asod instead of English* Most of tho sabjoets eaao froa hones of inadequate soeiooeoaoaie states• At least ene-fearth of tho sabjoets had javoailo •cart records* Those factors eoald have eoatribatod to 47 iaadequate ftrfonuet ia tka sekoal aad i«st siiutim* Cellaaaa aad Vevlya (1956) iar«iii|ai«d tka •■play— aaat saeeasa af adueatieaally sukaaraal ax-pupils ia Eag- laad* Tva—tkirds af tka subjects kad IQ*a ia tka 50 ta 69 raaga vitk tka aaaa of akaat 60* Of tka tva koadrad tveaty-tkrea ax-pupils vka vara subjsets af tka follav-up study, 61 par aaat vara aaaaaaafal ia aekiaviag salf-suppart ia tka eaaauaity. Aa additiaaal 11 par eaat aekiarad partial aalf—support* Tka aaplayars af tka ratardataa rapartad tkat tka aaia raaaaaa far eapleyaeat aaaeaaa vara reliability aad geod tiaa keepiag* Keaaedy (1948) ia Hartford, Connecticut, stadiad aaaiastitatiaaalisad dafaetivaa vitk IQ*a katvaaa 45 aad 75* A aaatral graap af aaa kaadrad tvaaty-aiaa sabjoets vas aatekad vitk tka dafaetivaa ia all iapartaat faetars axeapt iatalligaaea* Tka dafaetiva graap vas faaad ta kava laft sekaal aarliar* A fav aara dafaetivaa vara faaad ta ka solf—suppertiag, kat vary fav vara faaad ta ka ia aaaagarial ar prafasaieaal oeeapatiaaa* Ia spaad af vark aad laaraiag ability tka dafaetiva graap vas rated kalav tka aaadafaetiva graap* Over kalf af tka dafaetivaa vara * said ta ka able ta perfera aera skilled jabs vitk tka kelp •f additioaal traiaiag* Ia raviaviag Keaaedy's study, Saraaoa (1959) stated tkat if aaa assaaas tkat uafavorakle koue kaekgreaad eaa iaflueaee iatallaetaal affieiaaey aad perseaal—saeial 48 tdjuiuBif ihn the t*ii ieor»i ef kigk grad* naitl dtf«e- , tires aay ka considered representative of tkair faaetiaaiag bat aot aaaaaaarily of tkair eapaeity. Tka Personality, Opinions, aad Attitudes of tka Retarded The reviev of tka selected literature on tka per sonality, opinions, and attitudes of tka ratardad shoved tka follevingt 1. Tka ratardad ekild is aftan subjected to greater frustration thaa is tka aTerage ekild baoausa ka is often deprived af lore, acceptance, aad a feeling af sueeass and aecenplishaent (Pearson, 1942). 2. Tka ratardad ekild aftan feels rejected and has a poor salf-oanoapt (Hutt and Qibby, 1998)* 3. In a study in vhieh kigk sokool taaakars judged tkair students an tka need for psyekiatrie kelp, tka per centage of students needing kelp vas found to bo kigkor for tka aentally kaadieapped students tkan for tka regular class students (Bovar, 1961). 4. Tkeuas eanaarnad vitk aggression, rojaction, and aabivalenee tovard paronts vara frequently found vhen tka Tkenatie Apperception Test vas given to ratardad bays (Samson, 1943). 5. Retarded children in public sekaol regular classes vara found to ba lass accepted socially tkan voro nonretarded ckildran (Baldvin, 1938). 49 6. RtUrdtd ohilirn in parochial sokool regular olnssos voro found to bo loss seeoptod by poors and toaokors tkan voro nonrotardod okildron (Martin, 1933)* 7. Unacceptable social bokarior oxhibitod by rotardod students in regular elassos frequently vas tko eauso of tkoir rejection by average students (Johnson, 1950). 8. Speoial class rotardod students usually do not have tke desire for aehierenent tkat nontally rotardod stu dents in regular olassos kavo (Jordan and SeCharns, 1959). 9. A largo poreontago of tko rotardod drop out of kigk sokool before graduation (Jones, 1958). 10. The general interest patterns of rotardod chil dren soon to bo sinilar to those of noraal ehildron of tko sane ago and sox (Pleigler, 1955). 11. Vhen retarded and nonrotardod subjects aatokod for ago, sox, and raoe voro oonparod, it vas found tkat tko rotardod cane froa poorer sooioooononio backgrounds, had poorer sokool backgrounds, kad fever full tine jobs, and kad jobs of lover status (Jastak, MaePhee, and Yhite- nan, 1983). 12. Most special class pupils in a study in Northern California expressed a liking for tke speoial elass (Johnson and Perriora, 1958). In tko folleviag paragraphs eoneorning tko solooted literature on tko personality, opinions, and attitudes ef 50 tko r«Url«4, tie litorataro is rtTitvti in frtftttr icteil tkan im tkt pr«o«dii| »i— ry itoiMwtt* Foarsom (1942) statod tkat tka ratardad okild is sikjaatad ta groator frustration tkaa tks avaraga ekild* Iks retarded skild is daprivad of 1st#, of aeeeptanee, of s plaoa im tko group, and of foolimgs of smeeoss and aoeompliskmont. Ho is oftom sukjeeted to ridiemle, oriti- eisa, mmd ostraeisa* Ho oftom fools vnlered, unaccepted, omd vortklessf aad ko roaets to tkoso foolimgs ky kooomimg aggrossIto or ky vitkdraving froa tko groap into kiasolf• Hmtt aad ftikky (1958), tkroagk tkoir oxporioaeo vitk rotardod okildrom im ooamsolimg and gmidamoo situa tions, roaokod oortaim eomolmsioms rogardimg tko omotiomal attitados of rotardod okildrom* Tkey fommd tkat tko mon- tally rotardod okild tomds to fool Tory amok alomo kooaaso ko is oftom rojootod ky otkor okildroa, aad frequently is rejected at am mmoonseioms lorol ky kis paromts aad siklimgs* His self-esteem is levered kooamso kis aspira- tiom lorol is oftom koyomd kis oapaoitios for aekievement* Ho soos kiasolf as "mo good,” aad oxpoots fmrtkor rejection froa kis paromts* Ho soos kiasolf as imforior aad voak kooamso of kis imakility to nmdorstamd tko ooaploxitios of tko vorld arommd kia* Hmtt aad Oikky foamd tkat tkoro is frequently mo mioko into vkiok tko rotardod okild oam fit vitk a fooling tkat ko is vamtod aad lorod* lastoad, tko rotardod okild 51 fiiia u i esiaiut fmtratira ef hii basic needs* Vkaa he does attenpt te seek gratification, he reeeires disapproval frta parents aad society beeanse ef his iafaatile aad relatively aneentrelled Manor* Ia his repert te the Califeraia Legislature ea the edaeatioa ef eaetieaally haadieapped children, Bower (1961) gave the resalts ef research ea the epiaieas ef high seheel teaehers ia seleoted seheel districts ia Los Angeles Coaaty, Califeraia* These epiaieas eeaeeraed the teaehers* views abeat the enetieaal haadieaps of their papils* Teaehers ef physically aad aeatally haadieapped high seheel papils jadged 29 per eeat ef their papils te be ia need of psyohiatrie help* These saae teaehers judged that aa additional 26 per eeat ef their papils repaired aere than their share ef the teacher*s tine and attention* Teaehers ef regalar elass high seheel stadents jedged that 2 per eeat ef their stadents needed psyohiatrie help aad that an additional 2 te 7 per eeat repaired aere thaa their share ef the teaeher*s tine aad attention* Sarasea (1943) ased the theaatie appereeptiea test with aeatally defieieat beys at the feathbary Traiaiag Seheel ia Ceaaeetieat* The average ehreaelegieal age ef the sabjoets was twelve years, fear aeaths* The average IQ vas 63* Sarasea feaad that the prevalent theaas vere eeaeeraed with aggression, rejection, aabivalenee towards the parents, gailt, aad fear ef loneliness* The stady 52 iktvtd that rttoriti ehilirtB vui affteiira ail ssaarity jut as da aaraal ahildraa* Baldvia (1958) stadiad tha aaaial aesaptaasa af adaaahla aaatally ratardad ahildraa ia tha ragalar gradas* fha subjaats vara fiva haadrad savaaty-tvs aaaraiardad aad thirty-ama ratardad ahildraa ia tha faurth, fifth, aad sixth gradss ia a larga public sehaal systaa ia aa aastara a tat a* Tha r a salts af tha stady iadiaatad that tha ratard ad vara lass aseaptad sasially thaa vara tha aaaraiardad* Msrtia (1953) stadiad tha affaet af plaaaaaat af aaatally ratardad papils ia ragalar alassas ia parsehial sahaals ia Las Aagalas, Califsraia* Maatally ratardad ahildraa ia tha ragalar alassas vara faaad ta ba lass aaaaptad aad aara rajaatad by thsir paars af avaraga iatalligsaaa aad by thair taaahars thaa vara ahildraa af avaraga iatalligsaaa* This aafavarabla pasitiaa vas hsld by tha ratardad avaa vhaa tha faatars af sax, grads lsvsl, aad saaiaaaaaaaia statas vara wsad aa aiaar aritaria* Tha raasaas far tha rsjaetisa vara pradaaiaataly has ad am tha sggrassiva bahaviar pattsras af tha ratardad* Tha asatally ratardad papils aada lavar saaras aa tha attitmda-tsvard- sahaal tsastiaaaaira thaa did tha aaatral graap* Tha aaatal ly ratardad papils fait tha aaad af parsaaal rasag- sitiaa aad assaaqplishasat ia bath alass aad play astivitiaa* Jshassa (1958) ixvastigatad tha saaial aaaaptaaaa af asatally haadiaappad ahildraa vha vara ia fiftaaa first tkrMfh thirl grtlt aeh«»l olaiiti. Tbs rtnlti sf tha atilj akaval that tha lsvar tbs IQ mt tha ratulal ahili, tha laaa bs vas aaeaftal by tbs ragalar slass atilaiti* Tbs rsassas givsa fsr tbis rsjsstisa vsrs asi tbs lsv asadsais ability af tbs ratardad stadsat| lastsad, tbs rsassas vsrs oaaessptabls bsbavisr sasb as ballyiag, figbtiag, aisbabaviag, svaariag, lying, aad sbaatiag* Tbs sssial pssitisa sf tbs asatally bandisappad ebild vas apparently dstsraiasd by tbs laek sf avaraga asatality ratbsr tkaa by bis sseissssasais atatas. Jsbassa fait tkat tbs ratardad sbildrsa ia ragalar alassas vsrs sxpsetsd ts aaiataia standards sf bsbavisr bsysad tbsir ability, aad bs advissd additisaal stadias ts dstsraias tbs kasvlsdgs aad skills asssssary far tsasbiag sssial skills ts ratardad stadents* Jsrdaa aad DsCbaras (1959) stadiad tbs asbisvsasat astivss sf aaraal aad asatally ratardad sbildrsa* Tbrss greaps sf sabjssts vsrs drava trmm ssbssls ia tbs astrs— pelitan arsa sf a largs aidvsstsra city* Tbs fsrty-ssvsa sabjssts sf Orsif I bad a asaa ags sf 19*0 ysars aad bad bssa ia speeial elassss far six sr ssvsa ysars* Tbs fsrty- tvs sabjssts sf ftreap II bad aa IQ lass tbaa 79 bat bad ast bssa plassd ia a spssial slass* Oreap III ssasistsd sf sixty sabjssts raadsaly sslsetsd frsa A papulation of sspbsasrs stodsats* Tbsy bad a asaa ags sf 19*7 ysars aad tbsir IQ9a vsrs all absvs 79 as asasarsd by tbs 34 Ttraai-MoVtur Sm1« ef Iaitlliirasi* All the rakjMii vtr* interviewed prinitly, uii| a ■•lifiti IhiMtie l))0ro«tiira Test imltptd by McClelland far muirii| Miiniioa. Jordan and DeCharns eonelndod that theoretically nentally rotardod ehildron aro exposed to atypical child- roaring practices as far as aehioronont notiTation is concerned* Tho nentally rotardod ohild is aoro pretested by his parents as ho grovs up, Tho speeial elass protoots tho mentally rotardod student from foar of failure, hut tho speoial elass student does not hare tho desire for aehieve- aont that is found in tho mentally rotardod student who attends regular classes* Jones (1958) found that out of a group of fifty—six aeatally rotardod speoial elass students vhe enrolled in a Southern California high seheel in tho sohool years 1951-52 and 1952-53» aaly 37 por eont graduated* Heron pupils dropped out during their ninth grade year* Absences voro eoanon with moot of those eleven* Most of tho dropouts eaao froa largo faailios* During tho tenth grade fifteen pupils vithdrov9 during tho eleventh grade six pupils withdrew, and during tho twelfth grade four pupils vithdrov* Jones found that nest of tho elective ooursos taken by tho speoial class students voro in tho practical aad vocational arts* A fov of tho parentst against tho advise cf tho counselorsf insisted that their ehildron take tluiti ia flu* lawiirj, tfylitl akeaistry, IfMiih I, ui leelegy. Fliegler (1955) iavestigated tka |«i«r»l « U sptoifie iittraiii ef ratardad ekildraa aa expressed by tkair viskes, dislikes, likes, aad kappiest times* Tka sabjeats vara eigkt kaadrad fifty-five ekildraa free 8aa Fraaoiaee aad Sablasd pablia aakaala aad aaa kaadrad aev- aaty-tva ekildraa fraa Saaaaa State Heae, aaklag a total af aaa tkeaaaad tveaty-s a vaa ekildraa* da altered farm af tka 8priagfield lataraat Fiader vaa adaiai stared ia iadiridaal iatervievs* ekreaelegieal age vas faaad ta kava tka aast sigaifiaaat affaat apaa iatarast patter*** Sax diffaraaeaa vara faaad ta kara tka aaxt vast affaat* Base, seeia- aaaaaaia statas , aad iatalligaaea levels kad aa eeasisteat affaat apaa iatarast patterns* Tka gaaaral iatarast pat- teras af ratardad ekildraa saaaad similar ta tkasa af tka aaraal ekildraa* Jastak, MaoFkee, aad Ykiteaa* (1963) eaaparad aaa kaadrad tveaty-tkree ratardad sabjeats vitk aa afwl aaabar af aearetarded sabjeats* Tka sabjeats vara aateked far age, sax, aad raaa* Tka variables stadiad vara ability raak, adjastmeat aad aakiavaaaat patteras, aad baekgremad faatars* Tka rasalts aaaaaraiag sakaal baakgraaad akavad tkat tka ratardad graap kad paarar sakaal attaadaaaa, lass ■•keel experieaee, aad lever adaaatiaaal aakiavaaaat* Tka 96 retarded vtr* m m i«|tiiTt t m r d tkair si«ii«gt their itatktrs, taA tka fulity af tkair m v»rk« Tka Miratarlai participated significantly nara in faraal organisations and graaps tkan did tka ratardad, altkaagk tkara vas na significant diffaranaa batvaan tka ratardad and nanratardad in tka nnnbar af infornal activi ties par famed* Tkara vas na significant diffaranaa batvaan tka ratardad and nanratardad subjects in tke nnnbar of sacial activities versus individual activities. Canparad vitk tka nanratardad, favar af tka ratardad varkad full tine, vhile acre af tka ratardad kad part—tine jabs or vara unemployed. Tka ratardad kad lover status jobs tkan did tka nanratardad. Lever-olass status af tka parents vas found aara aftan in tka ratardad subjeota tkan in tka nanratardad subjects. Tkara vas na significant diffaranoo batvaan tka ratardad and tka nanratardad in occupational satisfaction, kaaltk, contact vitk sacial agencies, contact vitk courts ar police, place af birth, and certain faaily background characteristics. Johnson and Terriers (1991) studied tka attitudes about sakaal kald by ana hundred ninety-nine children in sixteen public sckacl classes far tka nentally ratardad in •acranento County, California. Tka group included ana hundred forty-nine bays and fifty girls, ranging in age freu six years, five aantks, ta sixteen years, five aantks. Tka naan IQ vas 69.5, vitk a range af 40 ta 03. Tka nethod 57 ■••i i« (tiktr tke data vaa a standardised iadividval iater- riav. Tka imtarriav itaaa vara aalaotad ta aktaia speeifio iafaraatiaa daairad ky people varkiag ia tka speeial elaaa pregraa* Tka tva iatarviavara aaad a eeaeoaled tapa recorder to raaard tka aaavara givoa ky aack okild. Tka folloviag vara aoaa af tka fiadiaga af tka atudys (1) Tka ekildraa aaldaa aaad tka tarn "speoial elass" ar Telvateerod tkat tkay vara ia a apaoial elaaa* Tkay navally rafarrad ta tkair elaaa ky raaa nvaber, ky grade, or ky tka teaeker'e aaaa* (2) Tka raapaaaaa af 60 par eaat af tka ekildraa iadieatad positive attitvdea aa tka part af tka paraata tovard tka apaeial elaaa* Otker raapaaaaa akavad tkat aaaa af tka paraata kad a liaitad vadarataadiag af tka pragraa or little ayapatky vitk it* (3) Vkaa aakad if tkay liked tkair laat ragalar elaaa, 77 par aaat af tka papila aaid tkat tkay did, vkile 22 par eaat aaid tkat tkay did aet* Viaety—aaa par eaat said tkat tkay liked tkair apaoial elaaa, vkila 9 par eaat aaid tkat tkay did aet* (4) lltkevgk aaat af tka ekildraa aaid tkay liked tka apaeial elaaa, aaay af tkaa aaid tkay did aet like it vkaa tkay vara first plaead ia it* (5) A aagativa attitada tevard apaeial adaaatiaa aad tka age af plaeeaeat vara aat fevad ta ba aigaifiaaatly related* (6) Tka ekildraa aaaad phyaieal adaaatiaa, erafta, vaadvark, aad aritkaetie aaat f regaeatly vkaa asked vkiok sabjoets tkay liked bast* Spelling vaa tka sakaal svbjeet liked least by aaat ef tka ekildroa. (7) Tko iwrtiiigtiMi rifwiti tkat tk» nrt-*f- ichitl iiitniii of tko iftcial eUis okillrn to ko liko iktst tf otkor ohildroa witk tko •xcifiira that 01I7 oao of tko iftcial elua yifili auiai roadiag u aa iaiansi* (8) Huy of tko raifmaa of tko spooial olaaa papils eontniai tkoir futuro woro naroalistie ia wiow of tkoir liaitoi abilities* Forty-tkree por eoii of tko girls rospoadod tkat tkoy nstod to ko aursos* Otkor spoeisl class pupils natad to ko doctors, toaekors, pilots, sol- logo stadoats, oto. (9) Forty-aiao por 00at of tko ckil- droa iatorriovod aaaod a aoakor of tkoir spooial olass as kost frioad* Viaotooa por coat aaaod a ekild ia a rogalar olass as kost frioad* Six por eoat aaaod a spooial olass toaekor as kost frioad* (11) Vogattro attitaios toward spooial olass odaoatioa woro foaad aoro ia tko girls tkaa ia tko keys. (12) Tko porooatago of spooial olass papils oxprossiag aogatiro attitados toward spooial odaoatioa ▼ariod froa oao olass to aaotkor, raagiag frn 30 por ooat to 90 por ooat* Bosoarok Frokloas Vaaoroas prokloas aro oaooaatorod vkoa doiag ro- soarok ia tko fiold of aoatal rotardatioa. Oao of tkoso is tko possiklo iaaoouraey of tko "oxport opiaioas” of loadors wko karo kad yoars of oxporioaoo aad wko spoak witk aatkority* Broa oxports karo kiasos aad oaa ko aistakoa 59 abwt fa«ts u i iitita* Ik# aa-callad "azptrt •fiiiwi" sk««U b« eMtinoialy ektekai hy statistical rcaurek. iasthar riaurok fraklaa ia that af iafiaitiras ar eritaria* Ia tha praeadimg rariav af aalaaiai litaratmra arary stmdy eitad had a diffaraat aparatiaasl dafiaitian af A a mas "ratardad," vka had "araraga iatallifaaaa," aha had "lav aaeiaaeaaaaia atatma ," aad aha had "high saaia- aeaaaaie atatma*• Caapariaaaa hataaaa rasaarah atadiaa oaa ha diffiaalt ar alaast aaaaiaglaaa ahaa dafiaitiaaa diffar fraa atmdy ta stmdy* Fapulatiam saapliag alaa frasaata a raaaareh prah- lam* It ia fraqmamtly gmastiaaahla ahathar tha sampla atmdiad raprasaata tha tatal papmlatiam* Sraa ahaa tha saapla adagmataly raprasaats tha papmlatiam, thara ia atill a gmastism af ahathar tha pareamtaga af gmaatiaaaaira ra- taraa ia high aaamgh ta rapraaaat tha aaapla ada^mataly* Imathar rasaarah prahlaa is that af msiag aa appra- priata aaatral gramp* Gaatral grasps ara aaadad ta rala amt tha Havtharma affaat aad ta aaha it paasihla ta aaapara tha raaalts af tha rariahlaa tastad* Caaamaiaatiaa is aaathar prahlaa that ia aaoama- tarad hy rasaarahars* lathara af rasaarah papara, hasamaa af spaaa rastriatiama, asst praaaat thair rasaarah is a •mmaariaad fashiam* This prahlaa af saaaamisatiam ia amam graatar mham aaah af thasa rasaarah papars asst ha ama- ■arisad imta a faw paragraphs as ia a rami am af tha llitniirt. iatihw frtbln is thst s f aiorsrsssarsk. Vkat is f*«ai is b« iras im rat f»|il»ii«i is asi asssssariljr iras sf siksr f*v«latiMiy ia siksr siiaaiisas, sr ia siksr iiass. Mssi sf tin rsssarsh ia tkis rsrisv sf iks litsra- iars okapisr vas aiersrsssarek vkisk sksald ks rsysaisi viik larfsr saaplss aad sa Tarisas pspalaiisas ksfsrs it eaa ks assusd ikai iks fiadiags sill ks applieakls is siksr siiaaiisas ai siksr iiass. Tks rsrisv sf sslseisd liisraiars sa adslssssai ealiars aad iis rslaiisa is sssissssasaie siaias kas sksva ikai ( 1) iksrs is aa adslssssai saliars, (2) iks kigk sskssl ysaik viik iksir prsklsas fii iais ikis adslssssai saliars, aad (3) iks sssissssasais siaias sf iks kigk sskssl siadsai is rslaisd is kis plaos ia ikis saltars. Tks rsrisv sf sslssisd liisraiars sa iaislligsass aad iis rslaiisa is sarirsaasai saa ks saaaarissd kj iks fsllsviag siaisasaist 1* Iaislligsass is a djaaai* sasosssisa sf dsrsl- spiag faasiisas aad is dspsadsai sa ksik iks srgaaisa aad iis sapsrisass ia iis sarirsaasai. 2. Vkaisrsr iks slassifisaiisa ia iks fisld sf rsiardaiisa, iadiridaal sasss sksald ks risrsd as prsklsas sf asiisa fsr faiars iaprsrsasai. 61 3* Tka keavy enetiiraiiui tf miftl niMiaiitx eeaiag frea ike dtprirxi ar iiitimttfoi claisci at||«ii> a aajxr eaaiaiiTt rale af aivant «aaialy taraMia, aad evliaral faeiera ia ika Aaarieaa ittiaijr* 4. Tka aaia aaiuptiaaa aaderlyiag iaielligeaee ieaiiag ara queaiieaable. Tkaaa aaavapiieaa ara tkat iaielligeaee ia a ikiag, ikai ii aaa ka aaaaarad by a aaaple af all preklea—salriag siiaatieaa, aad ikai ii eaa ba aaaaarad aad eeapared ia riev af oaliaral diffaraaeaa. 3* Iaielligeaee ^aaiiaaia aaa ba ekaaged ia aaaa iadiridaal aaaa a, aad aaaa aaaa a af raiardaiiaa ara vreagly diagnosed. 6* A avaber af eoaaaaiiy aad jab plaeeaeai follev- ap aindiaa kara baaa aada af faraar aiadaaia vke vara arig- iaally diagaaaad aa raiardad (IQ*a baivaaa 30 aad SO)* Tkaaa aiudiaa kara akava ikai aaay aa—ealled raiardad iadiridaala kara aada a gaad adjasiaeni ia adali lifa aad kava baaaaa varkiag eiiiaaaa ia ika eeaaaaiiy. Tka rariav af aalaaiad liiaraiara aa ika peraoa- aliiy, epinieaa, aad aiiiivdaa af ika raiardad eaa ba avaaariaed by ika fallaviag aiaiaaaaiat 1. Tka raiardad ekild afiaa faala rajeeied aad afiaa kaa a paar self-eoaeepi. 2* i relatively kigk pareaaiaga af raiardad papila ara fali by ikair iaaakara ia kara eaeiieaal prebleas aad ia aaad payekiairie kelp. * T M TX*»TJ£Tf • T «*T»»»T«W"»0 (f) *?•*»•* »» I W » i •!» J # •%xnn*x • W •«!■•• • ! »TtlT«**4 I T Mfwi v n •uc^a«| • m *»• •!»* • % *•?••* u« alvtxt x«2T«oo (() *ixnnl«T« •X<n> ^ ^wim<u • % 1>P( « « l ^«m •2ft«t»Hfnl ft 0 r 0 • 0* ft ft • 0 H t t 0* • • 0 t ^ E ? S M * 0 «w 0 ? £ * £ I 8 ! t . ; H e 0 ft 0 0 ft 0 ■ 0 ; £ 0 ' : « ( > 0* 0* H H H» 0 0 0* 0 0 s 0 * 1 0 0 ■ 0 . 0 H 0* 0 * 0- 0 0* ft 0* s e 0 0 N v—» 0 1 0 s 0 0* 0 0 0 0 0 £ s : s : 0 0 0 s 0 ■ 0 0 0 t £ ? 0 0 £ 0 ft 0 8 0* 0 0 ? o 0 0 0 * 0 0 t s 0 O 0 ft 3 8 s * 0 0 r s 3 B 0 * T ■ 0 0 H 0 0 0 i 0 0 0> 0 £ 0 0 ft 0 -I 0 • 0 0 * ■ 9 ft 0 0 0» r 0 0 < * ■ 0 0 0 S 0 0 ft 0 * 0 A. 0 0 0 0 0 0 f * 0 ft ft £ £ 0 0* 0 0 0 0 0 * M 0 0 1 3 S h* * 0 0* 0 * 0 M 0 0 0 s r 1 * 8 r 01 M *0 0 * £ s s r i * * r z t • 0> 0 h 0 0 0* 0* x 0 0 t% 0 0 0 O 0 0 I 0 0 ? 0 * t 0 * s 0 0 0 0 0 m 0 £ 0 0 0 0 0 ft t i 0* 8 £ « * > 0 0 0- ■ 0 0 0 0 0 ft 0 0 I 0 0* 0* 0 s 0 ft 0 s 0 0 0* V J I • 0* 0 0 M 10 0 + 2 0 0 ► 1 ft 0 0 O ft H * * 0 0 0 t I i : 0 M * 0- 0 0 W H 0* 0 0 0 I 0* 0 0 0 * 0 t 1 0 0 •. £ 1 0 ft 0» O 0 <0 0 ii 0 0 0 0 " 5. 0 ft 0 3 £ 0 0 f * « 0 0 0- 0 0 M r 0 0 0 a* 0 o ►% t r S M 0 ft ■ f 0 0 t t * I 0* 0 0 0 • 9 0» 0 I 0 0 s % 0 ft 0 0 £ i ? 2 H 0 0 0 0 * 0 0 0* ft « r w ? 0 0 f 2 . X O 0* 0* O £ 0 0 0 0 i 0 M • •»«!«• f»n* ( 7 ) Yk*t ia f»iai ta ta trma ia aaa papala- tiaa is aat aaaassarily traa af attar papal*ti aaa, ia attar aitaatiaaa, ar ia attar tiaaa* CHAPTER III PROCEDURESy SOURCES OF DATA, AMD HTFOTB8E8 Chapter III prtiMii (1) a dtaoriptin af Aka ei— waity ia vkiek ika stady vaa aada«» ika disiriai, ika kigk aakaals, aad ika alaaaaa far adaaakla aaaially raiardad siadaais, (2) kav disiriai aaaparaiiaa far ika siady vaa saaarad, (3) kav ika rasaarak iaairaaaais vara davalapad, (4) kav ika sakjaais vara aaiakad, (3) dasarip- iiva daia aa ika ■■bjaeia, (6) kav ika aaaasalars saaarad daia far ika siady9 ( 7) kav daia vara saaarad fraa ika iaaakars aad fraa sakaal raaards, (8) siaiisiieal aaikads af aaalysis, aad (9) ika kypaikasas af ika siady* Disiriai aad Caaaaaiiy Paoiars Tka siady vas aaadaaiad ia a Saaikara Califaraia kigk sekaal disiriai vkiek eaasisiad af iva kigk sakaals, aaak viik aa aarailaaai af appraxiaaialy ikraa ikaasaad papils* Savaaiy-fira par aaai af ika 1983 papalaiiaa af ika disiriai kad arrirad afiar 1990* Lass ikaa 2 par aaai af ika papalaiiaa vas aaavkiia aad appraxiaaialy 39 par aaai vas aadar aigkiaaa yaars af aga (Nelka ai al.« 1983)* 84 85 Tkere vtri tffruiMttly aiatty pupil a •irtlltd ia tha special elasaas far tka aduoakla aaatally retarded during tka aakaal yaar 1H3-M* Ae carding ta tka sukjeots* answers an tka "Sakaol Bakariar and Attitudes Questionnaire," 72 par eant af tka atudanta in tka atndy kad lirad in tka aekool diatriet laaa tkan fira yaara* Zki a vaa aitkar tka firat ar aaeand yaar in tka diatriet far 33 par eant af tka aukjaeta* Eleven par eant af tka aukjaeta kad alvaya keen in tka aekoel district, 28 par eant eama fron atkar parts af tka eaunty, 42 par eant eaaia fran atkar saetians af Califernia, 9 par eant eaae fran tka western ar nidvastern United States, and 9 par eant eaae fran tka aautkarn ar eastern United States* (Sea Appendix P.) District Caaparatian Fernissien ta perfem tka atndy vas secured fran sekaal effieials in tka kigk aakaal district* In additian ta affaring an in-service training pregran ta kelp tka eeunaelers, taaekara, and adninistraters ta understand kattar tkair edueakle nentally retarded atudanta and atudanta af lav saaiaaeanania status, tka study affarad tka kigk sekaal district an eppertunity ta raaaiva infer- natien an tka sekaal kekavier and attitudes af tkair aduaakla nentally retarded students and tkair students af average intelligence* 66 Tka iar«fti|tiin rt^iini tka felleviags (1) aeaeaa to m i o u ij|ta af siiiaat reeerda, (2) ika tiae af apprexiaataly tvaiiy eeaaaalera, eaek af vkaa vaali give fomx atraetared itvAait iaterrieva, ul (3) peraiaaiea ta ask aaek teaeker af a atadeat ia tka atady ta fill aat a ratiag akaat aa tkat atadeat* After a paaitira reeoaaeadatiea vaa aada ky tka kigk aakaal diatriet*a adaiaiatratlre ataff# tka diatriat*a aakaal kaard gava paraiaaioa far tka atady ta ka eaadaeted* Tka kigk aakaal diatriet*a payekalagiat vaa aaaigaed tka taak af oaardiaatiag tka raaaarek ia tka diatriet* Tka payakalagiat aad tka iareatigater varkad tagatkar ta adapt tka gaaaral prapaaad raaaarak ta tka apaaifia aatkada9 iaatraaeata, aad praaadaraa already aaad ia tka diatriet* Baralayaiaat af tka Beaearek Iaatraaaata Tka "Sekaal Bekarier aad Attitadea Qaeatieaaaire" (Appaadix A) vaa faraad aa a raaalt af tka fellevimgs (1) a reviev af tka literatare aa aaatal ratardatiaa aad aaaiaaaaaaaie atataa, (2) aaaaidaratiaa af tka paliay af tka paklia aakaala ta aak paraaaal gaeatieas aaly akaat laaraiag aad adaaatiaa aad aat akaat paraaaal aad kaaa prekleaa, (3) aaggaatiaaa fraa tka iavaatigatar*a daataral eeaaittee, (4) aaggaatiaaa fraa tka aaperiateadeat, aaaiat— aat aapariataadaat, aad payakalagiat af tka partieipating diatriet, (3) aaggaatiaaa fraa tka Biraatar af tka 07 Muaiiiul Btactrik m A T«itii| OiptriMii ia ika Offiaa •f ika Orufa Caaaiy Sapariaieadaai af Sakaala M l aaggaa- iiaaa fraa ika liaaaiiaaal Baaaarak Caaaiiiaa spaaiaral ky ika Oraaga Caaaiy Sapariataadaat af Sakaala Off lea, aad (6) a rariav af raapaaaaa af adaaakla aaaially raiardad kigk aakaal aiudaaia giraa irial qaaaiiaaaairaa. Vkaa paaaikla, iafanaaiiaa aaadad vaa akiaiaad fraa aakaal raaarda aad fraai aakaal iafaraaiiaa klaaka alraady ia aaa ia ika aakaala* Tka "Taaakar Okaarraiiaa aad Baiiag Skaai" (ippvaiix C) vaa a aadifiaaiiaa af ika "Taaakar Baiiag 8kaai far Fraakaaa Caafaraaaa,” vkiak vaa aaad ky ika kigk aakaal diairiai ia kalp ika aaaaaalara ia paraai aaafaraaaaa* Tka "Taai Bakaviar Okaarraiiaa Saida" (Appaadiz B) vaa a aadifiaaiiaa af aa akaarraiiaa iaaira- aaai aaad ky Or pat aad Mayara (1005)* Tka "Iaiarriavar9a Bralaaiiaa Skaai" (Appaadiz 3 >) vaa dariaad ia aai aa a kaaa af rafaraaaa far ika iB'-aarriea fallav-ap aaaiiaga viik ika kigk aakaal aaaaaalara* Tka "Iaairaaiiaaa ia laiarriavara" fara (Appaadiz B) vaa daaigaad ia gira a vriiiaa azplaaaiiaa af ika praaadara ika aaaaaalara vara ia fallav vkaa iaiarrlaviag ika aakjaeis* Maiakiag Kraaadaraa Oaly vkiia aalaa vara aaad aa amkjaaia* Tkara vara aa ealarad, aad aa fav aikar aaa-Caaaaaiaa graapa aa ia ■aka ii iapaaaikla ia kara aakgraap aaakara af aaffiaiaai *• list ftr aiaiiaiiaal itits( it atnAiiti vara mat iaaladad* Similarly, faaalaa vara araidad baaaaaa tkay vara favar aad baaaaaa daia amalyais aad aaaalaaiaa draviag vaald ba aiaplar viib aaly aalaa. Far aaab adaaabla raiardad aab- jaai, a aabjaei af aaraal iaialligaaaa vaa faaad vka vaa af ika aaaa grada ia aakaal aad kad ika aaaa aaeiaaeaaaaie aiaiaa aa daiaraiaad by ika raiiag af kia faikar'a aaeapa- iiaa aa aa aigki-paiai seala. la aaai eaaaa ika raiardad aabjaet aad kia aaiekiag aaraal aabjaei vara fraa ika aaaa aakaal* 8inoa all aabjaeia vara vkiia aalaa, ika avbjaaia vara aaiakad by raea, aax, grada ia aakaal, aad aaeia- aaaaaaia aiaiaa* Faar "ealla,* ar graaps af aabjaaia, vara abiaiaad by diridiag ika aabjaaia aa ika baaia af iaialligaaaa aad aaaiaaaaaaaia aiaiaa* Tka aaia rariablaa baivaaa aaa graap aad aaaikar vara ikaa iaialligaaaa aad/ar aaaiaaaaaaaia aiaiaa* Tka graap af raiardad baya viik lav aaaiaaaaaaaia aiaiaa vaa aaiakad viik ika graap af baya kariag lav saeio— aaaaaaia aiaiaa aad araraga iaialligaaaa* Tka graap af raiardad baya viik kigk aaaiaaaaaaaia aiaiaa vaa aaiakad viik ika graap af baya kariag kigk aaaiaaaaaaaia aiaiaa aad araraga iaialligaaaa* Tka adaaabla aaaially raiardad aiadaaia vara all apaaial alaaa aiadaaia vka kad baaa giraa iadiridaal iaial ligaaaa iaaia bafara baiag plaaad ia a apaaial alaaa* Tkair IQ*a raagad fraa 93 ikramgk 84* Tka aiadaaia af If average iatelligaaea v«r« regalar alaaa lialnta aalaeted aa aa ta kara graap iaialligaaaa taat IQ*a fraa 90 tkreagk 110. Tka aaaapatiaaa af tka pareata af ika aabjeeta vara saaarad fraa tka "Paraaaal Data 8kaat" af aaak atadaat, fraa tka diatriet payakalagiat*a filaa, tka stadaat*a auaalativa folder, ar by a pkaaa aall ta tka atadaat*a paraata* Oaea tka aaaapatiaaa af tka fatkara vara kaeva, tka aaaiaaaaaaaia atataa af aaak aabjeet aaald ba dataraiaad. Ika fallaviag olasaifieation, vkiek vaa davalapad by Bel— liagakaad aad Bedliek (1998) aad aedified by Maraar (1963), vaa aaads 1* ligkar exeeetivea, prapriatara af large aaa- aaraa, aajar prafaaaiaaala. 2. Baaiaaaa aaaagara, prapriatara af aadiaa aisad baaiaaaaaa, laaaar prafaaaiaaala* 3. idaiaiatrativa paraaaaa1, aaall iadapaadaat baaiaaaa prapriatara, aiaar prafaaaiaaala* 4* Clariaal aad aalaa verkera, taakaiaiaaa, avaara af little baaiaaaaaa* 9* Skillad aaaaal aaplayaaa* 6* Maakiaa aparatara aad aaaiakillad aaplayaaa* 7* Uaakillad aaplayaaa* 8* Belief (pablia ar private), aaeapleyed, aa eeeapatiea* Oa tka baaia af kia fatkar*a aaaapatiaa, aaa af 70 tally retarded subject. Tka subject vas tkaa aaiakad viik a subject af noraal intelligence vka vas af tka saaa seeie— aaaaaaia category aad tka saaa grada ia sekaal. Origiaally tkara vara aigkty subjects. Baeausa of dropouts aad traasfars tkis aaabar vas raduoad to sixty- four. Tkoso vara divided iato four "calls" ar greups aa tka basis af iatelligaaea aad seeioeeeaeaie status. Tka tara "kigk seeieeeeaeaie status" vas used to dasigaata tka tkirty subjects vkasa fathers' aeoupatioas vara ia eate- garias tvo, three, ar fear aa tka oeeupatieaal saala. Me retarded subjects vora found to ba ia tha first category, so consequently ao average subjects kad tkis eatagory either. Fifteen of tko subjaets vitk kigk seeieeeeaeaie status vara retarded aad fiftaaa vara average. Tka tara "lev seeioeeoaeaie status" vas used to designate tka thirty-four subjects vkaso fathers9 oeeupatiaas vara ia oatagorias five, six, or seven. Vo subjaets vara found to ba ia tka eighth category. Of tka subjaets vitk lav soeie— aaaaaaia status, savaataaa vara retarded aad seventeen vara average. Descriptive Data aa tka Subjaets Table 1 skovs tka aaaa age ia aaatks, tka aaaa IQ, aad tka aaaa soeieeeenoaie status rating af tka subjaets ia each af tka four "ealls" of tko study. Table 2 skavs tka 71 TABLV 1 WAV A M IV M0VTH8, WAV If), AMD WAV SOCIOXCOVOMIC 8TATU8 BATIVO Maaa Aga ia Monika Mata IQ Maaa Aaaiaaaaaaaia Statma Batiag Calls 1. EMR-lav aaa (17 aibjaeta) 199*1 71.06 5.76 2. Al-lav aaa (17 aabjaata) 196*2 98.18 5.76 3m SMB-kigk aaa (15 aakjaata) 196.9 67.93 3.20 4* AI—kigk aaa (15 avkjaata) 191*2 103.07 3.20 (1+2) EMB-lav aaa 4 AI—lav aaa (34 aakjaata) 197.6 84.62 5.76 (3+4) SW-kigk aaa 4 Al-kigk aaa (30 aakjaata) 194.0 85.50 3.20 (1+3) VW-lav aaa 4 VMS—kigk aaa (32 awkjaata) 198*0 69.59 4.56 (244) Al-lav aaa 4 AI—kigk aaa (32 aakjaata) 193.9 100.47 4.56 Voitt "VMS" ituii f«r "odueakla ■•aitllj rtiari- •4*1 "AI* itttis f«r "armit iai»lllfMe«*| aad "aaa* ataada far "aaaiaaaaaaaia atataa." TABLE 2 DISTRIBUTION OF TIE 8UBJXCT8 BT HIGH SCHOOL CLASSES Freskaea Sofkoaeres Jaaiors Soaiors Colls 1* BIL>lov sos (17 sabjoets) 5 4 4 4 2* AI-lov sos (17 sabjoets) 5 4 4 4 3* EMR-kigk sos (15 sabjoets) 5 4 3 3 4. Al-kigk sos (15 sabjoets) 5 4 3 3 (1+2) BMB-lov sos + AI-lov sos (34 sabjoets) 10 8 8 8 (3+4) EMR-kigk sos + Al-kigk sos (30 sabjoots) 10 8 8 6 (1+3) SMfc»lov sos 4 EMR-kigk sos (32 sabjoots) 10 8 7 7 (2+4) AI-lov sos + Al-kigk sos (32 sabjoots) 10 8 7 7 Notes "NMB" •toads for "odaoablo aoatally retard— ed"f "AI" ■toads for "average iatolligeaoe"; aad "sos" staads for "soeieooeaeaio statas*" 73 distritatira of the a«bj«ota ky kifh aehoel eluiat (Frask- ■u, Sophomore, Juiar, u d Saaiar). M i a 3 akava tka mmmber of aabjaata ia eaeh ooll vhese agea to tko moareat memth vere at or akoro tko approximate modiam ago of 197 months• Cki aquaro toata determined that tkoro vere mo aigmifieamt ago difforonooa amomg tko femr eella* Cki agmare toata betveem tko tvo "EMR" eolla divided at tko modiam imdieated that tkoro vaa mo aigmifieamt difforomeo in imtolligomoo botvoom tko tvo grompa of odmoablo mentally retarded boys* Also, eki square toata botvoom tko tvo oolla of arorago imtolligomoo divided at tko modiam indi- oatod that tkoro vaa mo aigmifieamt difforomeo im imtelli- gomeo botvoom tko tvo grompa of boya of average imtolli gomoo* Role of tko Commaolor im 8eemrimg Data Tko Assistant Smporimtomdomt imtrodmood tko atady to tko oommaolora at a joint mootimg of oommaolora from both kigk aokoola im tko diatriet* Tko Diatriet Psyekele- giat arramged for tko roaoarekor to moot later vitk tko eemmeeliag staff of oaok aokool aoparatoly to aegmaimt tko oommaolora vitk tko pmrpoaoa of tko atmdy aad tko imterviev tookmigmoa to bo maod by tko oommaolora* Copioa of tko roaoarok proposal, tko "Sekeel Behavior amd Attitmdes fimoatiommairof1 * tko "Teat Behavior Obaorvatiom Smide,” tko "Imtorviever's Bra1aation Sheet," aad tko "Imatrmotioms to 4 74 TABLE 3 HUMBER OY SUBJECTS VITH ACES AT OR ABOVE THE AYFRQXIMATE MEDIAE AffE OY 197 M0ETE8 Muaker af Sukjaeta Muaker af 8ukjaeta vitk Agaa af 197 vitk Agaa La a a ar Mara Mautka tkan 197 Meatka Calls 1• EMR-lev aaa (17 nkjsots) 10 7 2, AI—lev h i (17 aukjaeta) 10 7 3* EMR-kigk aaa (19 nkjaota) 6 9 4# AI—kigk aaa (19 aikjaita) 6 9 (1+2) EMR-lev aaa + Al-lev aaa (34 aukjaeta) 20 14 (3+4) EMR-kigk aaa + Al-kigk aaa (30 aukjaeta) 12 18 (1+3) EMR-lev aaa + EMR-kigk aaa (32 aukjaeta) 10 16 (2+4) Al-lev aea + Al-kigk aea (32 aukjaeta) 16 16 M§t*» "EMR'1 ii«U« far Mitolly r«UH* •A" I "AI" ittaii far " m m | « iattllicmt") eat "aaa* •i«Mi far itoiu** Ans v«r« t« fha B*»r«si uaatk* 75 l>t«rrimn” v«n diitribiiti u d •ifltiatd, Iqtoiii vas givta is tks tsskaiqass sf sslieitiag s|iaisa aad attituds rsspsasss frsa tks sukjsets. ▲ ssesad isstiag vas ksld vitk tks ssaassliag staff sf sack sskssl jast ksfors tks iatsrrisviag ia srdsr ts rsaequaiat tks osaasslsrs vitk tks aatsrials ts ks assd aad ts rsrisv tks prsssdarss aad tsekniqass sf attitvds aad opiaisa saapliag ts ks assd* fsur iatsrvisvs. Tks psyskslsgist sf tks distrist aad tks prsssat rsssarsksr alss sask gars fsur iatsrvisvs. Sack esaasslor vas asksd ts iatsrrisv sas ksy frsa sask sf tks fsar sslls ia tks study. Vksasrsr psssikls9 tksss fsur ksys vsrs stadsats vks vsrs alrsady assigasd ts tkat ssaasslsr fsr tks sskssl ysar. Data frsa Otksr 8sarsss Ia additisa ts tks data sktaiasd vitk tks kslp sf tks ssuasslsrs9 data vsrs sktaiasd frsa rarisus sskssl rsssrds aad frsa ratiag skssts fillsd sat ky tsasksrs. Bask tsasksr vks vas sarrsatly tsaskiag sas sf tks sixty-fsur stadsats ia tks study vas asksd ts fill sat a "Tsasksr Okssrratisa aad Baiiag Sksst" fsr sask slass psrisd ia vkisk tks stadsat vas sarsllsd vitk tkat tsasksr. Tkis sksst sffsrsd tks tsasksr a skaass ts rats tks sta dsat* s ksaltk9 ts rsssaasad a osarss sf stady9 aad ts ekssk 7b •bsimi timfiki u i ar«»s Mtiiif iafrmMai (see ilfniiz 0)* 8k«iti vere rtiinai far all bat tkree at tka sabjsets* ▲eadeaie aad eitiaeaakip grada■ aad attaadaaaa data vara saaarad fraa tka kigk aakaal district's IBM aaatral raaard files* Haaltk iafaraatiaa vaa saaarad fraa tka eaaalative kaaltk faldara ia tka a«rsata affiea at aaak aakaal* Iafaraatiaa vas sktaiasd aa diseipliaary aatiaas aad eaaaaaliag iatsrvisvs fraa tka aastar filaa af aaak aakaal* ttreap iatslligsaea tast IQ*a far tka sabjests af avaraga iatslligsaea vara sktaiasd fraa tka saaalativa faldara at aaak aakaal* Iadividaal iatslligsaea tast 19*8 vara sktaiasd far tka adaaabla aeatally retardad sabjacts fraa tka psyekelagi at * a raeards* Ika payakalagiat* a raeards alas pravidad iafaraatiaa aa tka aakaal atteaded, tka grada ia aakaal, aad tka aaaapatiaa af tka fatkar far aaat af tka adaeakla aeatally retarded sabjseta* Par tka sabjests af avaraga iatelligaaea, iafaraatiaa aa tka aeaa- patiaa af tka fatkar, tka sekaal atteaded, aad tka grada ia aakaal eaaa frea tka "Paraaaal Bata 8keet” vkiak tka diatriet retired aaak atadaat ta fill aat apea eateriag a kigk aakaal ia tka diatriet* Ia erder ta kriag tka aakaal raeards ap ta data aad ta previde iafaraatiaa far aaa ia tkis atady, tka adaiaistratiea af aaak aakaal pravidad alaaa tiaa far tka avaraga stadsats ta fill aat tka 77 "Ptnml Data ftkeet*" Statistical Metkeds af Auljtii Tka BMiial data vara aialyiai far sigaifieaat diffaraaaas ky tka aki square tast aad tka Fiskar axaet prakakility tast (8iegel, 1996)* Tka variakla data fraa tka faar groups af sukjeets vara pat iata 2x2 aki square ar Fiskar axaat prakakility taklas aad tastad far sigaifi- eaat diffaraaaas* Tka rasaarek kypatkasis vas tkat tka prapartiaa af tka aaakars far aaak sail vavld diffar fraa eall ta eell* Vkars sigaifiaaat diffaraaaas vara feuad, diffaraaaas ia sekaal kekarier aad attitades vara iadieatad alaag liaas af saeiaaaaaaaie status aad/ar alaag liaas af iatelligaaea* Tka aaakiaad rariakles af tka tva lav saeiaaaaaaaie status graups vara eaaparad ia 2x2 taklas vitk tke aaakiaad ▼ariakles af tka tva kigk saeiaaaaaaaie status graups* Tka rasaarek kypatkasis far aaek eki square ar Fiskar axaet prakakility test vas tkat tka prapartiaa af tka auakers far tka eeakiaed lav saeiaaaaaaaie status greup veuld ke sigaif- aaatly diffareat fraa tka prapartiaa af tka auakers far tka aaakiaad kigk saeiaaaaaaaie status greup* Vkere sigaifi— eaat diffaraaaas vara feuad, diffaraaaas ia sekaal kekavier aad attitudes vara iadieatad alaag liaas af saeiaaaaaaaie status* Tka aaakiaad rariakles af tka tva aduaakla aeatally 7 S retarded grsmps v«rt ocaptrti im 2x2 tables vitk tks o n h kimed variaklss frsa tks tvs frsvpa sf average intelligence. Tks research hypothesis fsr sask ski sqmare sr Fisher exact probability test vas tkat tks properties sf tks mmmksrs fsr tks csmkimsd sdmcakls mentally retarded gromp vsuld ks sigmifieamtlj different from tks propertiom sf tks mmmksrs for tks eomkimsd gromp sf avsrags intelligence. Vkere significant diffsrsmess vsrs femmd, diffsrsmcss ia sekeel kskavisr and attitmdss vsrs indicated alsng lines sf intel ligence. Tks cell frequencies required ts ackisvs sigmifi— eant cki sqmarcs vcrc determined ky nsing "Table M," an adaptation ky Gmilford (1956) sf a takle sriginatsd ky Mainland and Murray (1952). Fisher exact prakakility tests sr cki square tests vitk Xatss* csrrsstion fsr eemtimuity vsrs rmn fsr all diffsrsmess tkat, tkremgk tks mss sf Ctailferd*s "Takle 11," appeared ts ks significant sr almsst significant. Metatiens of tks tests tkat prsvsd ts ks signifisant vsrs placed sn tks tables skeving tks rssmlts sf tkis stmdy. Tks erdinal and interval data csncsrning grades and intsrvisvsr1s ratings vsrs statistisally analysed ky a tvs— vay analysis sf variance tsckniqus. Tks data vsrs placed sn 2x2 tables vitk tks revs representing tks variaklw sf intelligence and tks oelnnms representing tks variaklss sf seeieeeeaeaie statms. P ratiss and tksir levels sf 79 ii|>ifietB«t voro fiuti for th« nriu«» im tk« rovs, ••Imams, u i imtoraotiom* Tko sigm ttai vst nsod for ik« simiistioml analysis •f oortaim r«lai«d dots ime lading imttrrimrs' ratings, toaokors* ratings, and sekool roeords of unsatisfactory kokarior* Uso of Abbreviations Im tkis stmdy "kigk soeiooeononie statns" is akkro- riatod as "ksos" amd "loo sooioooomomio statns" is akkrovi— atod as "ls»s«" Tkoso abbreviations aro usually oomkimod vitk tko akkr«viations "SMB" or "AI," vkiok indioato tko imtolligomoo lovolf amd im smok oomkinatioms tkoy dosigmato tko fonr groups or "oolls" of koys mood im tko study* Tkms "BIB-1 sos” stands for ooll oao, composed of odnoaklo momtally rotardod koys vitk lov sooioooomomio statns % "AI- lsos" stamds for ooll tvo, oomposod of koys of avorago imtolligomoo vitk lov sooioooomomio statmsf "SMB-ksos" stamds for ooll tkroo, ooaposod of odnoaklo aomtally rotardod koys vitk kigk sooiooeom •mio statns g aad "AL-ksos" stamds for ooll fonr, ooaposod of koys of arorago imtolli gomoo vitk kigk sooioooomomio statns* Hypotkosos Tkis stmdy imvostigatod vkotkor tko sokool kokavior and attitados of fonr gronps of kigk sokool koys voro rolatod to sooioooomomio statns amd/or imtolligomoo* To 80 totMfliak ikis ii vas nsosssarj is fill sai vkai vsrs iks spssifis sskssl bskarisr aad aiiiiadss sf sask sf iks fsar grsaps aad ia vkisk iypss sf sskssl bskarisr aad aiiiiadss iks fsar grsaps diffsrsd. Tksrs vsrs ivs aaia hypoihssss. Tks firsi, Osasral Hypsikssis I, vas as fsllsvss "Tks diffsrsni sskssl bshar- isr aad aiiiiadss sf kigk sskssl bsys sf arsrags iaislli— gsass aad sdasabls asaially rsiardsd kigk sskssl bsys ars ssassaiiaais sf diffsriag lsrsls sf sssissssasais siaias.” Tks ssssad, Osasral Hypsikssis II, vas as fsllsvss "Tks diffsrsai sskssl bskarisr aad aiiiiadss fsaad vksa esapar- iag iks kigk sskssl bsys sf arsrags iaislligsass viik tks sdasabls asaially rsiardsd kigk sskssl bsys ars ssassai iaais sf iks diffsriag lsrsls sf iaislligsass.” Spssifis kypsikssss sappsriiag Osasral Hypsikssss I aad II vsrs fsraalaisd. Tks spssifis kypsikssss aaabsrsd HI ikrsagk H7 sappsrisd Osasral Hypsikssis I, vkils iks spssifis kypsikssss aaabsrsd H8 ikrsagk H14 sappsrisd Osasral Hypsikssis II. Tvs dirssiisaal kypsikssss vsrs fsraalaisd aad issisd fsr sask sf iks fsarissa iypss sf gassiisaaairs daia aad fsr sask sf iks firsi ssrsa iypss sf asagassiisaaairs daia. Dirssiisaal kypsikssss dsaliag viik gassiisaaairs daia vsrs aaabsrsd H15 ikrsagk H42, aad dirssiisaal kyps ikssss dsaliag viik asagassiisaaairs daia vsrs aaabsrsd H43 ikrsagk H56. Sask sdd aaabsrsd dirssiisaal hypsikssis 81 rsfsrrsd is sssissssasais siaias, vkils sask srsa avaksrsd diraciional kypsikssis rsfsrrsd io iaislligsass* s s H M a s a s s n s M M r If Osasral Hypsikssis I, vhisk says ikai sskssl kskarior aad aiiiiadss diffsr alsng Iiass sf sssissssasais siaias (kai asi asssrdiag is iaislligsass lsrsls) is isaabls, iksa iks folloviag spssifis kypsikssss ars alss isaakls* H1* Tksrs is as diffsrsass ia ssksol kskarior aad Isv sssissssasais siaias aad iks koys sf arsrags iaislli— gsass viik lsv sssissssasais siaias* (HNH-lsss * AI—lsss) H2* Tksrs is as diffsrsass ia sskssl kskarisr aad aiiiiadss ksivssa iks sdasakls asaially rsiardsd ksys viik kigk sssissssasais siaias sad iks ksys sf arsrags iaislli— gsass viik kigk sssissssasais siaias* (EMB-ksss ■ Al-ksss) H3* Tksrs is a diffsrsass ia sskssl kskarisr aad aiiiiadss ksivssa iks sdasakls asaially rsiardsd ksys viik lsv sssissssasais siaias aad iks sdasakls asaially rsiardsd ksys viik kigk sssissssasais siaias* (KMK-lsas j£ EMB-ksss) H4* Tksrs is a diffsrsass ia sskssl kskarisr aad aiiiiadss ksivssa iks ksys sf arsrags iaislligsass viik lsv sssissssasais siaias aad iks ksys sf arsrags iaislli gsass viik kigk sssissssasais siaias* (AI-lsss j£ AI—ksss) ■9* Tksrs is a diffsrsass ia sskssl kskarisr aad •OV»lnm«T •>«!•▲% }• lX«4 fit » T M V»OUfMI 0 0 0 0 •* ? i A r p 0 V s. t 0 8 w r 0 3 * & 8 0 0 r S r a H* • • I m 0 o • a 0 A : ? a 8 11 • p> • 0 t r S’ • ? ff A I 0 A A 0 : f ? * I t : a . A A > m * 0» £ 0 0 £ A ? f i A i S 0 H H A f X t A A H 0 A A 0 0 0 A A ^ i •r a • 0 f A A A •I A 0 g * A 0 0 A A A X 4 A A s I A * t 0 s • * 0* j> 0 0 0 A 0 8 ? h ^ i 0* ft h* r * A * A A 0 0 A A A *8 0* A A A r 0 A * f 5 * A 0* -3 I? I A . 38 A S 0 0 ••00-WH f 000I-IT + ■•■!-»«) •■»W* ®T«® aXa^ m jo ittoxl fAVfqaAO « pm Am%«i« lr A f : 9 * A A 0 0 ft 0 ft A A A 0 0 A A A A 0 A* A 0 A S • J A A 0 A I 0 0 A p, *s t 0 A M 0 W f 0 0 ! A A H A A A 0 0 A A A A 1 8 5 l H A A H A 8 0 A J r 0 0 0 « * ■ P* 0 0 : x A A 0 A A A A* 8 i 8 A 0 0 A A 0 0 S ’ A 0 1 •0 A 0 A A t 1 A A A 8 i 0 ? * I 0 A 0 0 I 0* A A A £ 0 r 0 A A r 8- 3 M A 0 a * H A 5 S’ • 2 3 f * A* 0 A 0 0> 0 H 0 A A A A A 8 8 t 0 0 A • £ 8 A A1 5 A M A 6 ^ H 0* 9 to H 0* H 8 I • * J P 5 0 0* 4 0 0 1 A t e I A A A A 0 A 0 0 0 0 1 0* A A I - 8 fc tr A A 8 t £ A A i A 0 0 A 0 H A t X 8* i s A J t s S3 vitk ki|h iMitMnmio liattit (Al-lits ■ Al-ki««) H10. Tkoro is a differenee 1b sekool bekavior aii attitudes kitvati tka odueablo uiiallj retarded bay# vitk law soeieeeoneuie status and tka boys of average iatelli- goaeo vitk lov soeioeconenie status* (KKft-lses j£ AI-lsos) H11* Tkoro is a difforanoo is sekool boharior and kigk sooioeeoneuie status aud tho boys of average intelli- goueo vitk kigk soeieeeeaouie status* (Etfb-ksos j£ IX-hses) H12* Tkoro is a difforoaeo iu sekool bekavior aud attitudes botvoou tko odueablo uoutally retarded boys vitk lov soeiooeoBouio status aud tko boys of avorago intelli gence vitk kigk soeioooououie status* (MB-lsos j£ dl-ksos) HI3. Tkoro is a difforouoo iu sekool bekavior aud attitudes botvoou tko odueablo uoutally retarded boys vitk kigk soeioooououie status aud tko boys of avorago intelli- !•» eo vitk lov sooioooououio status* (BflU-ksos j£ AI—Isos) H14* Tkoro is a difforouoo iu sekool bekavior aud attitudes botvoou a eoubiuod group of tko odueablo uoutally retarded boys and a eoubiuod group of tko boys of avorago iutolligoueo* (iMb-lses + BIR-kses j£ AI-lsos + 4I-kses) of suooifio Table 4 skevs tko siuilaritios botvoou tko spoeifie kypotkosos supporting Oouoral Hypetkesis 1 aud tko spoeifie kypetkeses supporting General lypotkosis II* Iu sous eases 84 TABLB 4 CQMFABI80H 07 HXP0THH8H8 HI THBOUQH H14 Hypotkeses Belated to Oeaeral Hypotkesis I (Sekool BokOTior and Attitmdoa Biffor aleag Liaes of Sooiooooaoaio Stataa) Hypotkeses Belated to Ooaoral Hypotkosia II (Sekool Bekarior aad Attitudes Biffor Accord- lag to tko LotoIs of Iatelligeaoo) Ceatradictery Hypetkesea His HMB-lsos ■ AI-lsos (1 - 2) HIOs HMB-lsos ft AI-lsos (1 * 2) H2s SMB-ksos m Al-hsos (3 - 4) H111 EMB-ksos ft Al-ksos (3 ft 4) H3s HMB-lsos )t HMB-kses 0*3) H8s HMB-lsos - SMB-ksos (1 - 3) H4s AI-lsos * Al-ksos (2 ft 4) H9s AI-lsos - Al-ksos (2 - 4) Idoatical Hypotkeses H5s HMB-lsos * Al-ksos (1 * 4) H12s HMB-lsos * Al-ksos (1 * 4) Hts SMB-ksos * AI-lsos (3 * 2) H13s HMB-kses * AI-lsos (3 ft 2) H7« HMB-lsos * HNB-kses 4 Al-ksos (142 + 344) Ceakiaed-Hremp Hypotkeses 4 AI-lsos H14t HMB-lsos 4 AI-lsos 4 Al-kses (143 j t 244) •9 tka i)t«ifie hjftilitsii aappartiag Oturtl Ijpoikctii I aad ita aiailar hypatkaaia t«yp«riia| Stiml lyfttkaiia II era ••liraiietaxy* Far axMplt, aitkar 11 ar 110 aaa ba pravad, bat mat batbf far aay apaaifia typa af aakaal kakaviar ar attitada* Similar ly9 ia aay apaaifia eaaa9 va aaa praTa aitkar H2 ar 1119 13 ar Itt aad H4 ar H9* Hypatkaaia 19 ia idaatiaal vitk H12, aad 16 ia idaatiaal vitk 113* Ia tkaaa faar kypatkaaaa tka graapa af key a aaaparad diffar ia katk iatalligaaaa aad aaaiaaaaaaaia atataa, Hypatkaaia 17» ia vkiak aaakiaad graapa ara faraad aaaardiag ta aaaiaaaaaaaia atat«ay ia aaitkar idaatiaal aar aaaaaaarily aaatradiatary ta ita aaaatarpart 114, ia vkiak aaakiaad graapa ara faraad aaaardiag ta iatalligaaaa levela. It ia aapaatad that far aaaa apaaifia typaa af aakaal kakaviar ar attitudea9 aigaifiaaat diffaraaaaa aaa ka feand aaaardiag ta aaaiaaaaaaaia atataa9 vkila far atkar apaaifia typaa af aakaal kakaviar ar attitadaa, aigaifiaaat diffaraaaaa aaa ka faaad aaaardiag ta iatalligaaaa lava la, Ia tkaaa iaataaaaa vkara 19 aad 1129 ar 16 aad 113 aaa ka prarad9 aitkar tka aaaiaaaaaaaia atataa ar tka laval af iatalligaaaa9 ar katk9 aay ka aaaaaaitaat vitk tka apaaifia typa af aakaal kakaviar ar attitade* A atady af tka apaaifia kypatkaaaa (Takla 4) ravaala tka fallaviag tkraa gaaaral primalpiea* 1* If tka tva aalla (ar aaakiaad graapa) vkiak ara 86 f«ui ta iifftr frra aaak atkar ia a partiaalar typa af aakaal kakariar ar attitada diffar alaa ia aaaiaaaaaaaia / atataa kat aat ia iatalligaaaa, tkaa General Hypatkaaia I, eaaaaraiag aaaiaaaaaaaia atataa, ia aappartad* 2. If tka tva aalla (ar aaakiaad graapa) vkiak ara faaad to diffar fraa aaek atkar ia a partiaalar typa af aakaal kakariar or attitada diffar alao ia iatalligaaaa kat aat ia aoaiaaaeaoaia atataa, tkaa Ctaaaral Hypatkaaia II, aoaaaraiag iatalligaaaa, ia aupportad. 3* If tka tva aalla vkiak ara foaad to diffar fraa aaak atkar ia a partiaalar typa af aakoal kakariar ar atti tada diffar alaa ia katk aoeioaooaeaie atataa aad intalli- gaaea, tkaa Ctaaaral Hypatkaaia I, eaaaaraiag aaeiaaaoaaaiie atataa, aad/ar Gaaaral Hypatkaaia II, eaaearaiag iatelli- gaaea, ara (ia) aupportad* Siaaa it ia aaaiar ta aadarataad aad apply tkaaa tkraa priaaiplaa tkaa it ia ta raaaakar aaak af tka apaeifie kypatkaaaa, tkaaa priaaiplaa ratkar tkaa tka apaaifia kypatkaaaa ara aaad ia rapartiag aa aappart far General Hypatkaaaa I aad II* Perty-tva diraatiaaal kypatkaaaa vara faraalatad aad taatad* Tvanty-aaa af tkaaa kypatkaaiaad tka diraatiaa af tka diffaraaaaa ia ralatiaa ta aaaiaaaaaaaia atataa, aad tvaaty-aaa kypatkaaiaad tka diraatiaa af tka diffaraaaaa ia rtlaiin it iftitlliftiet* Itr ttoh of tko tveaty-eao iyfti ' of sokool bekavior aid atiiiidoi studied, it m kypetke- sised tkat tko aibjoeta vitk lov seeieeoeaeuio statmo voald kavo ekaraotoriotioo looo dosiraklo tkaa tkooo of tko subjects vitk kigk sooiooooaoaio status* Tkio vai a rea- soaablo expeetatioa, oiaeo tko sekool rofloets aiddle-olass ideals, aad siaeo various studios kavo feuad loss dosiraklo ekaraetoristies aaoag subjects vitk lov sooiooooaoaio sta tus (Varaer, Havigkurst, aad Look, 1944) Neugartea, 1945) Hoi1ingskead, 1949) MacDonald, MeGuire, aad Havigkurst, 1949) Coster, 1999) Havigkurst ot al*. 1962). For oaek of tko tventy-eae tjpos of sokool bekavior aad attitudes studied, it vas kypotkesised also tkat tko odueablo ueatally retarded subjoots vould kavo okaraeteris— ties loss desirable tkaa tkoso of tko subjoots of avorago iatelligeaee* fkis vas oxpootod, siaeo retarded studeuts are subjootod to greater frustratioa tkaa avorago studoats, aad siaeo loss desirable ekaraetoristies kavo booa feuad aaoag retarded subjoots ia various studios (Foarsou, 1942) Sarasoa, 1943) Johasea, 1990) Martia, 1993) Baldvia, 1998) Hutt aad Oibby, 1998) Joaos, 1998) Jastak, MaoFhoo, aad Vkitoaaa, 1963). Tko diroetioaal hypotkeses are stated ia Gkapter IT at tko begiaaiags of tko sootioas to vkiek tkoy pertaia* CHAPTER IT FIHDIHGS OF THB 3TUDI Iatrodactioa The parpose of this stady vas to deteraiae vhothor tho school hohavior aad attitados of rotardod aad avorago high school hoys voro related to socioocoaoaic statas aad/or iatelligeaee* Tho school hohavior aad attitados of each of tho felloviag fear groaps voro stadieds (1) odacahlo aoatally rotardod hoys vith lov socioocoaoaic statas9 (2) hoys of avorago iatelligeaee vith lov socioocoaoaic statas, (3) odacahlo aoatally rotardod hoys vith high socioocoaoaic statas9 aad (4) hoys of avorago iatelligeaee vith high socioocoaoaic statas* Coaparisoas voro aado aaoag tho fear groaps aad hetveea coahiaod groaps for each typo of hohavior to dotoraiao vhothor tho hohavior vas related to socioocoaoaic statas9 to iatelligeaee9 or to a coahiaatioa of heth, Bata voro ohtaiaod froa tho sab jests' aasvors to a gaestieaaaire devised for tho stady9 froa ratiags of teachers aad iaterviovers 9 aad froa school records* Tho aasvors of tho sahjocts to tho "School Behavior aad Attitados Qaostioaaairo" voro stadiod hy tostiag tho •S S9 teatral Hyptihtita I and II u d the dirtetlml kypathaiti H13 thr»o|k H42. The a a kjpeihtata vara teeted through ilia Tka data froa aakaal raearda aad ratiags af iaaakara aad iaiarriavara vara aiadiad by iaaiiag ika GanaraL Hypoikaaaa I aad II aad ika diraoiiaaal hypaikaaaa H43 ihrougk H56* Tkaaa kypaikaaaa vara iaaiad for noaqueatioaaaire daia through iho uaa of chi aquare aad Fiaher azaei aiaiiaiieal teehaiquea, aud9 ia aoue oaaaa, through iho uaa af aaalyaia of Tariaaoa aad/ar aiga ioai teehaiquea* Qaaaral Hraothoeoa I aad II Qaaaral Hypoikaaia I, oaaearaiag aaeiaaaoaaaie atataa, vaa aa follovas "Tka diffaraai aekaol kakariar aad aiiiiudaa af kigk aakaal baya af araraga iatalligaaaa aad aduaabla uaatally ratardad kigk aehoal baya ara eeaeeai- taata af diffariag larala af aaeioaooaoaie statue." Qaaaral Hypatkaaia II, oaaearaiag iatalligaaaa, vaa aa follevas "Tka diffaraai aakaal kakariar aad aiiiiudaa feuad vkaa eoapariag ika kigk aakaal boya af araraga iatel ligeaee vitk ika aduaabla uaatally retarded kigk aakaal baya ara aaaaaaiiaaia af ika diffariag larala af iatelli geaee*" Dirootieaal hyaoikaaaa Tka aakaal kakariar aad aiiiiudaa aiudiad ikraugk ram mmmai: 3 7 ' O T m C O M . tk« ms* *f tk* "8ok**l Bekavior aad liiiiiita |)uiii«iatiria v*r* grouped iat* fourtooa s*eti*as* Tk* sek**X b*kavi*r u d attitudes studied ikr*mgk tk* date *ktmim*d from a*a- tu*sti*aaair* somre*s v*r* grouped imt* *igkt s*oti*as* Tvo dir*etieaal hyp*tk*s*s (on* f*r s*ei**e*m*mi* status and tk* otk*r for imt*llig*ao*) v*r* hypothesised for *aek •t tk* fourt**u s*oti*ms eoae*raiag gu*sti*aaair* data, aad tor *aek of tk* first s*T*a s*oti*as ooaeoraiag aoaquss- tioaaair* data* Back dir*oti*aal hypothesis f*r seei*- •o*a*aio statas hypothesised tkat tk* subjoots vitk lov soei**o*a*aio statas voald kav* ekara«t*risties loss dosirabl* tkaa tk*s* *f tk* subjoots vitk kigk seeiooeeaom- io status* Saek dir*oti*aal hypothesis for iat*llig*ao* hypothesised tkat tk* odueablo a*atally r*tard*d sabj*ots voald kar* ekaraetoristies l*ss d*sirabl* tkaa tk*s* *f tk* subjoots of avorago iat*llig*ae*» Tk* f*art**a s*oti*as iat* vki«k tk* tuestioaaaire data v*r* grouped v*r* as f*ll*vss (1) (femoral 8ok**l Attitados9 (2) 8ok**l Aetiviti*sv (3) Oat—*f-Sek*el Hoars9 (4) Tim* Speat *a Uarofaired Roadlag, (J) Tim* 8peat *a IsdiSf Televisiea, aad Movies, (6) Hamb*r ot Zheaegraph Beeerds Ovaed, (7) Tastes aad Prefereaoos, (8) Hemeverk, (9) T*aok*rs9 (10) Throats* Satisfaetioa vitk Sok*sl9 (11) J*b Preparatioa, (12) Part-Tia* Jobs, (13) Job Pref er *ae*9 aad (14) Attitados tsvard Qaittiag High 8ek**l* Ik* *igkt s*oti*as iat* vki*k tk* m*aga*sti*aaair* 91 data vara graupad vara aa fellevas (1) Bat lags fraa tka "Taat Bakaviar Obaarvatioa Qaida,• (2) Haaltk af tka auk- jaota, (3) Caaraa Beeeuaaadatieaa, (4) Saaaatar Qrada ▲varagaa, (5) Straagtka Obaarrad by Taaekara, (6) Araaa la Vkiak Taaekara JPalt tka Sabjaata Naadad Iaprovaaant, (7) Sakoal Baaarda af Uaaatiafaetary Bakariar, aad (8) Ba- aalta fraa tka "Iatarviavar* a Braluatiaa Sheet." (Ha diraetiaaal kypatkaaaa vara faraulatad aad aa atatiatieal taata vara ran far tkia laat aaetiea*) Tka diraetiaaal kypatkaaaa vkiak partaia ta data fraa tka qaaatianaaire ara aaabarad H15 tkraagk H42* Tka diraetiaaal kypatkaaaa vkiak partaia ta aaa^aaatiaaaaira data ara aaabarad H43 tkraagk H56. Tka add aaabarad dirae tiaaal kypatkaaaa rafar ta aaeiaaeaaaaie atataa, aad tka aran aaabarad diraetiaaal kypatkaaaa rafar ta iatalligaaaa* Saaaifie kraatkaaaa ia relaiiea ia Qaaaral riraatkaaaa I aal il Tka apaaifia kypatkaaaa HI tkraagk H14 hypatkaaisa tkat partiaalar aalla ar aaakiaad graapa diffar ar da aat diffar fraa atkar partiaalar aalla ar aaabimad graapa ia kakaviar aad attitudea. Tka aaia parpaaa af tka apaaifia kypatkaaaa ia ta kalp prava ar fail ta preva Qaaaral Hypatkaaaa 1 aad/ar 11, aad ta lay tka faaadatiaa far praviag ar failiag ta prava tka diraetiaaal kypatkaaaa* Tka apaaifia hypatkaaaa H1 tkraagk H7 aappart Qaaaral 92 Hjfoiktsis I, vkilt tkc sfttifie kjrfstktaai HS ikrta^ 114 raxpart Gtnaral Bjpatkaiis II* Ike spaaifie kjpatkaiai 81 tkraagk 814 ara n*t a*ntion*d ia reporting tk* ranlta of tk* stady* Tkis is kaoaas* it is assuned tkat it voald k* •asi*r for tk* r*ad*r t* not* vkiek group diff*r*d froa vkiek otkor group tkaa to ron*ak*r vkiok sp*oifie kypotk*- sis skov*d tkat tk*s* partiealar groaps differed froa *aek otkor* It is ask*d tkat tk* reader k**p ia siid tk* tkr** g*a*ral principles vkiok vor* presented ia tk* pr*e*diag ekapter* Tk*y ar* as fsllovss 1* If tk* tv* e*lls (*r eeakined groaps) vkiok ar* foaad to diffar fraa *aok otk*r ia a partiealar typo of sekool kokavior or attitad* differ also ia soeioeeoaoaie statas kat aot ia intelligence, tkoa 0*a*ral Bypotkosis I, eoaeoraiag sooi**e*a*ai« statasv is sapport*d* 2* If tk* tv* **Ils (*r ooakia*d groaps) vkiok ar* foaad to differ froa *aok otk*r ia a partiealar typ* of sek*ol kokavior or attitad* differ also ia iatelligeaee kat net ia seeiooeoaoaie statas, tkoa General Bypotkosis II, eoaeoraiag intelligence, is sapp*rt*d* 3* If tk* tv* soils vkiek ar* foaad t* differ froa •aek etker ia a partiealar type *f sekeol kokavior or attitude differ also ia kotk seeiooeoaoaie statas aad intelligence, tk*a General Byp*tk*sis I, eoaeoraiag soeio- •o*a*nie statas, aad/*r General Bypotkosis II, e*ae*raiag iat*llig*ae*, ar* (is) supported* (C*akia*d groaps vkiek aro ••■par*4 differ frra «aok othor in statas or itTtr ia both*) Maaaor ia vkiok ttt fialiaw aro ir»»tat>d Tk* fiadiags of th» stady ar« reported ia Ckaptar IV ia the following Banner for eteh of tko first tvoaty-oao •oetioaa iato vkiek tko data aro organised. (Tkoao •••- tioas aro tko oaos for vkiek dirootioaal kjpotkosoa voro ■ado.) First9 tko tvo dirootioaal kypotkosos portaiaiag to tko sootioa aro stated. Soeoad, tko fiadiags vkiek sap- ported tko direetioaal kypotkosos of tko sootioa aro dis- eassod. Third, tko fiadiags vkiok sapportod tko Goaoral kypotkosos I aad II aro diseassod. Siaeo tko tvoaty-soooad sootioa, "Bosalts froa tko 'Iatorriovor's Bvalaatioa Shoot,1" vas aot saitablo for statistieal aaalysis, it is diseassod vitkoat roforoaoo to tko kypotkosos. Tko aadorliaod parts of oaok dirootioaal kypotkosis voro sapportod by tko siga tost aad/or by oao or aoro sig- aifieaat difforoaoos foaad (by ohi sgaaro or Fiskor oxaot probability aaalysis) botvooa eolls or ooabiaod groaps difforiag ia oitkor sooiooooaoaio statas or iatolligoaeo bat aot both. Goaoral 8ekool Attitados Tko tvo dirootioaal kypotkosos for tko qaostioa- aairo gaostioas iaoladod ia tko sootioa "Goaoral Sokool 94 lUiiiita" van as fellevst H15* Tk* respeases to tk* (uiiioauira ^aestiens d*»lia| vitk g*a*ral sokool attitados skov tkat, ooapared vitk tko keys vitk kigk sooiooooaoaio statas, aoro of tko boys vitk lov sooiooooaoaio statas kavo attitados tkat aro aogativo aad eritieal of tko kigk sokool* HI 6* Tko rosaoasos to tko QT|«*<^"*iro oaostioas doaliaa vitk soaoral sokool attitados skov tkat. ooaparod vitk tko kovs of average iatollisoaoo. aoro of tko odaoaklo aoatallv rotardod kovs kavo attitados tkat aro aogativo aad oritioal of tko kirk sokool* Taklos 9 tkroagk 16 skov tko distrikatioas of tko sakjoots' aasvors to tko ^aestioaaaire qaostioas iaoladod ia tko sootioa "Several Sekool Attitados*" Saaaort for dirootioaal kvaotkosis ill Of tko sigaifioaat difforoaoos vkiek voro foaad kotvooa varioas oolls or eoakiaod groaps ia rospoasos to tko qaostieas ia tko sootioa "Ooaoral Sekool Attitados," aoao gave sapport to tko dirootioaal kypotkesis H15 vitkoat giviag at tko saae tiao possible sapport to tko dirootioaal kypotkesis HI 6* Dirootioaal kypotkesis H16 vas sapportod by tko sigaifioaat difforoaoo skeva as "a" oa Table 12* Tkis 95 TABLE 5 FBEQOMMCI DISTKIBUTIOM OF BESP0M8ES TO QUE8TI0MMAIBE QUE8TI0I 1s “IB SCHOOL I AM LBABMIMO ABOUT •* Type of Respenses (Kubcra daaipata eaia|«riti) 1 m Specific aetdaiie aibjaeti ar aibjaai Mitar 2 m OtBanlisad raapeiata aval as "lots af things" 3 — Specific industrial sr eenneroial eoursss or subjset natter 4 a Getting along vith others 5 ■ Preparatien for a job Type of Besponse 1 2 3 4 5 Cells 1• EMR-lov see (17 subjeets) 8 3 4 1 1 2* AI—lov ses (17 subjeets) 6 3 4 2 2 3, EMR-high ses (15 subjeets) 4 5 4 2 0 4* Al-high ses (15 subjeets) 9 4 0 2 0 (1-f2) EMR-lov ses + AI—lev ses (34 subjeets) 14 6 8 3 3 (3+4) EMR-high ses + Al-high ses (30 subjeets) 13 9 4 4 0 (1+3) SNR—lev ses + EMB-high ses (32 subjects) 12 8 8 3 1 (2+4) AI—lev ses + Al-high ses (32 subjeets) 15 7 4 4 2 Motes Differences aaeng eells er betveen eenbined f ere net signifieant at the *05 level* 96 TABLE 6 FU0UINCT DISTBIBUTIOM OF BB8F0M8BS TO QOBSTIOmUIBB QUMTIOM 2i «*I VAHT TO LBAXX ABOUT __ Type °* Beepamees (luktri iiiigitit eaitf»ri»i) 1 m BraywraiiM far fatare j«bi 2 ■ Sfttifio aoadaaii rakjctti ar nbjioi Mttar 3 ■ etacraliui raiptuat n«k u "ltti af ikiigi" 4 ■ Ialvitrial aria ui aktp aikjcoi aattar 5 m Ceaaeree or baaiaeea aabjeet aatitr 6 m Art 7 ■ Oikar ar aa amavar Type af Kaapaaae 1 2 3 4 5 6 7 Calls 1 • BMB-lev aaa (17 aabjaeta) 4 5 3 3 0 1 1 2 4 Al-lev aaa (17 aabjaeta) 3 3 3 6 2 0 0 3* EMB-higk aaa (15 aabjaeta) 3 4 0 4 0 1 3 4* AI«kigk aaa (15 aabjaeta) 8 3 2 1 1 0 0 (142) MB-lev aaa + AI—lav aaa (34 aabjeeta) 7 8 6 9 2 1 1 (344) B(B—kigk aea 4 Al-kigk aaa (30 aabjaeta) 11 7 2 5 1 1 3 (143) MB-lav aaa 4 BflUkigk aaa (32 aabjaeta) 7 9 3 7 0 2 4 (244) Al-lev aaa 4 Alxkigk aaa (32 aabjaeta) 11 6 5 7 3 0 0 Matas Biffereaeaa aaeag aalla ar kaivaci aaakiaad graifa vara mat aigaifiaaat at tka ,05 level* 97 TABLE 7 FB1QUBMCI DISTBIBUTIOM OF BB8PQI8B8 TO QUBSTIOMHAIBB 0BB8TIOM 3* "MI EAEIB8T SCHOOL HOIK IS Typo of Btifoutt (luktn iMicaai* eatogorios) 1 ■ Iadastrial uta, ahapa 5 ■ Baglisk 2 ■ liatazy, aaaial stadias, 4 * Math or soiomoo gororaaoat, goograpky 9 ■ Otksr or ao aasvor Typ# of Bospoaso 1 2 3 4 9 Colls 1* EMB-lov sos (17 sabjoots) A 3 0(l7)d 4 9 9 2* AI-lov sos (17 sabjoots) 6(11)* 5(12)4 0 3 3 3* SMB-high sos (19 sabjoots) 0(19)** 2 2 6 9 4* Al-high sos (19 sabjoots) 9(l0)b 3 1 4 2 (1+2) HKB-lev sos + AI—lov sos (34 sabjoots) 9 9 4 8 8 (3+4) IMB-high sos + Al-higk sos (30 sabjoots) 9 9 3 10 7 (1+3) EMB-lov sos + BOUkigk sos (32 sabjoots) 3(29)° 2 6 11 10 (2+4) AI-lov sos + Al-high sos (32 sabjoots) 11(21)° 8 1 7 9 Motoi Frogaoaeios ia paroatkosos roprosoat rospoasos aot ia tko giroa category* Sigaifioaaoot *Fisher ozaet P m *01 CX2 ■ 5*70, 1 *f, P < *02 kPisher ozaet P * *04 *Fisker ozaet P > *04 91 TAIL* 8 nUBOQSMCT DIST&IBUTI01I OF 1MPOMSES TO gmBTIOUAIBI S0X8TI0M 4s "MI HABD88T 8C100L Y08K 18 __.* Typ* *f B*ap*aa*t (Ivbtri deaigaat* ea.t*gori*a) 1 ■ Nath *r aeieaee 2 ■ Iidiatrial aria, ek*pe 3 ■ Hiet*ry, aoeial aiaiiaa, laraxaaati, geography 4 ■ Other *r a* taavtr Type *f Beapeaae 1 - 2 3 4 C*llt 1. BfB-lov a*a (17 aabjaeta) 7 2 0(l7)b 8 2* AI-l*v a*a (17 aabjaeta) 7 1 5(12)b 4 3. SMB-high aaa (15 aabj*eta) 4 5(10)* 1 5 4 Al-high a*a (15 aabjaeta) 6 0(15)* 1 8 (1+2) 8BUl*v aea + ▲1-lev aea (34 aabjaeta) 14 3 5 12 (3+4) BMB-kigh a*a + ▲i-hlgh aea (38 aabjaeta) 10 5 2 13 (1+3) BOUl*v aea + BIB-high aea (32 aabjaeta) 11 7 1 13 (2+4) Al-lev a*a + AZ-high a*a (32 aabjaeta) 13 1 6 12 Vaiai Pr*fu*aei*a ia par*ath*a*a rapraaaat raap*: aot ia tk* givea eateg*ry. 8igaifieaa«*t Viahtr *zaet P ■ .04 k7iak*r *xa«t P ■ .04 * 99 TABLB 9 vngoncT bibtbibvtiqv of w p o m B to grasTioniiBB QUBBTIOV 5t WVBAT I LIKB BUT ABOUT IIOH BCBOOL IB __ Typo ot K«s)«iuti (Ivabtn d«ai|ui« oai«|arita) 1 a Naatiai friaada and kaaviai paapla 2 m Sports, aihlatiea, physical adaeatiai 3 m Classes offered Bpeoifio Mtdoaie olasses or sabjoot Batter 5 ■ Medera baildiag 6 m Mmsie or art 7 m Indastrial arts, shops 8 ■ Other or no aasaer Typo of Bospoaso 1 2 3 4 5 6 7 8 Colli 1* BMB-loa sos (17 sabjoots) 6 3 0 0 2 1 1 4 2* Al-loa sos (17 sabjoots) 3 4 3 0 0 0 1 6 3* BIB-high sos . (15 sabjoots) 4 4 2 0 0 1 0 4 4* Al-high sos (15 sabjoots) 3 3 2 4 1 1 0 1 (14-2) BMB-loa sos + Al-loa sos (34 sabjoots) 9 7 3 0 2 1 2 10 (3+4) BIB-high sos + Al-high sos (30 sabjoots) 7 7 4 4 1 2 0 5 (1+3) Mt-loa sos + BIB-high sos (32 sabjoots) 10 7 2 0 2 2 1 8 (2+4) Al-loa sos + Al-high sos (32 sabjoots) 6 7 5 4 1 1 1 7 Motos Biffereaees aaoag oolls or betaeea oosdiiaod groaps aoro aot sigaifioaat at tho *03 loaol. TABLB 10 mgOBHCI BI8TBIBUTI0K 07 BBBP01BBS TO flOBBTIOBKAIBB gBBBTIOB 6s "WAT I LIKB LBABT ABOUT HIOI BCBOOL IB •" Tjft of lt«|e>i»t (luBtrs eatogorios) 1 m B i i A j i a i i f M r t i e v l M r 4 ■ B i I m m A b « i a | or sohool ia goaoral ia troablo 2 ■ Toaohors 5 ■ Othor dislikos 3 m (eluiuiat) 6 ■ V«ikii| dislikod Typo of Bospoaso 1 2 3 4 5 6 Colls 1• BMB-lov sos (17 sabjoots) 8 4 1 0 1 3(14)* 2* AI-lov sos (17 sabjoots) 5 2 1 0 3 6 3# BUUkigh sos (15 sabjoots) 3 3 1 3 0 5 4* AI—high sos (15 sabjoots) 3 0 0 1 1 10(5)* (1+2) BMB-lov sos + AI-lov sos (34 sabjoots) 13 6 2 0 4 9 (3+4) BUUkigh sos + Al-bigk sos (30 sabjoots) 6 3 1 4 1 15 (1+3) BMB-lov sos + BIB—high sos (32 sabjoots) 11 7 2 3 1 8 (2+4) AI-lov sos + Al-high sos (32 sabjoots) 8 2 1 1 4 16 Votos Froqaoaeios ia famthti nifeutc aot ia tho g l m oatogory* Sigaifieaaoos ■ 6*03, Idf, 7 < *02 101 TABLB 11 rogomcY distributiov of bbsfohbbs to qobstiobvaibb gesBTiov io* "vbat i like bbbt about HI CLA8BB8 IS __ Tyi* of Respomses (Kvd>«r« designate categories) 1 ■ Tesekers 2 ■ 8iii«iit (elusmtci) 3 m Sibjtei mtliv, spoeifie cluiti) lesrmimg Right sise, veil orgeaised 3 ■ Morioe 6 ■ Otker tkiags liked 7 m Voikiag or me sasver Type of Resposse 1 2 3 4 5 6 7 Cells 1* BMB-lov ses (17 subjects) 4 3 3 1 2 2 2 2. AI-lov ses (17 subjects) 4 4 3 5 0 0' 1 3. BfR-kigk ses (15 subjeets) 7 3 4 1 0 0> 0 4. Al-kigk ses (15 subjects) 7 3 1 1 1 0 2 (1+2) BMB-lov ses + AI-lov ses (34 subjects) 8 7 6 6 2 2 3 (3+4) BMB-kigk ses + Al-kigk ses (30 subjects) 14 6 5 2 1 0 2 (1+3) BMB-lov ses + BMB-kigk ses (32 subjeets) 11 6 7 2 2 2 2 (2+4) AI-lov ses + Al-kigk ses (32 subjeets) 11 7 4 6 1 0 3 Votes Bif foresees asoag sells or ketveon eoukiaed groups vers met sigmifissmt st tke *05 level. 102 TABLB 12 FBBfiBBVCY DI8TBIBUTI0N OF BBSF0V8X8 TO 0OBSTIO1IBAIBB fiUBSTIOB 11s "VBAT I BI8LIO ABOUT MT CLAB8B8 IS __ Typo of Rtayouti (Msabtrs dtsipsis efti«|*ri«s) 1 ■ Toaokora 4 ■ Borodoa, lsi| elusss 2 - Fork, hsmvtrk 5 ■ Otkor 3 ■ Vtiss of otkor atadoata 6 ■ Vo aaavor Typo of Bospoaso 1 2 3 4 5 6 Colls 1. BB-lov aoa (17 sakjoots) 2* AI-lov aoa (17 sakjoots) 3. BMB-kigk aoa (15 oakjoots) 4. Al-kigk aoa (15 oakjoots) 4 2 3 2 2 4 0 2 2 3 5 5 3 2 1 0 3 6 0 6 2 1 3 3 (1+2) BIB—lov aos + ▲I—lov SOS (34 aakjoots) (3+4) BOUkigk aos + AI—kigk sos (30 aakjoots) 4 4 5 5 7 9 3 8 3 1 6 9 (1+3) BMB-lov sos + Mt-kigk sos (32 aakjoots\ (2+4) AI-lov aos + Al-kigk sos (32 aakjoots) 7(25)* 4 4 2 5 10 0(32)* 8 4 4 8 8 Xatoi Irafioieisi ia paroiih aot ia tko giroa eatogory. Sigaifieoaeos *Fiskor oxaet P ■ .01 • TABLB 1g BBBfiQBBCT DIITBIBUTIOM 09 BBSFOBBBS 10 flBBSTIOBXAIBS flWB?T .OI Os "I THIBK BCBOOL BBUH ABB •* Typo of Bospoasoi (Xoktn dosigaato ssi«|»ri«i) 1 m 0#K«9 *11 right, fair9 good9 bilfful 2 a Coaid bo initrti. aot vory good 3 a Too striot 4 a Bo aitsvor Typo of Rospoaso 1 2 3 4 Bolls 1* BMB-lov sos (17 sabjoots) 12 2 1 2 2« AI-lov sos (17 sabjoots) 13 3 1 0 3. BOUhigh sos (13 sabjoots) 12 2 V 1 0 4« Al-kigk sos (15 sabjoots) 10 3 2 0 (1+2) BOUlov sos + AI-lov sos (34 sabjoeta) 25 3 2 2 (3+4) BMB-kigk sos + Al-kigk sos (30 sabjoots) 22 3 3 0 (1+3) BMB-lov sos + BMB-kigk sos (32 sabjoots) 24 4 2 2 (2+4) AI-lov sos + Al-high sos (32 sabjoots) 23 6 3 0 Mo tot Difforoaeos aaoag eollo or botvoon ooabiaod groaps voro aot sigaifioaat at tko *05 lorol* 104 TABLB 14 JBBggurCY dibtbibutiov of bbspobsbb to qubbtiobxaibe fiBBBTIOB 661 »0F WHAT TALUB IS BCBOOL FOB 10VT" Typo of Bosponsos (lubtn dosigaato oatogorios) 1 m Oonoralisod rtifiists saoh u it holps yon loom, got on odaeatioa, oolro problons, loam aboat lifo 2 m Prsparation for a job 3 ■ Promt** frioadship, gotting along vith poopio 4 m Proparaiion for oollogo 5 m Loam to road 6 m It's a lot of fnn Typo of Bosponso 1 2 3 4 5 6 Colls 1* BMB-lov ooo (17 sabjoots) 11 4 1 0 1 0 2* AI-lov sos (17 sabjoots) 9 2 2 2 1 1 3« MB-high sos (15 sabjoots) 8 5 1 0 1 0 4, Al-high sos (15 sabjoots) 10 3 0 2 0 0 (1+2) BMB-lov sos + AI-lov sos (34 sabjoots) 20 6 3 2 2 1 (3+4) BIB-high sos + Al-high sos (30 sabjoota) 18 8 1 2 1 0 (1+3) 3ML lov sos + MUhigh sos (32. aiabjoota) 19 9 2 0 2 0 (2+4) AI-lov sos + Al-high sos (32 sabjoots) 19 5 2 4 1 1 Votoi Difforoaoos aaoag oollo or botvoon eonbinod grompo voro not sigaifioaat at tho *05 lovol* 105 TABLE 15 FBEQUENCT DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 68s "V1AT ARE TOUR PROBLEMS AT SCHOOL?" Typo of Responses (Nubsri designate etitftrica) 1 * Homework 4 ■ Toots or anderstanding 2 « Road tug sokool work 3 m Gotting along with otkor 5 ■ Working ontsido sekool students or with toaokors 6 ■ No proklons Typo of Response 1 2 3 4 5 6 Colls 1. EMR-lov sos (17 subjects) 1 4 4 4 1 3 2. AI-lov sos (17 sabjoots) 4 0 4 4 0 5 3. EMR—kifh sos (15 subjoots) 0 2 5 1 0 7 4. Al-kigk sos (15 sabjoots) 4 0 2 3 1 5 (142) EMR—lev sos 4 AI-lov sos (34 sabjoots) 5 4 8 8 1 8 (344) BIR-kigh sos 4 Al-kigk sos (30 sabjoots) 4 2 7 4 1 12 (143) EMR-lov sos 4 EMR-higk a Os (32 sabjoots) 1(31)* 6(26)b 9 5 1 10 (244) AI-lov SOS 4 Al-kigk sos (32 sabjoots) 8(24)* 0(32)b 6 7 1 10 Notos Frequencies in parontkosos roprosent responses not in tko given eategery. Signifioaneos ‘l2 - 4.68, 1 df, P < .05 bFisker exact F » *02 106 TABLE 16 FREQUENCY DISTRIBUTION OF BE8F0I8B8 TO QUESTIONNAIRE QUESTION 691 MBOV CAN TOUR 8CROOL BE IMFBOTEB?" Type of Reaponaes (Naabera deaignate eategoriea) 1 m No aaggeationa 5 ■ Add aoro bmildinga 2 m Moro vindova, gr&aa or olaaarooaa treea; fill in aoat 6 * Add aoro aetivitiea, (drainage diteb) aporta, olaaaoa 3 ■ Loaa litter 7 * Oot better teaohera 4 a Opoa eaapna9 botior ruloa 8 « Otbor aaggeationa Typo of Roapoaao 1 2 3 4 5 6 7 8 Colls 1• EMR-lov aoa (17 aabjaeta) 7 1 3 1 1 3 1 0 2* AI-lov aoa (17 aabjaeta) 9 1 1 2 1 1 1 1 3* EMR-bigb aoa (15 aabjaeta) 5 1 3 2 2 0 1 1 4. Al-high aoa (15 aabjaeta) 4 6 0 2 2 0 1 0 (1+2) EMR-lov aoa + AI-lov aoa (34 aabjaeta) 16 2 4 ' 3 2 4 2 1 (3+4) EMR-higb aoa + Al-kigk aoa (30 aabjaeta) 9 7 3 4 4 0 2 1 (1+3) SM^lev aoa + EMI-high aoa (32 aabjaeta) 12 2 6 3 3 3 2 1 (2+4) AI-lov aoa + Al-kigk aoa (32 aabjaeta) 13 7 1 4 3 1 2 1 Notes Difforonooa aaoag oolla or betveen eoabiaod groupa voro not significant at the *05 lovol. 107 significant difference vas bttvtra ills odueablo mentally rsiardsd bays (oslls 1 aad 3 ooabimsd) aad tba bays of average intelligence (sails 2 aad 4 eeabiasd) ia their responses to tba open-ead question, "Vhat I dislika about my elassos is *" Significantly aoro of tho retarded boys expressed negative attitudes toward tbo sehaol by giving rospoasas ia tho eatogory "Teaehers*" Swssort for diraetiaaal hypotheses Ml5 aad/or fit Tho significant difference shova as "a" aa Tablo 10 suppartad oitbar tbo dirootioaal hypothesis HI 5 ar tho dirootioaal hypothesis H16, or both, siaeo tho ealls eea- parod differed ia both soeioeeenaaie statas aad iatelli— genee* Ooaparod vith tbo boys of average iatelligeaee vith high seeiooeoaoaie status (eoll 4), sigaifieaatly fever of tho odueablo uoutally rotardod boys vith lav seeieeeeaoaie statas (eoll 1) gave rospoasos ia tho eatogory "Nothing disliked" to tbo open—oad question, "Vhat I like least about high sehaol is ___•" Tho bays vha did aot give rospoasos ia tbo eatogory "Nothing disliked" did give rospoasos in other eatogorios vbieb oxprassod negative attitudes toward tbo high sekool* fagkfty " * " 1 Of tho sigaifioaat difforoaeos vbieh wore found botvooa various soils or eonbiaod groans ia responses to 10t the f uatim in tka seotioa "(hural Sekaal Itiitadaa,” iaaa gava aappart to 6a>aral Hypothesis I, eomeerniug seoioeeoaoaie ■ to too , vithout giving ot the aaaa tiaa pos sible support to Gouorol Hypothesis II9 oeaoeraiag iatelli- geaee. Suuuort for gouorol Hroethosis II Geaerol Hypothesis II9 that difforesees vore oeoordiug to tho lorols of iutolligoaoo9 vos supported by tho sigaifiooat difforonoos shova os "by1 * "e," oad "d" oa Toblo 7, *o” oad "b" oa Toblo 8, "a" oa Toblo 12, oad ”o” oad "b" oa Toblo IS. For ooeh of thoso sigaifiooat dif- foroaees tho eolls or oeabined groups eeapored differed ia iatelligoaoe but aot ia sooiooooaoaio status. Tho sigaifiooat difforoaoos shova oa Toblo 7 wore ia tho rospoasos of tho subjects to tho opoa-oad question, "Up easiest sohool vork is ." Ceapored vith tho boys vith oTorogo iatelligoaoe oad high sooiooooaoaio status (eoll 4), sigaifiooatly fovor of tho retarded boys vith high sooiooooaoaio status (ooll 3) gore rospoasos ia tho eotegery "Industrial arts, shops." Ceapored vith tho boys of OTorogo iatolligoaoo (eolls 2 oad 4 eoabiaed), sigaifi ooatly fovor of tho retarded boys (soils 1 oad 3 eoabiaed) gave rospoasos ia tho category "Iadustriol arts, shops." Ceapored vith tho boys vith ovorogo iatolligoaoo oad lov sooiooooaoaio status (ooll 2)9 sigaifiooatly fovor of tho 109 r«Urd«d boyi vitk low sooiooooaoaio statas (ooll 1) faro rospoasos ia the oatogory "History, oooial stadies, gewera- aoat, geography.” Tho sigaifiooat differeaoos shown oa Tahlo t woro in tho rospoasos of tho sabjsets to tho qaestioa, "My hardest sohool work is ." Coaparod with tho hoys with aworago iatolligoaoo aad high sooiooooaoaio statas (ooll 4), sigaifiooatly aoro of tho retarded boys with high soeie— oeoaoaio statas (ooll 3) gawo rospoasos ia tho category "Iadastrial arts, shops." Coaparod with tho boys with aworago iatolligoaoo aad low sooiooooaoaio statas (ooll 2), sigaifieaatly fewer of tho retarded boys with low oeeio- oeoaoaie statas (ooll 1) gawo rospoasos ia tho oatogory "History, soeial stadias, goworaaoat, geography." Tho sigaifieaat difforoaoo showa oa Table 12 was ia tho rospoasos of tho sabjsets to tho qaestioa, "Vhat I dislike aboat ay olassos is ." Coaparod with tho boys of aworago iatolligoaoo (eolls 2 aad 4 eoabiaed), sigaifi- oaatly aoro of tho retarded boys (eolls 1 aad 3 ooabiaod) gawo rospoasos ia tho oatogory "Toaehors." This sigaifi— eaat difforoaoo sapportod tho dirootioaal hypothesis Hid ia additioa to Geaeral Hypothesis II. Tho sigaifieaat differeaoos showa oa Table 13 woro ia tho rospoasos of tho sabjoets to tho qaestioa, "Vhat are year problems at sohoolT" Coaparod with tho boys of average iatolligoaoo (oolls 2 aad 4 ooabiaod), 110 ii|iifi«utl7 f m r af tka rtUrdti btyi (atlls 1 and 3 eenbined) gar* rtipnsts im th« eatt|*rj "Inmrk," and signifiaantly aora af ika ratardad bays g*ve raapaiaaa in tka eaiagary "Beading*" 8ttiaari far Baaaral ibrneikeses 1 and/er II Tha signifiaant diffaraneaa skavn as "a" an Table 7 and "a* on Table 10 aould support aithar General Hypatkasis I9 eenee ruing saaiaaaanania stains9 ar Oanaral Hypatkasis II9 eenaerning intelligence, ar batk9 sinaa tka aalls vkiek vara found to diffar signifiaantly in raspansas diffarad alsa in batk tksir saaiaaaanania stains and tkair into11i- ganaa. Tka signifiaant diffaraneaa skavn an Tabla 7 vara in tka raspansas af tka subjeats ta tka gueatien, "Hjr aasiast sakaal vark is Of tka fanr signifiaant diffaranaas faand in tka raspansas ta tkis guestien, tka ana vkiak snppartad Oanaral Hypatkasis I and/ar Oanaral Hypatkasis II vas batvaan tka bays af avaraga intelliganee vitk lav saaiaaaanania status (aall 2) and tka ratardad bays vitk higk saaiaaaanania status (aall 3)* Signifieantly favar af tka bays af aall 3 gave raspansas ia tka aatagary "Industrial arts, skeps*" Tka signifiaant diffaranea skavn an Tabla 10 vas in tka raspansas af tka subjects ta tka guestien, "Vhat I like least abaut kigk sakaal is Oanparad vitk tka 111 keys vitk »r«n|« u i kick ■••iMtHMiit iit- ivi (m11 4) f significantly ftvtr of tke k*ja vitk lev >oei««e»Mie itatia (cell 1) gave rtiftnti ia the •atapry "Nothing disliked*M This ligsifioa&t diffarraet supported tke direetioual hypotheses HIS and/or H16 in addition to General Hypotheses 1 and/or II* Sekool Activities Tke tve directional kypotkeses for tke question en sckeel activities vere as follovss H17* Tke responses to tke questionnaire questions dealing vith sekool activities skev that tke keys vitk lev seeieeeonoaie status do net participate so nuek in sckeel activities as do tke keys vitk high socieecenenie status* H18* Tke resnenses to tke qi»f«tlfMn^rc Questions dealing vitk sekool activities skev that the edueakle Men tally retarded hoys do net narticinato so nuek in sckeel activities as do tke toys of average intelligence. Tahles 17 through 31 skev the distrikutiens of tke subjects* aasvers te tke questionnaire questions ineluded in the section "Sckeel Activities*" Of tke significant differences vkiek vere found tke 1 Activities," none gave 112 TABLB 17 FBI0UHfCX OISTBIBUTIOV or BB8POVSBS TO fiU18TIO>KAIBI qotbbtiov 16* -if too n o i* s n u HOUB IV SCHOOL A*P CIOS* TO 00 o n OF THE IDLLOWIMG, VHiT VOULD TOO OOT" A»v«r> from Vkiek Stadeats Ckoses (a) Take a eearse ikai yea treated (b) Teke a stmdy kali (el Go eat for atkletioe (d) Use tke tiae Ter a sekool spossered aetiTity otkor tkaa sports (o) Speed tko tiae vitk frieads Aasver Aasver Aasver Ansvor Aasver (a) (k) (e) (d) (e) Cells 1* BMB-lov ses (17 sakjeets) 7 0 6 2 2 2* Al-lev sos (17 sakjeets) 8 1 6 0 2 3. BOUkigk ses (15 sakjeets) 6 0 6 1 2 4* Al-kigk ses (15 sakjeets) 8 1 6 0 0 (1+2) Mtt-lev ses + Al-lev ses (34 sakjeets) 15 1 12 2 4 (3+4) HKB-klgk ses + Al-higk ses (30 sskjeets) 14 1 12 1 2 (1+3) BQUlov ses + MUkigk ses (32 sakjeets) 13 0 12 3 4 (2+4) JLI-lev ses + Al-kigk ses (32 sakjeets) 16 2 12 0 2 Votes Oifferoaees aaeag eolls or ketveea eoabiaed (reaps vere aet sigaifieaat at tko *05 level* 113 TABLI 18 FRBQUKVCT DISTEIIUTIOI OF KS8POISB8 TO QUE8TI0MUIEE fiUlftflOI 9s "II 8POETS I Type of Btifouts (|ub«ri itaipsoi* eategerieo) 1 m Participate, like ta vat«k| try to do ny boot, ate* (indicating a peoitira attitnde toverd oporto) 2 a ia not Tory food, don't taka part, ate* (indicating a aogatiro attitndo toverd oporto) 3 m Don't know, no anover i Typo of Eaopanoa 1 2 3 Calls 1. BOUlev oao (17 anbjecto) 12 4 1 2. AI-lov oao (17 onbjaeto) 14 2 1 3. BOUkigk oao (19 onbjaeto) 12 3 0 4. Al-higk oao (19 onbjaeto) 19 0 0 (1+2) BOUlev oao + ▲I-lev oao (34 onbjaeto) 26 6 2 (3+4) BOUkigk oao + Al-kigk oao (30 onbjaeto) 27 3 0 (1+3) BOUlav oao + BOUkigk oao (32 onbjaeto) 24 7 1 (2+4) Al-lev oao + Jtl-higkeeo (32 onbjaeto) 29 2 1 Iotas Diffaraneaa. fang oallo ar betvee* oanbinad fraapo vara not oignifleant at tka *05 level. 114 TABLS If PBSgUSHCT DI8TBXBUTI0M OP BI8P0M8I8 TO 0UBSTIOMH1IBB QPISTIOW 17* "VILL 100 00 OUT POE ▲THLBTICS IV HIGH SCHOOL?" "US■_ 10 _J» Tos Ho Colli 1 • SMB-lov sos (17 sakjoets) 8 9 2. 11-lov sos (17 sabjoets) 12 5 3. SMB-high sos (15 sabjoets) 10 5 4. 11-high sos (15 sabjoets) 12 3 (1+2) BOUlov sos + ▲I-lov SOS (34 sabjoets) 20 14 (3+4) SMS-high sos + 11—high sos (30 sabjoets) 22 8 (1+3) SMB-lov sos + SMS-high sos (32 sakjaats) 18 14 (2+4) 11—lov sos + ▲I—high sos (32 sabjoets) 24 8 Sotos Sifftmota uaa| eolls or kaivata eoabinod iroapa voro aat aifiifieut at tka ,05 level* 115 TABLE 20 nigtnorci distribution or responses to questionnaire QUESTION 18s "N1AT SPORTS WILL IOU 60 OUT PORT" Type of Rospoasos (Naabors dosigaato eatogorios) 1 i No sports 2 * Football| oithor vitk or vithoat otkor sports 3 m Otkor sports bat ao football Typo of Rospoaso 1 2 3 Colls 1 • BOUlov sos (17 sabjoots) 9 3 5 2* AI-lov sos (17 sabjoots) 5 9 3 3. BOUkigk sos (15 sabjoots) 5 4 6 4* Al-high sos (15 sabjoots) 3 6 6 (1+2) BOUlov sos + ▲I-lov SOS (34 sabjoots) 14 12 8 (3+4) BOUkigk sos + ▲I-high sos (30 sabjoots) 8 10 12 (1+3) BUUlov sos + BOUkigk sos (32 sabjoots) 14 7 11 (2+4) 11-lov sos + ▲I-high sos (32 sabjoots) 8 15 9 Notos Difforoaeos aaoag soils or botvooa ooabiaod groaps voro aot sigaifiooat at tho *09 lovol* 116 TAILS 21 FBEflBKVCT BISTKIBOTIOM 0PBBSP0MSZ8 TO flBBSTIOHMAIBS QUBSTIOM 19* ”SAfB TOU Kill AHY 1IOH SCHOOL ATHLBTIC m m ? TB8 HO « Taa Ho Call* 1. BOUltv aaa (17 aabjaeta) 3 14 2* 11-lov its (17 ivbjoeii) 8 9 3. BOUhi^i m i (15 iikjooti) 2 13 4* IX-Ugk m i (15 ivkjioti) 8 7 (1+2) BOUlov ioi + AI—lov Ml (34 aabjaata) 11 23 (3+4) BOUkigk m i + Al-bifb m i (30 aabjaata) 10 20 (1+3) BOUlov m i + tDUkigk a as (32 aabjaata) 5 27* (2+4) 11-lov aaa + AI*»kigb aaa (32 aabjaeta) 16 16* Sipifietaett *X2 * 7*90, 1 if, P < .01. 117 TABLB 22 7RBQUENCT DISTRIBUTION 01 BB8F0I8BB TO flUBHTIOBHAIRB QUB8TI0N 20, ON WHICH HIM SCHOOL ATHLBTIC TEAMS THE SUBJECT IAS "MABI" Type ot BtgMu«i (Nvabtn dtsiguit eai«|iri«i) 1 ■ HftTn't aad* 4 m Vnatliaf any tiaai 5 * Basketball 2 * Football 6 ® Othor (traek, cross 3 « Svissiag country, baaoball) Typo of Response 1 2 3 4 5 6 Colli 1* BOUlev soo (17 snbjoets) 14 1 1 0 0 1 2* AI-lov sos (17 snbjoets) 9 3 0 1 1 3 3* BOUkigk son (15 snbjoets) 13 0 2 0 0 0 4* Al-kigh soo (15 snbjoets) 7 1 2 3 2 0 (1+2) BOUlov sos + AI-lov sos (34 snbjoets) 23 4 1 1 1 4 (3+4) SMB-high sos + Al-kigk sos (30 snbjoets) 20 1 4 3 2 0 (1+3) BOUlov sos + BOUkigk sos (32 snbjoets) 27(5)* 1 3 0 0 1 (2+3) AI—lev sos + Al-higk sos (32 snbjoets) 16(16)' 4 2 4 3 3 Motsi Frefueaoies in parentheses rsproooat rospoasos not in tho given oatogory* Signifionnooi *X2 ■ 7*90, 1 tf, P < *01 • TJLBLS 23 FBBQUXVCT DISTRIBUTIOM OF U8POM8SS TO QUB8TI0VVAJBB 0OI8TIOV 21s "1AFS I0U ¥OV AST ATHLBTIC H0BDB8 IV BIOS SCHOOL? IBS __ 10 __" Iss Vo Colls 1. EMR-lov sss (17 ovbjoots) 1 16 2. AI—low sss (17 svbjsets) 5 12* 3. BMB-kigh sss (13 svbjsets) 0 15* 4. Al-high sos (13 ssbjsets) 4 11 (1+2) HMB-lov s»i + il-lw ooo (34 svbjseta) 6 28 (3+4) BMB-kifk ooo + il-hi|h its (30 sibjaets) 4 26 (1+3) BMB. l>v sss + BMB-kigk sts (32 ovkjoets) 1 31b (2+4) il-lmr sss + AL-ki|h s m (32 sakjsets) 9 23b 8ifiifieM8«t *Fisk«r suet F * *04 *X2 . 3.78, 1 if, P < .02 119 TABLB 24 FBSgUXVCT DIBTBIBCTIOV 09 H0POIU8 TO gUUTIOlHAIBI OT1STIOV 29* "IF SCHOOL VBDI LIT OCT AX HOC* IABLI FOB A PIP BALLT H I IOCS TttCHD CS0D-30C TO 00 TO IT BUT BIB SOT ssgcisx IOC TO 00, CHAT WOULD IOC DO?" iiiav«rs from Vhieh 8«bjteti Choitt i a) Qo to tho ftp rally b) Oo ht>t e) Oo for mm auto rido vith your frioudo Aasvor (a) Aasvor (b) Aasvor (c) Vo Aasvor Colls 1 • BOUlov soo (17 sabjoots) 6(11)* 6 4 1 2* AI—lov sos (17 sabjoots) 11 4 1 1 3* IMS-high sos (19 sabjoots) 10 9 0 0 4. AI—high ooo (19 sabjoots) 13(2)* 2 0 0 (14-2) BOUlov soo - l * AI-lov sos (34 sabjoots) 17 10 9 2 (3+4) BOUhigh sos + Al-high sos (30 sabjoots) 23 7 0 0 (1+3) BOUlov sos + BOUhigh sos (32 sabjoots) 16 11 4 1 (2+4) AI-lov sos + Al-high sos (32 sabjoots) 24 6 1 1 Voto* Pro%uoaoios iu paroathosos roprosoat roopouoos uot ia tho firoi oatogory* Siguifioaaoot *1^ ■ 6*72, 1 . df9 P < *01 120 TABLB 25 FRBgURNCI DISTRIBUTION OV BB8P0H8B8 TO fiUBSTIOMMAIBB gUBSTIOB 7t "NX FATORITB SCHOOL ACTIVITY IS __ Type of loipoBiot (Vwbon iooifBtto etioforioi) 1 m iiUotiei, physical edacatien 2 ■ ladastrial arts 3 b Other farerit#* (aasie, art, school jobs, roadlag, school dances, talking to friends, being yell leader) 4 m Ho favorite Type ef Response 1 2 3 4 Cells l.iPOUlev ses (17 sabjects) 14(3)* 0 2 1 2. AI-lov ses (17 sabjects) 13 2 2 0 3. SNR-high ses (15 sabjects) 6(9>*b 1 5 3 4. Al-high ses (15 sabjects) 13(2)b 1 1 0 (1+2) BMR-lev ses + Al-lev ses (34 sabjects) 27 2 4 1 (3+4) BMR-high ses + Al-high ses (30 sabjects) 19 2 6 3 (1+3) BOUlev ses 4 SNR-high ses (32 sabjects) 20 1 7 4 (2+4) AI—lev ses + Al-high see (32 sabjects) 26 3 3 0 Notes Fregaeaeies ia parentheses represent respeaeea net in the given category. Significances fl? b 4.42, 1 df, P < .05 V - 3.14, 1 df, P < .05 121 TABLB 26 B8B0BBHCI DI8TRIBUTI0H OB BB8F0H8BS TO QOB8TIO0AIKB 0BBSTIOH 23. OB SCHOOL ACTITITIBS OTBBB THAI SFOBTS IB WHICH T B 8VBJBCT8 BABTICIPATB Huuber of Aetivitiss Oas Tvs Tkrss Four or aors Boas Csllt 1 • BflLlav sss (17 subjsets) 3 1 0 0 13 2 r n AI-lsv sss (17 subjsets) 0 0 1 1 15 3. BOUkigk sss (13 subjsets) 0 0 1 0 14 4. Al-kigk sss (13 subjsets) 3 2 1 1 8 (1+2) BUUlsu sss + AI-lov sss (34 subjects) 3 1 1 1 28 (3+4) BMB-kigk sss + Al-kigk sss (30 subjsets) 3 2 2 1 22 (1+3) BflUisv sss + BMB-kigk sss (32 subjsets) 3 1 1 0 27 (2+4) AI-lov sss + Al-kigk sss (32 subjsets) 3 2 2 2 23 B«i»t Blfftmen «Mqr soils or bst groups vsrs aoi sigaifieaat at tko .03 122 TABLE 27 FBEflOEECI DI8TBIBUTI0M Of BS8POE8ES TO 0U18TIOMHAIBS QOB8TIOH 24. OM TEX AMOUHT Of TUB SPEET FEB VSK OE SCHOOL ACTIVITIES BIS IDES 8F0BT8 1 Aaount of Tino Spont One or Xvo Hours Fire or Eo Moro Honrs Aetivitios Colls 1• EMB-lov sos (17 snbjoets) 3 1 13 2. AI-lov sos (17 snbjoets) 1 1 15 3. EMR-kifh oos (15 snbjoets) 0 1 14 4. Al-kigk sos (15 snbjoets) 2 5 8 (1-1-2) EMB-lov sos + AI-lov sos (34 snbjoets) 4 2 28 (3+4) XMB-kifk sos + Al-kigk sos (30 snbjoets) 2 6 22 (1+3) EMB-lov sos + BOUkigk sos (32 snbjoets) 3 2 27 (2+4) AI-lov sos + Al-kigk sos (32 snbjoets) 3 6 23 MttMi Oifftrn«H w o b | e o l l s or baivin ooabinod Croups voro not signifiosnt at tko .05 lorol. Tkroo oad four kour tiao saounts voro not nontioned by any of tko snbjoets. TABLB 28 IBBfiBBBCT DIBTEIBUTIOV Of BBSPOV8XS TO 0UB8TIOHXAIBB 0US8TIOM 231 OV SCHOOL ACTITITKBS OTHBRTIAH SPORTS IV V1ICH TUI 8CBJBCT8 PABTICIPATI Tjpm of ieilTititi Li>i«d (Maaktrs designate eati|«xi«f) 1 m Band, ehorus, or floo slab 2 > gevernnent or joll loodor (oloetod) 3 « Clnbss Latin, speeek, radio, aodio-risual 4 m Ho activities Typo of Activities 1 2 3 4 Colli 1 • SMB-lov sos (17 snbjoets) 2 1 1 13 2. AI-lov sos (17 snbjoets) 0 2 0 15 3« BOUkigk sos (15 snbjoets) 0 1 0 14 4* Al-kigk sos (15 snbjoets) 4 1 2 8 (1+2) BOUlov sos + AI-lov ses (34 snbjoets) 2 3 1 28 (3+4) BOUkigk sos + Al-kigk sos (30 snbjoets) 4 2 2 22 (1+3) BOUlov sos + BOUkigk sos (32 snbjoets) 2 2 1 27 (2+4) AI-lov sos + Al-kigk sos (32 snbjoets) 4m 3 2 23 Metes Difforonoos aneng eolls or betveen ooabinod groups voro not signifiosnt at tko *03 level* TABLK 29 nUBQDSNCT DISTRIBUTION OV E88POV8B8 10 QU18TI0M1 IAIBS gUlSTION 26, OV SCHOOL ACTIYITII8 ATTIKDXD Type of Itijonitt (Nuab*r« duip*tt e»t9|tri«i) 1 ■ Miny MiiTititi (|uti, ftf nlliM. eaaeerts) 2 ■ 8m m fteilTiiin iuo««f p«p rallies) 3 b No activities Ijrpe of Response 1 2 3 Cells 1. OQLlev sss (17 subjsets) 6 4 7(l0)d* 2. AI—lev sss (17 subjsets) 10(7)* 6 Kl6)d 3. Bat-high sss (13 subjsets) 1(14)rt 10 4 4. Al-high sss (13 subjsets) 12(3)b 3 0(15)* (1+2) BOUlev sss + AI-lov sss (34 subjsets) 16 10 8 (3+4) BOUhigh sss + Al-high sos (30 subjsets) 13 13 4 (1+3) BOUlev sss + | W high sss (32 subjsets) 7(25)C 14 11(21)* (2+4) AI—lev sss + Al-high sss (32 subjsets) 22(10)C 9 1(31)* Hotst Prtqvmeiu ia pareatheses represent rsspeasos not ia the givea category. Oigaifieaaees b 7.43, 1 df, P < .01 *22 . 8.30, 1 df, P < .01 "X* m 13.90% 1 df, P <.001 •Pisher saaet P m .01 •Xa b 13.40, 1 df, P < .001 £Xa « 0.30, 1 df, P < .001 TABLB 30 FBBQUEHCT DI8TRIBUTI0H OF BB8P0N8BS TO gOISTIOMXAIRR QUBSTIOK 271 "YHAT OTHBB BZXRA-CUB1XCULAB ACTIYITIBS YOULD YOU LOT TO BAYS AT IOUB SCHOOL?1 1 Typt of Rttpomti (HoBbtri designate categories) 1 m Ho suggestions 2 m Otkor sports or sports olubs 3 a Cur club, gun elub, radio elub 4 ■ Mors dances 5 m Otkor suggestions s s r s s a p s s s e s s s s S B s a s s Typo of Response 1 2 3 4 5 Calls 1* BfB-lov sos (17 subjsets) 8 4 2 1 2 2 . AI-lov sos (17 subjsets) 12 0 2 1 2 . 3 . BMB-kigk sos (13 snbjoets) 8 3 1 1 2 4 . Al-high sos (13 subjoots) 9 0 2 0 4 (1+2) BfB-lov sos + AI-lov sos (34 subjsets) 20 4 4 2 4 (3+4) BfR-kigk sos + Al-kigk sea (30 dubjeets) 17 3 3 1 6 (1+3) HMB-lov sos + BfB-kigk aos (32 subjects) 16 7 (2 3 )* 3 2 4 (2+4) AI-lov sos + Al-kigk sos (32 subjects) 21 0 (3 2 )* 4 1 6 Motsi Frequeneies in parontkasos roprosont responses not in tko given category. Signifiesneos *Pisker oxaot P ■ .01 TABLB 31 rasgoxtfci bistbibutiov of bsbpovsbs to qubbtiombazbb flOBSTIOI 28s "HOY coulb bxtba-cbbbiculab ACTIVITIES BB DOPBOTED AT IOUB BCBOOLT" Typo of Boapoaaos (lobtri doaigaato eatogorios) 1 * Vo suggestions 2 » Ideas oa gettiag aon stadeat partioipatioa 3 ■ Haro aasio tka atadents like at daaooa 4 m Otkor saggestioaa Typo of Boapoaao 1 2 3 4 Colls 1• BOUlov aoa (17 aabjoota) 12 0 0 5 2* AI-lov aoa (17 aabjoota) 11 0 2 4 3* BOUkigk aoa (13 aabjoota) 11 2 0 2 4# Al-kigk aoa (13 aabjoota) 9 2 0 4 (1+2) BOUlov aoa + AI-lov aoa (34 aabjoota) 23 0 2 9 (3+4) BOUkigk aoa + Al-kigk aoa (30 aabjoota) 20 4 0 6 . (1+3) BMB-lov aoa + BMB-kigk aoa (32 aabjoota) 23 2 0 7 (2+4) AI-lov aoa + Al-kigk aoa (32 aabjoota) 0 20 2 2 8 Votes Biffereaoes aaoag oella or betveoa ooabiaod groapa voro aot sigaifieaat at tke .05 level• rapport to tho directional hypothesis El7 vitkoit giving at tho saat tiae possible support to tho dirootional hypothe sis H18. Dirootional hypothesis H17 appeared to ho refuted by tho significant difforonoos shown as "a" on Table 23 and "a" on Table 29* Both of those differences voro be tween ooll 2, boys of aworago intelligence vith low soeio- eoonoaio status, and ooll 3, eduoable nontally retarded boys with high sooioeoononio status* In answer to tho question, "Haro you won any athlotio honors in high seheel? (Table 23), significantly nore of tho boys of ooll 2 said "Tee*" In answer to tho question, "Vhat sohool activities sueh as athlotio events, plays, pep rallies, donees, con certs, etc* have you attended this semester?" (Table 29), significantly nore of tho boys of ooll 2 listed many activ ities* When comparisons are node between cells 2 and 3, the group with tho higher socioeconomic status is also tho group with tho lower intelligence, and tho group with tho lower socioeconomic status is also tho group with tho higher intelligence* Judging from tho other significant differences found in answer to these two questions, tho significant differences found between eolls 2 and 3 are actually giving definite support to dirootional hypothesis H18, on intelligence, rather than refuting directional . hypothesis 117, on socioeconomic status* Snnnort far iiMBiiml S K I ! Dirtsiiml hjptihtaii H1S vas np|ori«i by tbi sigaifieaat differemees shovn as "a” oa Table 21 (ideatieal vith "a" ea Table 22)) "a" aad "b" ea Table 23) aad "a,” "b," ”e,” "d," aad "f" oa Table 29. Except for the tve sigaifieaat differeaees "a" oa Table 23 aad "a" oa Table 29, vhieh vere diseussed aador the heading "Support aad pseudorefutation for directional hypothesis H17, these sigaifieaat differeaees vere betveea eells or eoabiaed groups vhieh differed ia intelligence but aet in socio- eeeaeaie status. The sigaifieaat difference shovn oa Table 21 vas in the responses of the subjects to the guestioa, "Hare you nade any high school athletic teaas?" Coaparod vith the beys of average intelligonee (eells 2 aad 4 eoabiaed), sigaifieaatly aere of the retarded boys (eells 1 aad 3 eoabiaed) ansvered "Mo." Oa Table 22 this differeaee is shovn ia the "Haven't nade aay.teaas" category. The sigaifieaat differeaees shevn oa Table 23 vere ia the responses of the subjsets to the question, "Have you vea aay athletic honors ia high sehool?" Coaparod vith the beys vith average intelligence aad lev seeioeeenoaie status (eell 2), sigaifieaatly fever ef the retarded beys vith high seeieeeeaeaie status (eell 3) ansvered "Tes." Cea- pared vith the beys ef average intelligence (eells 2 aad 4 eoabiaed), sigaifieaatly fever of the retarded beys (eells 1 aad 3 ooabiaod) ansvered "Tes." The six sigaifieaat differeaees shovn oa Table 29 vere ia the responses of the snbjoets to tho qaestioa, "Wat seheol activities such as athletie events, plays, pep rallies, danees, eeaeerts, etc* have yon atteadod this seaester?1 * Five of these six sigaifieaat differeaees snppertod direetioaal hypothesis H18 vith on t giving at the saae tiae possible support to direetioaal hypothesis H17. Coaparod vith tho boys vith average intelligence aad lev soeioeeonoaie status (eell 2), sigaifieaatly fever of the retarded boys vith high soeioeeonoaie status (eell 3) listed nany activities. Coaparod vith tho boys vith aver age intelligence aad high seeiooeoaoaie status (eell 4), sigaifieaatly fovor of the retarded beys vith high soeie- eeenoaie status (eell 3) listed aaay activities. Coaparod vith tho boys of average intelligence (eells 2 aad 4 cca bined), significantly fever of tho retarded boys (eells 1 and 3 eoabined) listed aany activities. Coaparod vith the boys vith average intelligence aad lev soeieeeeaeaie status (eell 2), significantly aere of the retarded boys vith lev soeioeeonoaie status (eell 1) did act list aay activities. Coaparod vith tho beys of average intelligence (eells 2 and 4 eoabiaed), sigaifieaatly more of tho retarded boys (eells 1 aad 3 eoabiaed) did act list aay activities. 130 Sunnort for VrH18 Ik* significant differences skora m "a* ra lakli 24 and *e" on Tabla 29 could support oitbor dirootioual hypothesis H17 or H18, or both* Both of thoso signifleant difforonoos voro botvoon ooll 1, rotardod boys vith lov soeiooeononie status, and eoll 4, boys of average intolli- goneo vith high soeiooeononie status* In response to tho question, "If sehool voro lot out an hour early for a pop rally and your toaehor urged you to go to it but did not require you to go, vhat vould you do?" (Table 24), sigaif ieaatly noro of tho boys of eoll 4 ehoso tho aasvor "Oo to tho pop rally*" In ansver to tho question, "Vhat sehool activities sueh as athlotie events, plays, pop rallies, daneos, eoneorts, etc* have you attended this sonostor?" (Table 29), sigaifieaatly noro of tho boys of ooll 1 did not list aay nativities* 8uooort for general General Hypothesis I, that difforonoos voro along linos of soeiooeononie status, vas supported by tho signif icant difforoneo shovn as "a" on Table 29* Colls 1 aad 3, vhieh differed in soeiooeononie status but not in intelli gence (since both voro rotardod), voro found to differ sigaifieaatly in their responses to tho question, "My favorite sehool activity is ." Coaparod vith tho boys ■TTTlirri' T ' M : I k MTLft 131 of ooll 3 (rotardod boys vith high sooiooooaoaio status), sigaifieaatly aoro of tho boys of ooll 1 (rotardod boys vith lev sooiooooaoaio statas) gave rospoasos ia tho oato gory "Athletics, physical education." Saaaort for Goaoral Hypothesis II Goaoral Hypothesis II, that differeaoos voro aooor de- lug to tho levels of iatolligoaoo, vas supported by tho sigaifieaat differeaoos shova as "a" oa Table 21 (idoatioal vith "a" oa Table 22)f "b" oa Table 23f "b" oa Table 25f "b," "o," "d," aad "f" oa Table 29> aad "a" oa Table 30. For oaeh of those siguifioaat differeaoos, tho eolls or ooabiaod groups coaparod differed ia iatolligoaoo bat aot ia sooiooooaoaio status* Tho sigaifieaat difforoaoo shova oa Table 21 vas ia tho rospoasos of tho sabjoots to tho qaestioa, "Have you ' aado aay high school athlotio teaas?" Coaparod vith tho boys of average iatolligoaoo (eolls 2 aad 4 eoabiaed), sigaifieaatly aoro of tho retarded beys (eolls 1 aad 3 ooabiaod) aasvered "Ho*" Oa Table 22 this difforoaoo is shova ia tho "Haveu't aado aay teaas" oatogory* This dif— ferenee supported direetioaal hypothesis H18 ia additioa to Goaoral Hypothesis II* The tve sigaifieaat differeaoos shova oa Table 23 voro ia tho rospoasos of tho sabjoots to tho qaestioa, "Have you voa aay athlotio hoaors ia high sehool?" Tho 132 •ifaifieui iiff«rn«« shova ta *b" atpfariad. Saurtl Hypothesis II, aitea tka groapa eaaptrad differed ia iatel- ligaaea kit mot ia saeiaaaaaaaio status• Ctaytrai vitk tka subjcots of tTartga iatolligoaoo (colls 2 and 4 ooabiaod) , sigaifieaatly fovor of tko rotardod sabjoots (oolls 1 aad 3 ooabiaod) aasvarad "loa." Tkis difforoaoo supported diroetioaal hypothesis H18 ia addition to Goaoral Hypothe- sis II. Tko sigaifieaat difforonoos skovn on Tablo 25 voro in tko rospoasos of tko sabjoots to tko question, *Hjr favor ite sekool activity is ___•" Tko sigaifiooat difforoaoo skovn as "b" supported Goaoral Hypotkosis II, sines tko eolls eoapared differed ia iatolligoaoo bat not ia seeie— oooaoaie status. Coaparod vitk tko boys vitk average iatolligoaoo aad kigk sooiooooaoaio status (eoll 4), sig nificantly fovor of tko rotardod boys vitk kigk seeioeeo- aoaie status (ooll 3) gave rospoasos ia tko oatogory ' V ' "Athletics, pkysieal education.M Tko six sigaifieaat difforonoos skovn oa Tablo 29 voro ia tko rospoasos of tko sabjoots to tko fueatioa, "What sekool activities suck as atklotio events, plays, pop rallies, daaeos, eoaoorts, etc. kave you attended tkis seaester?" Your of tkoso six sigaifieaat difforonoos supported Goaoral Hypotkosis II vitkout giving at tko saao tiae possible support to Goaoral Hypotkosis I. Tkoso four sigaifieaat difforonoos supported dirootional hypotkosis 133 H1S ii tidltiw i« General Hjjoibtiii II. CMftrii viik tkt ktya viik at*rag* initlliftaet and kigk socioeconomic status (esll 4), significantly fever af tks retarded bays vitk kigk saeiaaeanania status (eall 3) listad nauy aetivi— tias. Compared vitk tka bays af average intalliganoa (ealls 2 and 4 combined), significantly favar af tka ratardad beys (ealls 1 and 3 eanbinad) listad nany activities. Compared vitk tka bays vitk average intalliganoa and lav soeioeeo— nanic status (eall 2), significantly more af tka ratardad boys vitk lav seeioeeaneaie status (eall 1) did net list any activities* Caaparad vitk tka bays af avaraga intelli gence (ealls 2 and 4 eanbinad), significantly mere af tka ratardad bays (ealls 1 and 3 combined) did not list any activities* Tka significant diffarance skevn an Table 30 vas in tka responses af tka subjects to tka question, "Vhat atkar extracurricular activities vauld you like ta have at your sekeel?" Compared vitk tka boys af avaraga intelli gence (ealls 2 and 4 eanbinad), significantly mere af tka ratardad bays (ealls 1 and 3 combined) gave raspansas in tka category "Other sports or sports clubs*" Tka seven ratardad boys vka gave raspansas in this category suggested tka follevings (1) boxing, (2) golf, (3) skating club, (4) saccar, (5) badminton team, (6) free svimning after sckaal, and (7) football clnb* Vena af tka bays af avaraga intalliganoa gave raspansas in this category* 134 r m ’Trmiicrr Tka lipifieut differenees i h m as "a" m Takla 23, "a" am M i a 24, amd «a» aad "a" aa Takla 29, eeald nffart either Saaaral Hypothesis 1 ar Gaaaral Hypothesis II, or koth, siaea tka aalla vhieh vara foaad ta dlffar sigaifieaatly ia responses differed also ia katk tkair aaeiaaoaaaaie at*two aad tkair iatelligeaee* Ia additiaa ta supporting Gaaaral Hypatkaaaa I aad/ar II, tka tve sig- aifieaat diffaraaeaa shova as "a” aa Takla 23 aad V aa Takla 29 saaaiagly refuted tka diraetiaaal hypothesis HI7# Tkis vas disaassad aarliar aadar tka kaadiag "Support aad psaadarafatatiaa far diraetiaaal kypatkasis 117* Batk af tkasa diffaraaaas vara katvaaa sail 2, kays af araraga iatelligeaae vitk lav saeiaaaaaaaia states, aad aall 3, ratardad kays vitk kigk sssisaesaaaie status* Ia aasvar to tka fmastiaa, "Have yaa vaa aay atklatia kaaars ia kigk seheelT" (Takla 23), aigaifieaatly aara af tka kays af eall 2 said "las*" Ia aasvar ta tka questiea, "Vhat sakaal aativitias such as atklatia areata, plays, pap rallies, daaaas, aaaaarts, ate* kara yaa attaadad tkis seaesterT" (Takla 29), sigaifiaaatly aara af tka kays af aall 2 listad ■say aativitias* Tka sigaifiaaat diffaraaaas skeva as "a" aa Takla 24 aad "a" aa Takla 29 vara katvaaa aall 1, ratardad kays vitk lav seeieseeaeaie status, aad eall 4, kays af average 133 iatelligeaoe vitk kigk itciMOMMio statas* Ia rti^rait ta tka qaestioa, "If sekaal vara lat aut aa kaar early far a pap rally aad yaar taaekar wrgad yaa ta ga ta it kat did aat reqaire yaa ta ge, vaald yaa da?” (Takla 24), sigaifieaatly aara af tka kays af eall 4 ekasa tka aasvar "do ta tka pap rally." Ia aasvar ta tka question, "Vhat sekaal aetiritias saek as atklatia ereats, plays, pap rallias, daaeas, eaaearts, ate* hare yaa attaadad tkis saaastarT" (Takla 29), sigaifieaatly ■era af tka kays af eall 1 did aot list aay aetiritias* 0at-ef-8ehoel Hears Tka tva diraetiaaal kypetheses far tka qaestiens daaliag vitk eat-ef-sekeel kaars vara as fellevss H19* Tka raspaasas ta tka qaastiaaaaira qaestieas daaliag vitk eat-ef-sekeel kaars skev tkat, eaaparad vitk tka kays vitk kigk seeieeeeaeaie statas, favar af tka kays vitk lav seeieeeeaeaie statas spaad tkair afteraeeas, araaiags, ar vaakaads aa kaaavark ar raadiag, ar tkair saaaar vaeatieas gaiag ta sunaer sekaal* H20* Tka reaesaaea ta tka «w t < « M tlri aaastlaas daaliaa vitk eat-ef-sekeel kaars akev that* saaaarad vitk the keys af aroraso intelligence. favar af the edaeahls aaatallr ratardad kars saaad tkair afteraeeas. evenings, ar vaakaads aa kaaavark ar reading. ar tkair saaaar vaea- tiaas gaiag ta saaaar sekaal* 136 M I m 32 threagh 35 shev the distribatieas af the sabjeets* Mivtr■ ta the (MitimMirt |««aii«ni iaeleded ia the >»etin "0t W - 8ek««l Hears." 8w M r i far diraetiaaal Of the sigaifieaat diffaraaeae vhioh vara faaad katvaaa varieua ealls ar eeabiaad (reaps ia raspaasas to tha gaestiens ia tka saetiaa "Qat-ef-8eheel Hoars," aeae gave sappart ta tha diraetiaaal kypatkasis HI9 vitkaat (iviaf at tka saae tiaa passibla sappart ta tka diraetiaaal kypatkasis H20. Baaaart far diraetiaaal h-Toatkosis H2Q Tka parts af tka diraatiaaal kypatkasis H20 aa daiag kaaavark aa vaakaads aad aa atteadiag saaaar sekaal vara aaitkar supperted aar refeted, siaaa aa sigaifieaat differ— aaaas vara faaad far tka raspaasas ta tka gaestieas aa vaakaads aad saaaar vaeatieas (Tables 34 aad 39)* Tka diraatiaaal kypatkasis H20 vas sappartad far afteraeea aad eveaiag kaaavark by tka sigaifieaat differ- aaeas skava as "d" aa Table 32, aad "a" aad "e" aa Table 33* Ceapared vitk tka bays af average iatalligaaea (aalls 2 aad 4 eeabiaad), sigaifieaatly favar af tka ratardad bays (aalls 1 aad 3 eeabiaad) gave raspaasas ia tka eategery "first stadyiag aa kaaavark" ia aasvar ta tka gaestiea, "Vhat is tka vay yaa speed year tiaa after seheelT" (Table 0 137 TAIL! 32 FRBgOSVCT DI8TRIBUTI0M OF BB8POM8B8 TO flOBSTIOUAIBE QUKSTIOl 35s *¥HAT 18 TME VAX YOU 8PXMD TOUB THU AFTBR 80B0QLT" Type of Biipoucit (Muabors dtsifut* oaicgorita) 1 ■ Vorkiag ia house or yard 4 ■ Baraing aoaoy 2 a* First studying oa hoaevork 5 ■ Matching telerision 3 - Athletics (participating 6 s Othor or vatohiag) Typo of Besponse 1 2 3 4 5 6 Colli 1. BOUlov sos (17 subjects) 6 1(16)c 2 2 1 5 2* AI-lov sos (17 subjects) 3 3 5 2 1 3 3* DQt-Ugh sos (13 subjects) 7(8)* 2 1 1 3 1 4.. Al-higk sos (15 subjects) 1(14)* 8(7)c 4 1 0 1 (1+2) Bffi-lov sos + AI-lov sos (34 subjects) 9 4 7 4 2 8 (3+4) EMB-bigh sos + Al-high sos (30 subjects) 8 10 5 2 3 2 (1+3) MR-lov sos + BflUbigh sos (32 subjects) 13(19)b 3(29)d 3 3 4 6 (2+4) AI-lov sos + Al-high sos (32 subjects) 4(28)b 1l(2l)d 9 3 1 4 Mo tot Frequencies ia paroathi rospoaoos aot ia the giroa category. Significances m * 4*24, 1 df, P < .05 **2 k 5*87, 1 df, P < .02 cj2 dZ2 4*6$, 5.70£ df, P < df, P < •01 •02 TABLE 33 FSEfitJBTCI DISTBIBUTION OF BE8P0E8BS TO QETE8TIOEEAIBE fiUBSTIOV 36* "VHAT 18 THE VAT TOU SPEND TOUB TIME IV TEE B7BNIN08?" Typt of Respoaset (Members designate categories) 1 m Bo b a m i k «r road 4 m Vork at a job 2 * Yatek television 5 « Stay hone vitk parents 3. a Visit vitk frioads. 6 m Otkor Typo of Bospoaso 1 2 3 4 5 6 Colls 1* EMB-lov sos (IT sabjoets) 0(l7)mb 8 2 3 2 2 2. AI-lov sos (17 sabjoets) 7(10)* 4 3 0 1 2 3* EMB-high sos (13 sabjoets) 3 6 5 0 0 1 4. Al-high sos (13 sabjoets) 7(8)* 5 1 1 0 1 (1+2) BfB-lov sos + AI-lov sos (34 sabjoets) 7 12 5 3 3 4 (3+4) MB-high sos + Al-high sos (30 sabjoets) 10 11 6 1 0 2 (1+3) Bffi-lov sos + MB-high sos (32 sabjoets) 3(29)c 14 7 3 2 3 (2+4) AI-lov sos + Al-kigk sos (32 sabjoets) 14(18)* 9 4 1 1 3 Votes Frequencies ia parentheses roprosoat rospoasos aot ia tka given category* Sigaifioaaeot fPisher oxaet F « .01 "Fisher exact P > .01 °X* . 8.0, 1 df, P < *01 TABLE 34 139 FREQUBNCI DISTBIBBTIOM OF BESFOISES TO fiUSBTIOXKAIBB QUESTIOH 37* *¥HAT IB TEE VAT TON SPINS TONE THE OH VEKEXD87” Type of Besponse* (lubin dtaip»tt eftiagorlta) 1 m Part-time job 2 ■ Athletic activity— svim, bovl, oihor sports 3 m Go out vith frioads 4 « Do choree or vork around the house 5 m Go vith the faaily 6 at Othor or no ansvsr Type of Besponse 1 2 3 4 5 6 Colls 1 • EMB-lov sos (17 subjects) 5 5 3 1 2 1 2* AI-lov sos (17 subjects) 4 . 4 2 4 3 0 3* EMB-high sos (15 subjects) 3 2 4 2 1 3 4* Al-high sos (15 subjects) 5 5 2 3 0 0 (14-2) EMB-lov sos + AI-lov sos (34 subjects) 9 9 5 5 5 1 (344) BiB-high sos 4 Al-high sos (30 subjects) 8 7 6 5 1 3 (143) BOU-lov sos 4 EMB-high sos (32 subjects) 8 7 7 3 3 4 (244) AI-lov sos 4 Al-high sos (32 subjects) 9 9 4 7 3 0 lotos Oifforonoos among eolls or hot groups voro not significant at tho *03 level. d 140 TABLK 35 FUQUDCT DISTEIBUTIOM OF BB8F0B8BS TO QUX8TI0MXAIBE QUESTIOM 38 s "VHAT IS T O VAT XOU 8FBKD TOUB TIKI DUBIIG m n YACATI0Y8?" Typt o f B ssfO M tt ( I n b s n i t s i p t i t e t i s g s r i t s ) 1 m York sr look for a job 2 ■ Atbiotic oToaisf uialy boaeh activities such as nrfiag aad oviaoiai 3 m Attead itiiir oohool 4 m Oikor (toko a trip, go esaping, loaf, ekarek activities Typo of Eospoaso 1 2 3 4 Calls 1 • MB-lov soo (17 sabjoets) 8 7 0 2 2. AI-lov oos (17 sabjoets) 10 4 0 3 3* BfR-higk sos (15 sabjoets) 5 6 0 4 4* Al-kigk sos (15 sabjoets) 7 4 4 0 (1+2) HB-lov sos + AI-lov sos (34 sabjoets) 18 11 0 5 (3+4) M-higb sos + Al-kigk sos (30 sabjoets) 12 10 4 4 (1+3) IMB-lov sos + Mt-kigk sos (32 sabjoets) 13 13 0 6 (2+4) AI-lov Soo + Al-kigk sos (32 sabjoets) 17 8 4 3 Motos Biffereaces sasag oollo or betveea eoabiaod groups voro aot sigaifiooat at tho *05 level* 141 32)* Tke sifsifioMii iiff«rne«i i h m aa Tabli 33 wcrt ia tka rtsftaiti «f tka sibjteii if tka *Vkat is tke vay j n ip«id jt«r iiM ia ikt eveaiags?" Goapared vitk tke keys vitk avaraga iatalligaaaa aad lav sooieeee- aoaie statas (eall 2)9 sigaifieaatly favar af tka ratardad kays vitk lav saeiaaeaaamie statas (eall 1) gava raspaasas ia tka eategary "Da kaaavark ar read*" Ceapared vitk tka kays af avaraga iatalligaaaa (ealls 2 aad 4 eoakiasd)9 sigaifieaatly favar af tka ratardad kays (ealls 1 aad 3 eaakiaad) gava raspaasas ia tka eatagery "Da kaaavark ar raad*" Savaart far diraatiaaal kvpstkeses fan aad/ar TfeO Tka sigaifieaat diffaraaaas skava as "e" aa Takla 32 aad "k" aa Takla 33 eaald sappart aitksr diraetiaaal kypatkasis HI9 ar H20, ar katk* Batk af tkasa sigaifieaat diffaraaeas vara katvaaa eall 1y adaeakla aaatally ratardad kays vitk lav saeiaaeeaaaie statas9 aad eall 49 kays af avaraga iatalligaaaa vitk kigk saeiaaaaaaaia statas* Sig aifieaatly favar af tka kays af eall 1 gava raspaasas ia tka aatagary "First stadyiag aa kaaavark* ia aasvar ta tka qaestiea9 "Vkat is tka vay yaa spaad year tiaa after sakaalt" 8igaifieaatly favar af tka kays af eall 1 gava raspaasas ia tka aatagary "Da kaaavark ar raad" ia aasvar ta tka gaestiea9 "Vkat is tka vay yaa spaad year tiaa ia tka avaaiagst" 142 Samrt f«r Of the sigaifieaat vkiok vtrt found bttvtra nriovi eells or enbiui |rnp« 1b rtaptiaM ta tha fiaatiau in the section "Oit-aMohaal Honrs,M mono gnro support to General Hypothesis I, concerning sooioeeo- aonic atataa, without fiTiaf ait tho saso tins possihlo support to Qomorol Hypothosis II, concerning intelligence. Suwnert for General Oonorni Hypothosis II, that differences were according to tho lorols of intolligonoo, vas snpportod hy tho sigBifienat difforoneos shown as "a," "b," and "d" on Tablo 32, and "a” and ■c» on Tablo 33, For oaeh of those sigaifieaat difforoneos tho soils or eoabinod groups eon- pared differed in intolligonoo but not ia soeiooeononie status* Tho significant difforoneos shown on Tablo 32 wore in tho responses of tho subjects to tho guostion, "Vhat is tho way you spend your tine after sehoolf* Conparod with tho boys with arorago intolligonoo and high soeiooeononie status, sigaifieaatly noro of tho retarded boys with high sooiooeenonie status said they spout their tine after sehool working in tho house or yard ("a" on Tablo 32)* Conparod with tho eoabinod group of boys with arorago intolligonoo, sigaifieaatly aero of tho eoabinod group of « ” * jS i 0- 0 ft w I I O •0 *t 0 5 » a 41 ■ 0 • 0 ft 0 K • 0 u a 0 s a •« * i. 1 ! O ► A « 0 I J8 O • 1! «•» 0 M ft a a m ft 0 4 * 5 • 3 • ft ? • > w a r • s - R * h ° S ' a a 5 * 4 < 0 a J S 3 • 3 0 a • h a 9 J S ft -0 • 0 a 2 a 0 at a s A 0 a 0t e 0 a 3 44 0 a 0 - 0 • h a< * a a a ■ :• * I t H • 0 0i 0 i s ■ s a o a 0 * 0 a I t 0 a a a» * h at - t » 1 0 1 0 0 s a 3 0 & O M H at a a 4 4 ■ 0 I t a -a 0 0 a a at 0t K " 9 5 e ft * 0 at * h •H 0 0 a a a a 3 4 h a I M i-t * * * 8 a a iH ft •5 4 a it • i t 0 ft a »0 4 4 • 0 * . 0 0 ■ 0 a i t i t a s at K H ■ 0 3 a • h at ft i a 3 3 a 3 0 a i t f t a 3 I A • 0 ft < 0 K a 3 • 0 ft 0 a 3 • 0 a ■0 I a a 0 a 0 3 a ft at 3 0 £ a •0 8 ft • 0 ft 5 0 t 1 a i 6 A $ a a •H 0 I " 3 8 3 8 a a ft a 0 -0 a n a • h a a 0 0 a a ft a *0 8 3 3 r i —< H* i a a 3 3 * S 8 * 8 • 0 at a 0 K ft h 1 1 a a ft J S it : & 4 4 ft ■0 a • h * a • 0 0 a 1 3 3 3 ° $ • ft M m a «• a 0 ft 0 a 8 3 ‘ * 3 a 0 t a 8 8 44 • 0 ft • 0 S' 44 I at ■ 0 3 a • h at ft & & • 0 a 3 3 0 3 a a I 3 3 *3 f l 4 0 ft o a 3 a I 0 4 ■ h n a a r\ a - 0 a a 0 ft • 0 • 0 a • 0 0 a & S' a 0 at M a O 0 ^ • * 4 O * a « • f * 0 a a 0 <181 0 2 5 0 a Tka sigaifiaaat diffaraaaas ihava as "a" a a Takla 3 2 aad "k* a a Takla 3 3 aaald sappart aitkar Oaaaral Hypatk asis I a r Oaaaral kypatkasis II, a r katk, siaaa tka aalls 144 vhieh vere fcvid t* differ sigaifieaatly in rtifnsti iifftni also in both their soeieeoeneaie statas aad tkoir intelligence* Tkoso tvs si|aifleant difforoneos svpperted tke diroetional kypetkeses H19 and/or H20 in addition to General Hypotheses I and/or II* Botk of tkoso significant difforoneos vere between ooll 1, odneablo mentally retarded boys vitk lov soeiooeononie statvs, and eoll 4, boys of arorago intelligence vith kigk soeiooeononie statvs* Sigaifieaatly fever boys of eoll 1 said they spent tkoir tine after sehool studying on honevork, aad sigaifieaatly fever of tke boys of eoll 1 said tkoy spent tkoir evenings doing konovork or reading* Tine 8pent on Unrepaired Reading Tke tvo diroetional hypotkosos for the puestioms dealing vitk tine spent on unrepaired reading voro as followss H21 * Tho rosnonsos to the questions dealing vitk tine spent on varovuirod rending skew that* oonvarod vitk the bars vitk hiah sooioooononio status. noro of the bars vitk lov saeioooonenio statvs svond •almost no tine* oaok vook reading nasaninoe and books other than sokool books* H22* Tke rosnonsos to the questions dealing vitk tine soon* f ■■»oavirod reading skew that. oonvarod vitk the boys of arorago intolligonoo. noro of the 145 ititolly rti>rt»4 b w » f i "riwi ■> tiaa" «tah weak wUiag aagasiaaa aad bt>ki athar thaa Mh»>l btaki. T»bl#» 36 aad 37 >how tka diatributiaaa af tka aabjaeta* aaavara ta tka tva qaastiaaaaira qaastiaas ia- eladad ia tka aaetiaa "Tiaa Ipaat aa Uaraqairad Raadiag*” Diraetiaaal kjpotkaaia H21 vaa aappartad far tka rtadiag af aagasiaaa by tka sigaifieaat diffaraaeaa shava aa "a" aad "a" aa Tabla 36* Coaparad vitk tka ratardad nbjaata vitk kigk aaaiaaaaaaaie statas, sigaifieaatly ^ tka ratardad sabjeets vitk lav aaaiaaaaaaaie atataa aaid they apaat "alaost aa tiaa” ia aaavar ta tka qaeatiea, "Hav aaak tiaa da yaa apaad aaak vaak raadiag aagasiaesT" ("a” aa Tabla 36)* Caaparad vitk tka eaabiaad graap af subjects vitk kigk aaaiaaaaaaaie atataa, aigaifiaaatly aara •f tka baya fraa tha eaabiaad graap af sabjeats vitk lav aaaiaaaaaaaie atataa ekaaa tka aaavar "Alaest aa tiaa” far tka qaestiaa aa raadiag aagasiaaa ("a" aa Tabla 36)• Diraatiaaal hypethaeia 122 vaa aat aappartad far tka raadiag af aagasiaaa azaapt by tka diffaraaaa "b” aa Table 36, vhiah gava at tka aaaa tiaa pasaibla aappart ta tka diraatiaaal hypathaais 121* Diraatiaaal kypatkasis 122 vaa aappartad far tka Sasvart far diraatiaaal hvaethcais 121 146 TABLE 36 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 491 "HOY MUCH TIME DO IOV SPEND EACH VEK READING KAGAEINSST" "Alaost No Tiao" Otbor Aaouats of Tiao Cdlli 1 • BOLlov iu (17 subjects) 7 10*b 2* AI-lov sos (17 subjects) 4 13 3. BfR-bifk ses (15 subjects) 1 14* 4. Al-bifb ses (15 subjects) 1 14b (14-2) m-lov ses + Al-lev ses (34 subjects) 11 23* (3+4) EMR-bifb ses + Al-bifb ses (30 subjects) 2 28* (1+3) BiR-lov ses + EMR-bifb ses (32 subjects) 8 24 (2+4) AI-lov sos + Al-bigb ses (32 subjects) 5 27 8igaificsaees •Is °x2 « 5.15, 1 df, P < .05 - 5*15, 1 «* P < • o vn « 5.00, 1 df, P < .05 TABLE 37 FREQUBMCX DISTRIBUTION OF B1BF0E8ES TO QUESTIONNAIRE QUB8TI0N 30» "HOV MUCH TIME BO TOU SPEND BACH VEEN READING BOOKS OTHER THAN SCHOOL B00KS7M Type of Stipouat (Numbers designate categories) 1 s Alaost no tiae 2 « Less than one hoar 3 m One or aore hours - Type of Respense 1 2 3 Cells 1. BUt-lov ses (17 sabjoets) 10 5 2(15)] 2. Al-lev ses (17 subjects) 4 3 10(7)b 3* BQLhigh ses (13 subjects) 6 6 3 4* Al-high ses (13 subjects) 3 7 5 (1+2) BIR-lov ses + AI-lou ses (34 subjects) 14 8 12 (3+4) EKR-high ses + Al-high-ses (30 subjects) 9 13 8 (1+3) BOUlov ses +:. EMR-high ses (32 subjects) 16(16)* 11 5(27) (2+4) AI-lov ses + Al-high ses (32 subjects) 7(25)* 10 15(17) Notes Frequencies in parentheses represent responses hot in the given category. Signifieanees - 4*34, 1 df, P < *03 148 r«Uia| of baeka atkar than school hooks hy tho significant difference shown as "a1 * on Tablo 37* Conparod with tho eonbinod group of boys with arorago intelligence, signifi cantly noro of tho subjects fron tho eonbinod group of odueablo nontally retarded boys said they spent alnost no tine each week reading books other than school books* Although tho difforoneos shown as "b* and "c" on Tablo 37 did not fit tho wording of directional hypothosis H22, they did indicate that fewer of tho retarded boys spent uueh tiao reading books* Sanoort for directional hypotheses HZ! ant/or 122 Tho significant differonce shown as "b" on Table 36 ebuld support either directional hypothosis H21 or direc tional hypothosis H22, or both* Conparod with tho boys with arorago intolligonoo and high soeiooeononie status, significantly noro of tho retarded boys with low soeio- oeononic status said they spent "ninest no tiao” each week reading nagasinos* Support for general InSiEtSjo General Hypothosis I, that difforoneos wore along linos of soeiooeononie status, was supported by tho signif icant difforoneos shown as "a" and "e" on Tablo 36* Those two difforoneos supported directional hypothosis H21 in addition to General Hypothosis 1* Conparod with tho n > t * ft + r 0* • S 5 H • tO * 3 s : H • w V H* a 0 • • • 0* * * 3 H « ? 3 * 3 8 f * * I A* a cr 4 M • 0 • • 0 P R 8* f H 3 ■ 0* A ? s t A • & ? 0* H 3 s * o s I a S f r 2* 3 4 f H 8 a 0* A 3 3 H A • H* H r * £ f H A & 0* j * 3 9 8 0* H 0- • 6 * * i A P A A * S 3 A r A 8 * 3 A IT A H A { X I V 5 A ft * H 3 * r 3 * A * A P 0 * H* 0 A* 3- A f B 3 S’ 0 A A • 4 P 8 0 M 0* 8 8 A 0 0 A : i 0* M 8 * J A 0* A A 3 9 & ft 0 A i * 3 A S X X £ f A A A 0 A 0* A t 15 N 3 0- ft 0* 8 ft A f 0 A H P 9 3 A 0 A • 0* 3 0 P m A 0 i M A W 3 0* A 0* 3 A * * ft A 0* H A A I A* * A 0 A A A & 0 0* A A A t • ’ A f * 6 I A A a r * ^ A ft • c* 0* ■ A r 0. i t • A H A A S 0 A 9 * 5 1 A W 0 2 3 • 3 9 3 A 0* A H* & A 0 V • 4 3 3 A N 0* A 0* S A A 0 A A A A 0 ^ ^ 5 ? ; A M H S 3 3 ft A ft - M 0* ft A A 00 § A H ? 0 A A • H ft A A H 0* M A 0 M 0 ft « A A A M ft A A I * 0* A 3 A 3 A ft 0 A ft A £ 0* 0 0- ft ft A *3 A 0 A A N A ft 0 A A A ft 0* A H A •0 A 0 ft 0 M ■ A A ft 0 A ft 0- i A 0 A 0* ft r A A 8 A A 0* A a A 0* 0 A S f t 0 . A 0 2 •0 A- 0 ? A 3 A A A A W 0- A A A 8 8 A A 0 0* S . 1 A 0* A tt ft 0- A A 4 S » £ r h ■ A H 0 A S . 0* & t } r A 0* 8 A T 0 A 1 0- 3 » 3 t : « 0- A * 3 f : 0* A ■ S • i. 0 0 0 A A ft ft 3 0 2 * *0 A 0 A A t o r 1 3 A A H ft A • I * £ -I £ 3 0 A 8 3 3 t . X * 2. f A* : 3 3 4 X 9 I 0* £ ^ u A A A A A ft 0> A A 4 A X 8 * 8 t* 0* 8 • A A ft A 0 0 ^ 0 * 0 A A A « A s * 0 0 * I t o 0» A 8 ft 130 •pent aa knr or aort ••eh vtik raadiag btelu •ther than seheel btoks* Baiurt for (hiwtl tramtsai I an^/er II The significant difference i k m as "k" oa Table 36 could iapp«ri either General Hypothesis I er General Hypeth^ •sis II, er both, siaee the eells eoapared differed ia beth seeieeeeaeaie statas aad iatelligeaee. This differeaee supported alse direetieaal hypotheses 821 aad/er 822« Ceapared vith the beys vith average iatelligeaee aad high seeieeeeaeaie status, sigaifieaatly aere ef the retarded beys vith lev seeieeeeaeaie statas said they speat "alaost as tiae" each veeh reading aagasiaes. Tiae Speat oa Sadie, Television, aad Movies The tve direetieaal hypotheses for the questions dealing vith tiae spent on radio, television, aad aovies vere as fellevss 823* The resaeases to the eaestieas dealias vith tiae saeat ea radio, television, aad aevies shev that the bevs vith lev seeieeeeaeaie statas spend aere tiae vatehing television aad listening to the radio, aad se te the aevies aere often than de the bevs vith hish secie- eeoneaie statas. 824* The resaeases te the *jyt eaestieas dealing vfrth. t&uq.i tpont ea radio, television. aad aevies 131 ■how ih»t tho oduoablo m itlly rtitrdtd t>w m m tine watghi^g tolorision »ad listening to tho radio, aad go to tho aoTioa aoro oftoa than do tho boro of arorano intel ligence. Tables 38 through 40 show tho diotrihutiono of tho subjects' answors to tho questionnaire questions included in tho section "Tine Spent oa Radio, Tolorision, and Meries." Support for directional hmothosis H23 Directional hypothesis H23 was not supported for radio and tolorision. It was, howoror, supported for norios by tho significant difforoneos "a" and "b" on Tablo 40. Conparod with tho retarded boys with high soeiooeononie status, significantly noro of tho retarded boys with low seqfbteoneaic status said they wont to tho norios onoo a noro often ("a" on Tablo 40). Conparod with tho eonbinod group of boys with high soeiooeononie status, •igaifioaatly noro of tho boys fron tho eonbinod group of beys with low seeieeeeaeaie status said they wont to tho norios once a week or noro often ("b" on Tablo 40). PUFPWt for diroetional Diroetional hypothosis H24 was not supported for radio aad norios. It was, howoror, supported for tolori- •ion by tho significant difforoneos "a" and "b" on Tablo 39. Conparod with tho boys with arorago intolligonoo aad 152 TABLE 38 FBK&UEHCT DI8TR1SHTI0H OF KE8POMSES TO gUSSTIOMHAIRE Q0ESTIOH 3 9* ”HOV MOOT TIME DO TOU SPEED EACH DAT LI8TBHIEH TO THE RADIO?" Typo of Baapaaaas (Xnibtirs daaigaata eatagariaa) 1 m Almost no tiao 3 ■ Qno hoar to throo hoara 2 ■ Laaa than oao hoar 4 ■ Mora thaa thraa hoara Typo of Raapoaaa . 1 2 3 4 Calls 1• EMB-lov aaa (17 aabjaeta) • 3 8 2 4 2. AI-lov aaa (17 aabjacta) 3 4 4 6 3. EMB—high aaa (15 aabjaeta) 5 3 3 4 4. Al-high aaa (15 aabjaeta) 2 9 2 2 (1+2) EMB-lov aaa + Al-lav aaa (34 aabjaeta) 6 12 6 10 (3+4) BfR-high aaa + Al-high aaa (30 avbjaeta) 7 12 5 6 (1+3) BIR-lov aaa + BlR-high aaa (32 aubjaeta) 8 11 5 8 (2+4) AI-lov aaa + Al-high aaa (32 aabjaeta) 5 13 6 8 Hatat Diffaraaeaa aaong ealla ar batvoaa ooabiaad groapa aara not aignifleant at tha .05 laral. TABLE 39 PBSfiBBNCT DI8TBIBUTI0H OP BS8F0M8E8 TO QUESTIONHAIBE flOESTZOE 41 s "BOW MUCH TIME BO IOU SPEED EACH BAT VATCHIBB TELEVI8IOH?" ==s==sssssss=s=ss=s=ss^s?: Throo Hoars or Loss Moro Then Throo Boars Coll* 1. EMB-lov sos (17 aubjoets) 12 5 2. AI-lov mem (17 subjoets) 15 2 3. SMB-high soo (15 svbjoets) 8 7a 4. Al-high ooo (15 subjocts) 14 1a (1+2) EMB-lov ooo + AI-lov 808 (34 sabjoets) 27 7 (3+4) SMB-high soo + Al-high soo (30 sabjoets) 22 8 {l+3) BfB-lov aoo + EMB-high 888 (32 sabjoets) 20 12b (2+4) AI-lov sos + Al-high 808 (32 sabjoets) 29 3b Sigaifiooneos *X2 - 4.26, 1 if, P < .05 bX2 - 5.57, 1 if, P < .02 154 TIBI FKBQUKPCT BI8TBIBUTI0M OP fiOBSTIOH 4 3i “HOP OPTBV M 40 BB8P0NSBS TO gOBSTIOXKAIBB BO YOU GO TO THE K0YI1 8?" Oaee a Peek Less fkaa or Mere Oaee a Peek Cells 1• SMR-lev ses (17 sabjoets) 2. AI-lov ses (17 sabjoets) 3. BMR-kigk ses (15 sabjoets) 4. Al-kigk ses (15 sabjoets) 11 6* 9 8 3 12* 5 10 (1+2) BIB-lov ses + AI-lov ses (34 sabjoets) (3+4) BMB-kigk ses + Al-kigk ses (30 sabjoets) 20 14* 8 22* (1+3) BUt-lov ses + BOt-kigk ses (32 sabjoets) (2+4) AI-lov ses + Al-kigk ses (32 sabjoets) 14 18 14 18 Sigaifieanees *X2 - 4.78, 1 df, P < .05 *X2 « 5.81, 1 df, P < .02 high soeieeooneaie aittai, tiinifieuilj aorc of tho re tarded hoys vith high sooiooeonoaie statvs said they speat noro than throo hoars oaoh day vatohiag tolorisiov ("a" oa Tahlo 39)* Coaparod vith tho eoahiaod groap of boys vith arorago intelligence, significantly aoro of tho boys of tho ooabinod groap of retarded boys said thoy spent aoro than throo hoars oaoh day vatohiag tolorision ("b" on Tablo 39)* Saooort for Qonoral Hrooikosis I Qonoral Hypothosis I, that difforoneos voro along linos of sooiooeonoaie statas, vss svpportod by tho signif icant difforoneos shorn as "a" and "b" on Tablo 40* Those tvo significant difforoneos, vhieh sapportod directional hypothosis H23 ia addition to Qonoral Hypothosis 1, voro fovad in ansvor to tho qnestion, "Hov often do yoa go to tho aeriesT" Tho cells or eoabinod groaps differing in * responses differed in sooiooeonoaie statvs bat not in intolligonoo* Coaparod vith tho rotardod boys vith high sooiooeonoaie statvs, significantly aoro of tho rotardod boys vith lov soeioooonoaie statas said thoy vent to tho aeries oaee a veek or aoro often ("a" on Tablo 40)* Coa parod vith tho eoabinod groap of boys vith high soeioeeo— aoaie statas, signifieantly aere of■the boys of tho eoa- binod groap vith lov soeioooonoaie statas said thoy vent to tho aorios onoo a vook or aoro often ("b* on Tablo 40)* 156 Btmri far flaarnl S S 3 3 T 0tB»nl Hyptlkciia II, tkat diffaraaaas vara aeeerd— iag ta tka lavals af iatelligeaee, vaa aappartad ky tka sigaifieaat diffaraaaas skava as *a" aad *k" aa Takla 39* Tkasa tva sigaifieaat differeaees, vkiek aappartad dirae tiaaal kypatkasis B24 ia additiaa ta Oeaeral Hypotkasis II, vara faaad ia aasvar ta tka faeatiea, "lev aaak tiaa da yaa spaad aaek day vatekiag talavisiaa?* tka ealls ar eaakiaad aat ia saeiaaeaaaaie statas* Caaparad vitk tka kays vitk avaraga iatalligaaea aad kigk saeiaaeaaaaie statas, sigaifi— eaatly aara af tka ratardad kays vitk kigk saeiaaeaaaaie statas said tkay spaat aara tkaa tkraa kaars aaak day vatekiag talavisiaa ("a" aa Takla 39)• Caaparad vitk tka eaakiaad avaraga graap, sigaifieaatly aara af tka eaakiaad ratardad graap said tkay spaat aara tkaa tkraa kaars aaek day vatekiag talavisiaa ("k" aa Tkkle 39)* Beaker af fkeaegrapk fteeords Ovaed Tka tva diraetiaaal kypetkeses far tka ^a**6iaa aa tka avakar af pkeaegrapk reeerds avaad (Takla 41) vara as fallavst H25. Tka raspaasas ta tka ivestieaaaire questiea aa tka avakar af pkeaegrapk raaards avaad skev that tka kays vitk lav saeiaaeaaaaie statvs eva favar reeerds tkaa 6a tka kays vitk kigk saeiaaeaaaaie statvs* 157 TABLE 41 FBBQOSNCI DISTKIBUTIOM 07 BSSP0E8ES TO 0UE8TIOBKAIBE QUESTION 461 ”HOV MAMT BBCOBDS BO TOO OEM?" Aamra fro* Which Svbjteta Chose t (a| None (b) Vine or fever (c) Tea to thirty (d) More than thirty Answer (a) Ansver <*) Ansver (•) Ansver (A) Cells 1 • EMB-lov ses (17 subjects) 6 2 5 4 2* AI-lov ses (17 subjects) 2 7 5 3 3. EMB-high ses (15 subjects) 4 2 3 6 4* Al-high ses (15 subjects) 5 3 3 4 (1+2) Bflt-lov ses + AI-lov ses (34 subjects) 8 9 10 7 (3+4) EMB-high sos+ Al-high ses (30 subjects) " Z 9 5 6 10 (1+3) EMB-lov ses + EMB-high ses (32 subjects) 10 4 8 10 (2+4) AI—lev ses + Al-high ses (32 subjects) 7 10 8 7 Votes Biffereneee aaoag eelle or between eonbined groups vere not significant at the *05 level* 131 H26* Tbo rt>pns«> is th« |«itioiMir« lactiira •a ikt aaakar of pkn«|r&pk rtaarii owaad ikav tkat ihi edaeable Mitally retarded boys ova fever reeerds tbsa do ibo boys of aTorsgo intelligence* Ho sigaifiesat difforoaeos voro foaad in ibo rospoasos of tho sabjeets to ibo qaestionaaire qaestiea oa ibo aaaber of rooords ovaed (Tsblo 41)• Tbis aoaas ibai for ibis pari of ibo data, Goaoral Hypoibosos I and II and ibo diroeiioaal bypoibosos H23 and H26 voro aoi sapporiod• Tasios and Preferences Tbo tvo diroeiioaal bypoibosos for ibo questions a doaliag viib iasios and proforoaeos voro as follovss H27* Tbo rospoasos ib ibo questionnaire qaosiioas doaliag viib iasios and proforoaeos sbev ibai ibo iasios aad proforoaeos of ibo boys viib lev soeiooeoaoaie siaias are ealiarally difforoai froa ibo iasios aad proforoaeos of ibo boys viib bigb soeiooeoaoaie siaias* H28* Tbo rospoasos io ibo qaosiioaaairo qaosiioas doaliag viib iasios aad proforoaeos sbev ibai ibo iasios aad proforoaeos of ibo odaeablo aoaially roiardod boys are aoro juvenile ibaa ibo iasios aad proforoaeos of ibo boys of average iaiolligoaeo* Tables 42 ibreagb 51 sbev ibo disiribaiioas of ibo sabjeets* aasvers io ibo ioa qaosiioaaairo qaosiioas iaoladod ia tbo section "Tasios aad Proforoaeos*" 159 TABLE 42 rasgonci distribution of responses to qoestionmai be QUESTION 30s "DESCRIBE THE HAIBCUT 8TTLB THAT IS POPULAR MOV VITH MOST OF TOUR FRIENDS." Type of Responses (Mvabtri designate categories) 1 m Btftlar, noat looking 5 ■ Flat top 2 * Short, batch, erev cat 3 m Don't knov or no sot stylo 4 m Long 6 » Snrfsr 7 « Boatlo 8 ■ Iry Loaguo 9 » Medina trin Typo of Response 1 2 3 4 5 6 7 8 9 Colls 1• EMB-lor sos (17 sabjeets) 1 5 4 2 1 3 0 0 1 2. AI-lov sos (17 snbjoets) 6 3 1 4 0 1 1 1 0 3« EMR-high sos (15 snbjoets) 3 1 2 3 2 1 2 1 0 4, AI-high sos (15 snbjoets) 5 2 2 0 3 0 1 1 1 (1- 1 - 2) BMB-len sos + AI-lov sos (34 snbjoets) 7 8 5 6 1 4 1 1 1 (3+4) BiR-high sos + Al-kigk sos (30 snbjoets) 8 3 4 3 5 1 3 2 1 (1+3) EMR-lov ses + EMR-high sos (32 snbjoets) 4 6 6 5 3 4 2 1 1 (2+4) AI-lov sos + Al-kigk sos (32 snbjoets) 11 5 3 4 3 1 2 2 1 Hots s Difforoseos anong colls or betveen oonbinod groups were not significant at tho *05 level. 160 TABLE 43 FBEQUENCI BI8TRIBUTI0N OF BB8F0MSES TO QUESTIONNAIRE QUESTION 311 "DESCRIBE THE BOTS* CLOTHIMO 8TTLE8 THAT MOST OF I0U1 FRIENDS YEAR NOV.” lyp* of (Viab«ra dtaiptit e»t«|#riaa) 1 m Draaa faaiat shirty tioj 5 > Jaaaa continental look 6 * Cords 2 ® Leri's 7 - Denias 3 a No certain stylo 8 * Sport olotkos 4 * Vkito Lori's 9 - Othor Typo of Rospenso 1 2 3 4 9 6 7 8 9 Colls 1• EMR-lev sos (17 snbjoets) 1 4 4 3 3 2 0 0 0 2. AI-lov sos (17 snbjoets) 6 4 2 1 0 1 1 0 2 3. EMR-bigh sos (19 snbjoets) 9 2 2 1 3 0 0 1 1 4. Al-bigb sos (19 snbjoets) 6 1 1 2 1 0 2 1 1 (142) EME-lov sos 4 AI-lov sos (34 snbjoets) 7 8 6 4 3 3 1 0 2 (344) EMB-bigk ses 4 Al-bigb ses (30 snbjoets) 11 3 3 3 4 0 2 2 2 (143) BOt-lov SOS 4 EMB-kigb ses (32 snbjoets) 6 6 6 4 6 2 0 1 1 (244) AI-lov sos 4 Al-kigk sos (32 snbjoets) 12 9 3 3 1 1 3 1 3 Not os Bifftratcaa oswng eolls or betveen combined grenps voro BOt sigBlfiOBBt *t tbo .03 lorol. 161 TABU 44 nsgUBBCI DI8TBIBUTI0B OF BBBP0B8B8 TO 0DB8TIOBKAIRB QUS8TI0M 401 "VBAT RADIO FBOGBAMS DO TOU LISTBT TOT" TJrpt «f Btipoisat (Mnabors d«si|ui« eat«|*ri«i) 1 ■ KFVB ar KUA (mIbIj roek and roll male) 2 m Baseball or basketball broadcasts 3 m Otker radio prograas 4 ■ Don't listoa Typo of Bosponso 1 2 3 4 Coll a 1. Bflblov ooo (17 snbjoets) 14 1 2 0 2* AI-lov sos (17 snbjoets) 12 3 1 1 3. SMB-kigh sos (13 snbjoets) 7 0 4 4 4. Al-kigk sos (15 snbjoets) 13 0 1 1 (1+2) EMB-lov sos + AI-lov sos (34 snbjoets) 26 4 3 1 (3+4) BfB-kigk sos + Al-klgh sos (30 dnbjoets) 20 0 5 5 (1+3) BNB-lov sos + BflUkigh sos (32 snbjoets) 21 1 6 4 (2+4) AI-lov sos + Al-kigk sos (32 snbjoets) 25 3 2 2 Mo to i Difforoneoo aaon| oollo or betveea eoabined gronps voro not significant at tbo *05 level* 162 TABLS 45 FEEQUEMCT DI8TBIBUTI0M OF BS8F0B8B8 TO 0(JE8TIOinUIBB gOXSTIOX 42 s "VH4T tXLXTIBIOX PROGRAMS 90 TOO VATCB7" Typo of BsspoMSt (Vubsn daaigmata eai«|*ri«s) 1 ■ Nsviss and faiily aariaa 2 ■ Ytiitn draaaa 3 ■ Mjsitrits aad faaily isriss 4 « Horrav skovs aad aoioaea fiction 5 m Sports aad nova 6 m Lloyd Tkoxtaa (taaaaga daaeing) and fully sariaa 7 - Otkor Typo of Baaponaa 1 2 3 4 5 6 7 Calls 1* XMB-lov aas (17 aubjoeta) 4 3 2 1 2 1 4 2« AI-lov aaa (17 aabjocta) 4 4 3 3 2 0 1 3. BflUkigh aaa (13 avbjaota) 2 3 2 3 1 1 3 4. Al-kigk aaa (13 aabjaeta) 2 2 4 1 2 1 3 (1+2) BfiU-lov aaa + Al-lav aaa (34 anbjaeta) 8 7 5 4 4 1 5 (3+4) BflUkigh aaa + il-higk aaa (30 rabjaeta) 4 5 6 4 3 2 6 (1+3) SMR-lav aaa + BflUkigh aaa (32 anbjaeta) 6 6 4 4 3 2 7 (244) 41-lav aaa + Al-higb aaa (32 adbjaata) 6 6 7 4 4 1 4 Vat o s Biffaromoas anaan ealla or botvoaa ooabinad (roips vara not aigaifieaat at tho ,09 lovol. 163 TABLE 46 FREQUENCY DISTRIBUTION 07 RESPONSE TO QUESTIONNAIRE QUESTION 441 "VERY YOU 00 TO THE MOVIES YOU USUALLY GO (*) Br YOURSELF (bl VITH YOUR FAMILY (c) VITH OTHER FELL0V8 (d) VITH A BATE*1 Ansver Ansver Ansver Ansver Never (a) (b) (c) (d) Oe Cells 1. EMB-lov ses (17 subjects) 0 3 9(8)a 5 0 2. AI-lov ses (IT subjects) 0 1 10(7)b 6 0 3. EMR-higb ses (15 subjects) 0 5 5 5 0 4. Al-bigh ses (15 subjects) 1 2 2(l3)ab 9 1 (1+2) BfR-lov ses + AI—lev ses (34 subjects) 0 4 19(15)® 11 0 (3+4) EMR-bigh ses + Al-kigk ses (30 subjects) 1 7 7(23)® 14 1 (1+3) BfR-lov ses + BMR-kigk ses (32 subjects) 0 8 14 10 0 (2+4) AI-lov ses + Al-kigk ses (32 subjects) 1 3 12 15 1 Noiti in ptrmiktiti r«pr«srat rtiponsti not in tbo given ontogory. Significances *X2 - 3.92, 1 df, p < .05 - 5.22, 1 df, P < .05 *j2 r n 5.71, 1 df, P < .02 164 TABLE 47 PRBQUSNCI DISTRIBUTION OP BE8P0NSES TO QUESTIONMAIBE QUESTION 471 "VBAT KIND OP MUSIC IS ON MOST OP TOUB SECONDS?1 1 Typo of Btspeu«t (Bobbers designate categories) 1 m Book aad roll 2 m Modorn i^rlc 3 m Jess, progressive jui 4;* Polk typo 3 a Othor kind 6 m No records •5- Type of Bespease 1 2 3 4 5 6 Cells 1 • BflUlov ses (17 sabjeets) 6 0 1 0 4 6 2. AI-lov ses (17 sabjeets) 4 4 2 2 3 2 3* BfB-kigk ses (15 sabjeets) 6 1 2 0 2 4 4* Al-kigk ses (15 sabjeets) 4 2 2 1 1 5 (1+2) BHUlov ses + AI-lov ses (34 sidsjeets) 10 4 3 2 7 8 (3+4) BMB-kigb ses + Al-kigk ses (30 sabjeets) 10 3 4 1 3 9 (1+3) BfR-lov ses + BMB-kigb ses (32 sabjeets) 12 1 3 0 6 10 (2+4) AI-lov ses + Al-bigh sos (32 sabjeets) 8 6 4 3 4 7 Betas. Biffaraaooo aaeng ealla or betveea ooabinod groups voro not signifieaat at tka .05 level. TABLE 48 FREQUENCI DISTRIBUTION OV RESPONSES TO QUESTIONNAIRE QUE8TI0N 45* ”YBO IS TOUR FAYORITI SINOER.■ Type of Beapouaes (Nuubera dtaimit eetegoriea) 1 « Book aad roll ainger like Elria Presley 2 ■ Book aad roll group? Boatloa 3 ■ Popular aiagor Ilk# Fraak Sinatra, Nat King Colo 4 b Other okoieo (folk, country aad Veatern, gospel) 5 a No faro rite * Type of Beapouae 1 2 3 4 5 Cells 1• EHR-lov aea (17 aubjeeta) 5 4 1 1 6 2« AI-lov aea (17 aubjeeta) 6 2 3 1 5 3. EMR-kigh aea (15 subjects) 7 0 2 0 6 4. Al-kigk aea (15 aubjeeta) 4 2 0 3 6 (1+2) BflLlov aea 4 AI-lov aea (34 aubjeeta) 11 6 4 2 11 (3+4) BflUkigh aea + Al-high aea (30 aubjeeta) 11 2 2 3 12 (1+3) BflUlov aea + BflUkigh aea (32 aubjeeta) 12 4 3 1 12 (2+4) AI-lov aea + Al-kigk ooa (32 aubjeeta) 10 4 3 4 11 Notes Differeaeea aaoag cella or betveea ooabined groupa vere aot aigaifleant at the *05 level• 166 TABLS 49 FRBQUXNCT DISTRIBUTION OF RRSF0N8RS TO QUR8TI0NNAIRK QUESTION 48s "VHAT MAOAZIHES DO YOU RIAD?" Typo of Rospoasos (Ivabtri designate categories) 1 m Hoi Body oar ufuincs 3 » Mad 2 « HZiTEatitf fttijilVff 4 - Sports ■agasines P i m t . Tin (vll- 5 » Otber magazines known aagasines) 6 m None Typo of Rospoaso 1 2 3 4 5 6 Colls 1« BfR-lov sos (17 snbjoets) 5 4 2 0 1 5 2. AI-lov sos (17 snbjoets) 4 8 1 1 1 2 3. MUhigb sos (15 snbjoets) 0 5 2 1 4 - \ 3 4. Al-kigh sos (15 snbjoets) 1 4 1 6 2 1 (1+2) RMB-lov sos + AI-lov sos (34 snbjoets) 9(25)* 12 3 1 2 7 (3+4) BMR-high sos + Al-bigb sos (30 snbjoets) 1(29)* 9 3 7 6 4 (1+3) RHR-lov sos + BfR-bigb sos (32 snbjoets) 5 9 4 1 5 8 (2+4) AI-lov sos + Al-bigb sos (32 snbjoets) 5 12 2 7 3 3 Notos Frequenoies in parent responses aot in ibo giron eatogory. Signifieanoos i * « 5.93, 1 df# P < .02 167 TABLE 50 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 51* “VHAT BOOKS DO TOU READ?" Type of Response* (Nvabtra dasiptia categories) 1 * Science fiction, advantnre, 4 ■ Other book# or nurder aystories generalised 2 b Haguinai or eoaie books responses 3 a Sports or outdoor life 5 m None Type of Response 1 2 3 4 5 Cell* 1 * EMR-lov ses (17 subjects) 3 6(1l)cd 0(17)* 6 2 2* AI-lov ses (17 subjects) 5 0(17)® 5(12)* 5 2 3* EMR-high ses (15 subjects) 1(14)* 2 1 8 3 4* Al-high ses (15 subjects) 9(6)* 0(15)d 1 5 0 (1+2) BIR-lov ses + AI-lov 808 (34 subjects) 8 6 5 11 4 (3+4) BOUhigh ses + Al-high ses (30 subjects) 10 2 2 13 3 (1+3) EMR—lev ses + BflL-high ses (32 subjects) 4(28)b 8(24)* 1 14 5 (2+4) AI-lov ses + Al-high ses (32 subjects) 14418)b 0(32)* 6 10 2 Notes Frequenoies in parentheses represent responses not in the given category* Significance* *X2 b 7*33, 1 df, P < *01 dFisher ezaot P a *02 V b 6*26, 1 df, P < *01 *Fisher exact P » *004 *Usher exact P ■ *01 *Pisher exact P ■ *04 168 TABUS $1 YRBfiUBHCT DISTRIBUTION OF BBSP0VSB8 TO QUESTIONNAIRE question 52s ■yhai things would tou likx to do IX TOUR SPARE TIMB THAT TOU DO MOT DO HOY?" Type of Responset (Numbers designate categories) 1 a Work, on oars or learn to drive 2 * Partioipate in athletics 3 ■ York, get a job, learn about a future job 4 ■* Traveling or canping 5 m Other ideas 6 * Nothing Type of Response 1 2 3 4 5 6 Cells 1 * EMR-lov ses (17 subjects) 7 2 2 1 2 3 2* AI-lov ses (17 subjects) 3 3 4 2 2 3 3* BfR-high ses (15 subjects) 2 4 2 3 3 1 4* Al-high ses (15 subjects) 3 5 3 1 1 2 (1+2) EMR-lov ses + AI-lov ses (34 subjects) 10 5 6 3 4 6 (3+4) EMR-high ses + Al-high ses (30 subjects) 5 9 5 4-f 4 3 (1+3) SMR-lov ses + EMR-high ses (32 subjects) 9 6 4 4 5 4 (2+4) AI-lov ses + Al-high ses (32 subjects) 6 8 7 3 3 5 Note1 Differences among cells or betveea oonbined groups vere not significant at the *05 level* 1*9 Santrt ftr iirteiiml k m f a i / B T u I T O Of tk« ita t«»stinaair« facitiona dealing vitk tastts aad preferences, thrta skoved significant differ ences anang tke groups af subjects. Summaries af tka raapanaaa to tkaaa tkraa questions are shovn on Tablaa 46, 49, aad 90. Vitkaat kaving dafiaita dafinitiaaa as to vkat aaaatitata apaaifie ealtaral diffaraaoas ia tastas aad prafaraaeas betveea graaps diffaring ia soeioeeenomie sta tus, aad dafiaita dafiaitiens aa to vkat ara apaaifie ju- ▼anile tastas aad prafaraaeas, it ia aat pasaibla aitkar to prove or to disprove tka diraetianal hypotheses H27 aad H28. Support for Qaaaral Hvaotkoaia I Gaaaral Hypatkaaia I, tkat diffaraaeas vara along lines of soeiaaeaaaaie status, vas supported by tka signif icant diffaraaeas skewn as "b" aad *e" aa Table 46, aad "a” aa Table 49* Far aaek af tkaaa aigaifiaaat diffaraaeas tka ealla or eenbiaed groups eaaparad differed in seeio— aeaaauie status but aat ia intelligence. Tka aigaifiaaat diffaraaaas shevn aa Table 46 vara in tka raspaasas af tka subjects to tka question, "Vken you go to tka aavias, you usually go (a) by yourself, (b) vitk yaur family, (a) vitk atkar fcllovs, (d) vitk a 170 * dait." Coapartd vitk tka kaja vitk average iatelligeaee aad kigk soeiaaeamaaie atataa, aigaifieaatly aara af tka kayo vitk average iatalligaaea aad lav aaaiaaaaaaaia atataa aaid tkey vaat ta aeriaa "vitk atkar fa11ova" ("b" aa Takla 46)• Caaparad vitk tka eaakiaad groap vitk kigk aooiaaeo- aaaie atataa, aigaifieaatly aara af tka aabjeeta af tka eaakiaad graap vitk lav aaeieaeaaoaie atataa aaid tkey vaat to aoviaa "vitk otkar fallova" ("a" aa Takla 46)* Tka aigaifiaaat diffaraaea akava aa Takla 49 vaa ia tka raapeaaaa of tka aubjeeta to tka qaeatioa, "Vkat aaga- miaaa da yoa road?" Coaparad vitk tka aoakiaad graap vitk kigk aoaioaeoaaaie atataa, aigaifieaatly aora af tka koya af tka aoakiaad groap vitk lev aoeioaaoaaaie atataa aaid they raad aagasiaaa ia tka aatagary "Hat Radi ear aagasiaea." Saaaert far Qeaeral Hwotho eia~TT Oaaaral Hypatkaaia II, tkat diffaraaeaa vara aeaardiag ta tka larala af intelligeaee, vaa aappartad ky tka aigaifiaaat diffaraaeaa akava aa "ay" "k," "a," "a," aad "f" aa Takla 50* Tkaaa five aigaifiaaat diffaraaeaa, vkiek vara katvaaa aalla ar aoakiaad groapa diffariag ia iatalligaaea kat aat ia aaaiaaaaaaaia atataa, vara ia tka raapaaaaa af tka aubjeeta ta tka qaaatioa, "Vkat kaaka do yaa raadt" Caaparad vitk tka kaya af araraga iatalligaaea, aigaifieaatly favar af tka retarded kaya elaiaed to raad kaaka ia tka aatagary "Baiaaaa fiatiaa, adreatare, Border V 171 ■7ittri«at" or ia tho category "Sport* or outdoor life," vhile sigaifioaatly more of tho retarded hoys olaiaod to road "hooks" ia tho oatogory "Magasiaos or eoaie hooks*" Tho sigaifieaat difforeaees.shova as "a" oa Table 46 aad "d" oa Tahlo 50 eoald support oithor Ooaoral Hypothesis 1 or Ooaoral Hypothesis II, or both, siaoe tho cells 1 aad 4f vhich differed sigaifioaatly ia rospoasos9 differed also ia both tfaioir soeiooeoaoaie status aad thoir iatelligeaee* Compared vith tho hoys vith arorago iatolligoaeo aad high soeiooeoaoaie status9 sigaifioaatly aero of tho rotardod boys vith lov soeiooeoaoaie status said thoy voat to aeries "vith other fellovs" ("a" oa Tahlo 46)* Compared vith tho hoys vith arorago iatolligoaeo aad high soeiooeoaoaie status9 sigaifioaatly aoro rotardod hoys vith lov soeio- oooaoaie status said thoy road "books" ia tho category "Magasiaos or eoaitebooks" ("d" oa Table 50)* Hoaovork Tho tvo dirootioaal hypotheses for tho questioas oa hoaovork voro as follows* H29* Tho rospoasos to tho questioaaaire quostioas doaliag vith hoaovork shev that tho hoys vith lov soeio- oeoaoaio status spoad loss tiao oa hoaovork aad hare a loss desirable plaeo to study thaa do tho hoys vith high soeio oeoaoaie status* 172 H30* Tka m m — to ikt iitiii— i>i» i f i i w n *■>!!■• with hw>¥»rk «hw that tka odneablo aontallT retarded bora util !•»« 1ii» on h— m r k aad have a lasa daairabla plaee ia atady ihaa do tha kaya af average Intel— li*enca. Taklaa 52 through 54 ahav iha diairibaiiaaa of tka aubjeeta* auavera ia ika queatiannaire queationa iaolndad in iha aaeiioa "Hoaovork*" Sunnort far diraciioaal - hvnothoaia fcZ9 Thara vara aa aigaifieaai diffaraaeaa vkiek aup- ported diraaiiaaal hypaikaaia H29 axeapi ika aaa akava aa "a" on Tabla 52f vkiek gave ai ika aaaa iiaa aappari far diraeiioaal hypaikaaia H30* Saaaari far diroeiioaal kTai^ltaafa gjg ----------- Although aa aigaifieaai diffaraaeaa vara foand eaaearaiag ika daairabiliiy af ika aubjaeia' plaeea of aiudy (Tablea 53 aad 54), diraeiioaal hypaikaaia H30 vaa aappari— ad for ika aaauat af iiaa apaai aa haaaverk by ike aigaif ieaai differeaeea akava aa "b" aad "a" aa Tabla 52. Caa parad viih ika eaakiaad group viik average iatelligeaee, aigaifieaaily aara af ika kaya af ike eaakiaad retarded group aaid they apaai "alaeat aa iiaa" aa heaevork, aad aigaifieaaily fever ef ika retarded boya aaid they apaai eaa keur or aara aaek day aa haaaverk* 173 TABLE 52 PREflUEMCT DISTRIBUTOR Of BSBPOHSBS TO fiUBSTIOMHAIBE QUESTIOH 32s "HOV MUCH TIME BO TOU 8PEMD EACH BIT QH HOMEWORK?" Type of Supoaifi (laibsrs dciifiits categories) 1 « Also at no tino 4 ■ Boaponaos shoving that study 2 » Loaa ikon ono hour tina varies vith tho auount 3 m Ono honr or noro of honovork (no tino given) 1 - * - Type of Re aponse 1 2 3 4 Colls 1• EMR-lov aea (17 subjects) 8(9)* 6 2 1 2. AI-lov aea (17 subjects) 2 5 9 1 3. EHE-high aea (15 aubjeeta) 5 5 5 0 4. Al-high aea (15 aubjeeta) 1(14)* 6 7 1 (1+2) EMR-lov aea + AI-lov aea (34 aubjeeta) 10 11 11 2 (3+4) SME-high aea + Al-high aea (30 aubjeeta) 6 11 12 1 (1+3) EMR-lov aea 4 EMR-high aea (32 aubjeeta) I3(l9)b 11 7(25)c 1 (2+4) AI-lov aea + Al-high aea (32 aubjeeta) 3(29)b 11 16(16)° 2 Motes frequencies in parentheses represent roaponaea not in tho givon category. Significances *I2 . 4.58, 1 df, P < .05 V - 6.75, 1cidf, P < .01 °X2 - 4.34, 1 df, P < .05 174 TABLE 53 FBEQUXNCY DISTBIBUTIOM OF BESPGNSES TO QUESTIONNAIBS QUESTION 33s "DO TOU HAVE A QUIET PLACE IN VHICH TO STUDY AT HOMBT. YES NO » Yes No Cells 1. EMB-lov sos (17 subjects) 16 1 2. AI-lov sos (17 subjects) 17 0 3. EMB-high sos (13 subjects) 12 3 4. Al-high sos (13 subjects) 15 0 (1+2) EME-lov ses + AI-lov sos (34 subjects) 33 1 (3+4) EMB-high sos + Al-high sos (30 subjects) 27 3 (1+3) EHB-lov sos + EMB-high sos (32 subjects) 28 4 (2+4) AI-lov sos + Al-high sos (32 subjoots) 32 0 Not*s Differences uoa| eollo or betveea combined group* voro not significant at tho .03 level. 17# TABUS 54 FBBflUEMCY DISTBIBUTIOH OB RESPONSES TO QUESTIONNAIRE QUESTION 341 "DESCRIBE YOUR PLACE OF STUDY." Type of Biipoaitt (Hvabtrs dtsipait categories) 1 m Study in ova noa, no nontion of anyone *lao there* 2 at Study in ovn roon shared vith another 3 n Study in anothor part of the house, not ovn roon 4 m Mo plaee to study Typo of Response 1 2 3 4 Colls 1. BiB lov sos (17 snbjoets) 12 3 2 0 2. AI-lov sos (17 snbjoets) 11 1 5 0 3. BfiUhigh sos (15 snbjoets) 12 0 2 1 4* Al-high sos (15 subjects) 15 0 0 0 (1+2) EMR-lov sos 4 AI-lov sos (34 snbjoets) 23 4 7 0 (3+4) BIR-high sos + Al-high sos (30 snbjoets) 27 0 2 1 (1+3) BiR lov sos + BfR-high sos (32. snbjoets) 24 3 4 1 (2+4) AI-lov sos + Al-high sos (32 subjects) 26 1 5 0 Voto: Bifforoneos aaeag eollo or botvoon eonbinod groups voro not sigaifioant at tho ,05 level. 176 Support for dirwiiml Tr"g30 The significant difference shovn as "a" en Table 52 could support either directional hypethesis H29 or H30, or both, sinee the eells eenpared differed in both soeioeeo- nonie status and intelligence* Conpared vith the boys vith average intelligence and high soeioeeenoaie status, signif icantly acre of the retarded boys vith lev soeioeeononie status said they spent "alnost no tine" each day on hone- verk* Snnport fer general Hypothesis I Of the signifleant differenees found in the respenses of the snbjoets te the questions on henevork, none supported General hypothesis I vithout giving at the sane tine support for General Hypothesis II* Support for General Hypothesis II General Hypothesis II, that differenees vere aeeerding te the levels of intelligence, vas supported by the significant differenees shovn as "b" aad "e" en Table 52* These tvo significant differenees supported directional hypothesis H30 in addition te General Hypothesis II* Gen- pared vith the eenbined group vith average intelligence, significantly nere ef the beys of the eenbined retarded group said they spent "alnost no tine” en henevork, and TmiTTZ im±\ MT7J. 177 significantly fever of the retarded toys said they spent one hear er nore each day on henevork• Support for general r or II The significant difference shovn as "a" on Table 52 eould support either General Hypothesis I or General Hypoth esis II, or both, since the cells conpared differed ia both soeioeeononie status and intelligence. Conpared vith the beys vith average intelligence and high soeioeeononie status, significantly nore of the retarded boys vith lev soeioeeononie status said they spent "alnost no tine" eaeh day on hoaovork. This significant difference supported the directional hypotheses H29 and/or H30 in addition to General Hypotheses I and/or II. Teachers The tve directional hypotheses for the questions dealing vith teachers vere as fellovss H31. The responses te the questionnaire questions dealing vith teachers shov that, conpared vith the boys vith high soeioeeononie status, nore of the beys vith lev soeioeeenoaic status have attitudes that are negative tovard teachers. H32. The responses to the questionnaire questions dealing vith teachers shev that, conpared vith the beys of average intelligence, nere of the edueable mentally retarded l rrriiriTm i t j 17® bayi bar* tiiiivlta that art atgativt tovard ttaehtri, Taklti 55 thraagh 58 akav ika distribuiions af ika aubjaeia* aaavera ia ika questionnaire queations iueludad ia ika aaeiiaa "Teaekera.” Ha aigaifieaai diffaraaeaa vara found in ika reaponaea of ika aubjaeia io ika quaaiionnaira quaaiiaaa daaling viik taaekara. Tkia aaana ikai for ikia pari of ika data, General Hypoikaaaa I and II and diraeiioaal kypeikeaea H31 and H32 vara noi supported. Parania1 Saiiafaeiion viik Sekool Tka ivo diraeiioaal hypoikaaaa for the qaoaiioa oa ika parania' aaiiafaeiioa viik aekool vara aa follovas H33. Tka raaponaaa io iko quoaiioanairo qaoaiioa oa iko paroaia* aaiiafaeiioa viik aekool akov ikai pareaial dissatisfaction viik aekool ia iapliod aero ofioa by iko boya viik lov aoeiooeoaoaie aiaiua ikan by iko boya viik kigk aoeiooeoaoaie aiaiua* H34. Ike roapoaaoa io ike quoaiioanairo quoatioa oa iko paroaia' aaiiafaeiioa viik aekool akov ikai parental diaaaiiafaeiioa viik aekool ia iapliod aoro ofioa by iko odueablo aeaially roiardod boya ikan by iko boya of average iatolligoaeo. Ho aigaifieaai difforoaooa voro found ia iko roapoaaoa of iko aubjooia io iko quoaiioanairo qaoaiioa oa iko paroaia* aaiiafaeiioa viik aekool (Table 59)* Tkia TABLE 55 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 12s "MOST TEACHERS ARE (a) FRIENDLY__ (b) NOT FRIENDLY * Ansver (*) Ansver (b) Undoeidod Colls 1. EMR-lov sos (17 snbjoets) 17 0 0 2* AI-lov sos (17 snbjoets) 17 0 0 3* BtR-high sos (13 snbjoets) 14 0 1 4, Al-high sos (15 snbjoets) 15 0 0 (1+2) EMR-lov sos + AI-lov sos (34 snbjoets) 34 0 0 (3+4) BfR-high sos + Al-high sos (30 snbjoets) 29 0 1 (1+3) BIR-lov sos + EMR-high sos (32 snbjoets) 31 0 1 (2+4) AI-lov sos + Al-high sos (32 snbjoets) 32 0 0 Notes Difftrsness uoag eslls or betveen eonbined gronps voro significant tho m05 level. 180 SABLE 56 FREQUENCY DISTRIBUTION OF BB8F0V8IS TO QUESTIONNAIRE QUESTION 13s "MOST TEACHERS (a) SITE BAST SCHOOL VOK __ (b) GIYE HARD SCHOOL 10RK___ Ansver U) Ansver (b) Undecided Colls 1* EMDUlov ooo (17 subjects) 7 7 3 2* AI-lov sos (17 sidsjeets) 10 3 4 3. EMB-bigb sos (13 subjects) 5 4 6 4* Al-high sos (13 subjects) 10 4 1 (1+2) EMR-lov ses + AI-lov sos (34 subjects) 17 10 7 (3+4) EMR-high sos + Al-high sos (30 subjects) 15 8 7 (1+3) EMR-lov sos + EMR-high sos (32 subjects) 12 11 9 (2+4) AI-lov sos + AI—high sos (32 subjects) 20 7 5 Notes Oiffirnets uon| calls or betveen combined (roipi voro not significant at the *05 level* TABU 57 TRRQURVCI DISTRIBUTION 07 U8P0R81S TO fiURSTIOVRAIRS fiURSTIOV 14s "MOST TRAOflBBS ABI (a) IRTBBB8T1D IB TBKV-ASBBS __ (b) ROT IVTVRR8TXD IV nSff^ASIBS Ansver (•) Ansver (b) Undecided Calls 1. ROUlav sas (17 sabjeets) 14 0 1 2* AI-lov sas (17 sabjeets) 15 0 2 3« D U kigk sas (15 sabjeets) 12 1 2 4. AI—kigk sas (15 sabjeets) 12 1 2 (1+2) ROUlav sas + Al-lev sas (34 sabjaats) 31 0 3 (3+4) BUUkigk sas + Al-kigk sas (30 sabjaats) 24 2 4 (1+3) BflUlev aas + EKR-kifk sas (32 sabjaats) 2§ 1 3 (2+4) Al-lev sas + Al-kigk sas (32 sabjaats) 27 1 4 Viiii Diffaraaeas is«i| aalis ar batvan eonbiaad grasps vara mat significant at tka *05 laral • 182 TABLE 58 FREQUENCY DISTRIBUTION OX BS8P0M8SS TO QUESTIONNAIRE QUE8TI0M 15* "MOST TEACHERS ARE (a) VILLI1U TO HELP OUT IV ACTIVITIES __ (8) MOT MILLING TO HKLP OUT IM ACTIVlflES __.• Ansver (ft) Ansver (b) Undecided Coll* 1• EMR-lov sos (17 subjects) 17 0 0 2. AI-lov sos (17 snbjoets) 17 0 0 3. EMR-high sos (15 snbjoets) 12 1 2 4, Al-high sos (15 snbjoets) 15 0 0 (1+2) SMR-lov sos + AI-lov sos (34 snbjoets) 34 0 0 (3+4) EMB-high sos + (Al-high sos (30 snbjoets) 27 1 2 (1+3) EMR-lov sos + EMR-high sos (32 snbjoets) 29 1 2 (2+4) AI-lov sos + Al-high sos (32 snbjoets) 32 0 0 Not*$ Diff*r*nees uoif e*IX* or betveen eoabintd group* voro not *iguifieout at tho *05 lorol* 183 TABLE 59 PRBQUENCT DISTRIBUTION Off RESPONSES TO QUESTIONNAIRE QUESTION 62 s "ABB TOUR PARENTS SATISFIED ¥ITH THE SCHOOL YOU ATTEND? TE8 MO * Tos No Don't Knov Colls 1 • EMR-lov oos (17 svbjsets) 19 0 2 2• Al-lov oos (17 subjects) 16 0 1 3. EMB-bigb sos (19 subjects) 13 1 1 4. Al-higk sos (19 subjoets) 14 0 1 (1+2) EMR-lov sos + AI-lov sos (34 subjects) 31 0 3 (3+4) EHE-bigb sos + Al-Si^i sos (30 subjoets) 27 1 2 (1+3) EKR-lov sos + H U U | t sos (32 subjoets) 28 1 3 (2+4) AI-lov sos + Al-kigh sos (32 subjoets) 30 0 2 Notts Differences u»af cells or betveen eoabined groups vere not significant at tho .09 IotoI. 184 ■•ana that for this pari of tho data, Oomoral hypothoooo I and II and diroetioaal hypothoooo H33 aad H34 voro aot cuppertod. Job Proparatioa Tho tvo diroetioaal hypothoooo for tho quootioao doaliag vith job proparatioa voro ao follovos H35# Tho roopoaooo to tho quootionaairo quootioao doaliag vith job proparatioa ohov that, eoaparod vith tho boyo vith high ooeiooeoaoaie otatma, fovor of tho boyo vith lov ooeiooeoaoaie otatao aoatioa goiag to eollogo or juaior eollogo ao a vay of gottiag a job, aoatioa oeioaeo or aath- oaatieo elaoooo ao proparatioa for a job, havo jobo arouad tho houoo, or roeoivo aa allovaaee* H36* Tho rooaoaooo to tho »»»*.jro oaostioao doaliaa vith job aroaaratioa ohov that, ooaaarod vith tho bovo of aroraoo iatolliooaeo. fovor of tho oduoablo aoatally rotardod bovo aoatioa ooiav to collooo or iaaior oollooo ao a vav of aottiao a job, aoatioa oeioaeo or aathoaatioo olaoooo ao aroaaratioa for a iob. havo jobo arouad tho houoo, or roooivo aa allevaaee* Tabloo 60 through 64 ohov tho diotributioao of tho subjects' aaovoro to tho quootioaaairo quootioao iaeludod ia tho ooetioa "Job Proparatioa*" Of tho oigaifioaat difforoaooo vhieh voro fouad 185 TABLE 60 FREQUENCI DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 54s "BOV FILL IOU GET THIS JOB?" Type of Responses (Nubtra diiignaie categories) 1 m Go to college or junior eollogo 2 m Apply for it 3 ■ Study for it, go through school, toko an axaa 4 m Through father, undo, friends 5 ■ Other or don't knov Type of Response 1 2 3 4 5 Cells 1 • BfB-lov sos (17 subjects) 5 5 3 3 2. AI-lov sea (17 subjects) 7(10)*® 5 2 1 2 3. EMR-high sos (15 subjects) 0(l5)#d 2 5 4 4 4. Al-high sos (15 subjects) 8(7)“ 2 2 0 3 (1+2) MLlev sos + AI-lov sos (34 subjects) 8 10 7 4 5 (3+4) BIR-high sos + Al-high sos (30 subjects) 8 4 7 4 7 (1+3) EMB-lev sos + BIB-high sos (32 subjects) 1(31)* 7 10 7 7 (2+4) AI-lov sos + AI—high sos (32 subjects) 15(17)® 7 4 1 5 Notes Frequencies in parentheses represent responses not in the given category. Significance» * ■ 4*08, 1 df, F < *05 Fisher exact P « .01 Jr - 6.31, 1 df, P < .01 V r n 12.28, 1 df, P < . Fisher exact P . .01 001 186 TJJBLK 61 FBEQtJEHCI DISTRIBUTION OF RESPOHSES TO 0US8TIOMHAIRE QUESTION 55* "WHAT COURSES HAYS TOU HAS THAT WILL HELP TOU OBT A JOB?" Type of Btspoiifi (Hunters designate categories) 1 a Science or nth 4 » School jobo snob as 2 a t Industrial arts, offieo practice, shops, drafting cafeteria 3 s English, typing, 5 * Other reading, speech 6 a Don’t knov Type of Response 1 2 3 4 5 6 Cellt 1 • EMR-lov sos (17 subjoets) 1(16)* 6 1 3 2 4 2. AI-lov sos (17 subjects) 5 9 1 1 1 0 3. EMR—l|i.gh ses (15 subjects) 1(l4)b 6 3 0 2 3 4. Al-high sos (15 subjects) r W * 2 1 0 4 1 (1-1-2) EMR-lov ses + Al—lev ses (34 subjects) 6 15 2 4 3 4 (344) EMR-high ses + Al-high sos (30 subjects) 8 8 4 0 6 4 (1+3) BfR-lov ses + EMB-high sos (32 subjoets) 2(30)* 12 4 3 4 7 (2+4) AI—lov sos + Al-high sos (32 subjoets) 12(20)* 11 2 1 5 1 Motet Frequencies in parentheses represent res ponses not in the given category. Significances * 5.06, 1 df, * < .05 3 8; . 4.26, 1 df, P < .05 . - 5.83, 1 df, P < .02 TABLE 62 7BIQUXNCT DISTRIBUTION 07 RR8F0N8S8 TO QUESTIONNAIRE QUESTION 56s "WHAT JOBS DO TOU DO AROUND THE HOUSE?" Typo of S«apoM«t (Niabtn designate eategories) 1 ■ Cleaning of house, dishes, etc, 2 - laid Work 3 m lard work plus garage or ear clean-up 4 m Little or no voA around the house Type of Bosponse 1 2 3 4 Cells 1 • BOLlov ses (17 subjects) 7 10 0 0 2, AI-lov sos (17 subjoets) 9 6 1 1 3. EMB-high sos (15 subjoots) 6 5 2 2 4. Al-high sos (15 subjoets) 8 5 1 1 (1+2) EMR-lov sos + AI-lov sos (34 subjoets) 16 16 1 1 (3+4) M-high ses + Almhigh ses (30 subjects) 14 10 3 3 (1+3) EMR-lov ses + EMR-high ses (32 subjects) 13 15 2 2 (2+4) AI-lov sos + Al-high ses (32 subjects) 17 11 2 2 Notes Differences aaong cells or hot groups voro not significant at the ,03 level. 188 TABLE 63 FREQUENCY DISTRIBUTION OF RB8F0V8BS TO QUESTIONNAIRE QUB8TI0N 37« "DO TOU RECEIVE AH ALLOVAMC1T" Yes Ho Colls 1 • EMR-lov sos (17 subjoets) 9 8 2* AI-lov sos (17 subjoets) 7 10 3. BflUhigh sos (13 subjoets) 7 8 4. Al-high sos (13 subjoets) 9 i 6 (1+2) EMR-lov sos + AI-lov sos (34 subjoets) 16 18 (3+4) BflURigh sos + Al-high sos (30 subjoets) 16 14 (1+3) EMR-lov sos + EMR-high sos (32 subjoets) 16 16 (2+4) AI-lov sos + Al-high sos (32 subjoets) 16 16 Molti Difffrmas aaong ealli tr batvara eoabined groups voro not significant at. tho .03 level. 189 TABLE 64 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 581 "HON MUCH ALLOWANCE DO YOU GET PER WEEK?" a Typo of Responses (Nunbers designate categories) 1 m One dollar or loss allowance 2 - $1*01 - $2 .0 0 3 - $2*01 - $3,00 4 « $3.01 - $4.00 5 a Moro thaa four dollars allowance 6 a No allowance Typo of Response 1 2 3 4 5 6 Colls 1 • EMR-low sos (17 subjoets) 2 3 2 1 1 8 2. AI-low sos (17 subjects) 2 1 3 0 1 10 3. EMR-high sos (15 subjects) 1 5 0 1 0 8 4. Al-high sos (15 subjects) 1 4 1 1 2 6 (1+2) EMR-low sos + AI-low sos (34 subjects) 4 4 5 1 2 18 (3+4) EMR-high sos + Al-high sos (30 subjoets) 2 9 1 2 2 14 (1+3) EMR-low sos + EMR-high sos (32. subjects) 3 8 2 2 1 16 (2+4) AI-low sos + Al-high sos (32 subjoets) 3 5 4 1 3 16 Notes Difforoaeos aaong colls or between coablaod groups wore not significant at tbs *05 lorel. 190 b«tv««n rarions e«ll> or conbined groups iu rospousos to tho questions in tho sootion "Job Preparation," mono gave support to tho directional hypothesis 135 vithout giving at tho sane tine possible support to tho directional hypothe sis H36. Directional hypothesis H35 appeared to bo refuted by the significant difforoneo shovn as "c* on Table 60* This difforoneo vas botvoon ooll 2, boys of average intel ligence vith lev sdeiooeononio status, and eoll 3, odueablo nontally retarded boys vith high soeiooeononie status. In ansvor to tho question, "Hov vill you got this job?" Table 60), significantly noro of tho boys of ooll 2 gave responses in tho eatogory "Go to eollogo or junior college." Vhen eonparisons are aade botvoon cells 2 and 3, tho group vith tho higher soeiooeononie status is also tho group vith tho lover intelligence, and tho group vith tho lover soeioeeo- nonio status is also tho group vith tho higher intelligence. Judging fron the other significant difforonoos found in ansvor to this question (especially "a," "d," and "e" on Table 60), tho significant difforoneo botvoon colls 2 and 3 is actually giving definite support to directional hypoth esis H36, on intelligence, rather than refuting directional hypothesis B35. Tho directional hypothesis B36 vas supported for 191 tka way of fatting a jib and tha elaaiaa nantianad aa prep aration far tka jab by tba aignifleant diffaranaaa than as ■a," "a," "d," and »•» an Tabla 60, and «b« and "a" an Tabla 61* Kaceapt far tha aignifleant diffaranea "a" an Tabla 60, vkiek vas diseussad nndar tka kaading "Support and psandarafutation far diraetional kypothasis H35," tkaaa significant diffaranaaa vara batvaan ealla or aonbinad groups vkiek diffarad in intalliganaa but not in soeieaeo— nanie status* Tka aignifieant diffaraneas skavn an. Tabla 60 vara in tka raspansas of tka subjaats to tka qua a ti an, "Hav vill you gat tkia jab?" Canparad vitk tka bays vitk avaraga intalliganaa and lav saaioaeanonie status, significantly favor of tka ratardad boys vitk lav sseisseaneaie status gava raspansas in tka eatagary "Ga to eallaga or junior aallaga" ("a" an Tabla 60)* Canparad vitk tka bays vitk avaraga intalliganaa and lav saaiaaaanania status, signifi cantly favor of tka ratardad bays vitk kigk saaiaaaanania status gava raspansas in tka eatagary "So to aallaga or junior eollaga" ("a" an Tabla 60)* Canparad vitk tka bays vitk avaraga intalliganaa and kigk saaiaaaanania status, significantly favor of tka ratardad bays vitk kigk seeie- sesnsnie status gava raspansas in tka eatagary "Ga to eallaga or junior aallaga" ("d" an Tabla 60)* Canparad vitk tka oanbinad group of subjaats vitk avaraga intalli ganaa, significantly favor of tka bays of tka aonbinad 192 retarded grwf Mid they would fe to ooll ego or junior eellege as a way of getting a jot (•#" os Table 60)* Xke siguifioast difforesees shewn es Tahle 41 voro is the responses of the subjoets to tho guestien, **Vhat e ear ses hare you had that vill help you get a job?* The significant difforonees *b* and "c* on Table 61 supported directional hypothesis H36 without giving at tho sane tino support to direetional hypothesis H35* Cenparod vith the beys vith average intelligence and high soeiooeononie status, significantly fever of the retarded boys vith high soeiooeononie status gave responses in the category "Science or nathonaties" ("b" on Table 61)* Cenparod vith tho eon- bined group of subjoets vith average intelligence, signifi cantly fovor of tho boys of the eenbinod retarded group gave responses in the category N8eienee or nathonaties" ("e" on Table 61). Support for direetional Tho significant difforonees shevn as "b" on Table 60 and "a" on Table 61 could support either direetional hypothesis H35 or H36, or both* Both of these difforonees vore between cells 1 and 4y which differed in both soeio- oeonenie status and intelligence* Cenparod vith tho boys vith average intelligence and high soeieoeeaonie status, significantly fovor of tho retarded boys vith lev seeio- ocenenie status nontioned going to eellege or junior TmU'717TL»MTT^ 193 e*ll«|t as a vay of getting a job ("b" on Table 60)* Con- pared vith tho boys vith average intelligence and high so- eioeeonenie status, significantly fever of the retarded beys vith lov socioeoenenie status nentiened science or natheaaties classes as preparation for a job ("a" on Table 61). Support for general Hypothesis I Of the significant differences vhich vere found betveen various cells or combined groups in responses te the questions in the section "Job Preparation," none gave support te General Hypothesis I vitheut giving at the sane tine possible support to General Hypothesis II* Support for General Hvpoihesis II General Hypothesis II, that differences vere accord ing to the levels of intelligence, vas supported by the significant differences shovn as "a," "d," and "e" on Table 60 and "b” and "c" on Table 61• Each of these significant differences supported directional hypothesis H36 in addi tion to General Hypothesis II* Per each of these signifi cant differences, the cells or ecabined groups cenparod differed in intelligence but net in socioeoenenie status* (These differences vere discussed under the heading "Sup port for directional hjp«tk«iia H36*") Switrt far fltur*! ftrttttw i and/or II The ai|aifietat diff«rn«»s ikon »i *k" u i "e" on Table 60 and "a" on Tablo 61 eonld support either General Hypothesis I or Gonoral Hypothesis II, or both, niaeo ibo oolla which wore found to diffor aignifieantiy in roaponaoa difforod also in both thoir soeiooeononie status and thoir intelligence* In addition to supporting General Hypotheses I and/or II, tho significant difforoneo shown as *e" on Tablo 60 seemingly refuted tho directional hypothesis H35* This was diseussod earlier under tho heading "Support and psoudorofutation for direetional hypothesis H35®" In answer to tho question, "How will you got this job?", sig nificantly nore of tho aworago boys with low soeiooeononie status (eonparod with tho retarded boys with high soeio oeononie status) gars responses in tho eatogory "Go to eollogo or junior eollogo*" Tho aignifieant difforonees shown as "b" on Tablo 60 and "a" on Tablo 61 supported direetional hypotheses H3J and/or H36 in addition to supporting Gonoral Hypotheses I and/or II* Cenparod with tho boys with aworago intelli gence and high soeiooeononie status (eoll 4), aignifieantiy fewer of tho retarded boys with low seeioeeeneade status (eoll 1) mentioned going to eollogo or junior eollogo as a way of getting a job ("b" on Thble 60)* Vhen those sane two groups wore cenparod in thoir responses about elassos 133 they had taken vhieh vcnld prepare tken fer a job, signifi- eantlj fever ef tke keys ef eell 1 aeatiemed science er aatkenaties classes ("a* en Table 61)* Pert—Tine Jebs Tke tve direetional hypotheses fer tke questions dealing vitk part-tine jobs vere as fellovss H37* Tke responses to the questionnaire questions dealing vitk part-tine jobs shev that tke beys vitk lev seeieeeenenie status have nere part-tine jobs, hare a dif ferent type ef part-tine job, and receive less pay than do tke beys vith kigk socieeeonenie status* H38* Tke responses to tke questionnaire questions dealing vitk part-tine jebs shov that tke edueable non tally retarded beys have nere part-tine jobs, have a different type of part-tine job, and receive less pay than do tke boys ef average intelligence* Tables 63 through 67 skev tke distributions of tke subjects* ansvers tc tke questionnaire questions included in tke section "Part—Tine Jobs*" He significant differences vere found in tke responses ef tke subjects to tke questionnaire questions on part-tine jobs* This neans that fer this part ef tke data, General Hypotheses I and II and tke directional hypotkeses H37 and H38 vere not supported* 4 196 TABLB 65 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 59* "DO TOU HATE A PART-TIME JOB OUTSIDE OF TOUR HOME? IBS NO " Ios No Colls 1 • EMR-lov sos (17 subjoets) 5 12 2* AI-lov sos (17 subjoets) 6 11 3* EMR-high sos (15 subjoets) 4 11 4. Al-high sos (15 subjoets) 6 9 (1+2) MUlov sos + AI-lov sos (34 subjoets) 11 23 (3+4) EMR-high sos + Al-high sos (30 subjoets) 10 20 (1+3) BfR—lev sos + EMR-high sos (32 subjoets) 9 23 (2+4) AI-lov sos + Al-high sos (32 subjoets) 12 20 Not** Difftrcieta ana| eolls or Botvoon combined g m p i voro mot significant at tho *05 level* 1*7 TAIL! 66 n a g m c r distbibutiom of bbypoybbs to oijbbtioyyaibb g m n o Y 60* oy babt-timb jobs outyioy t d yomy Type ef Job Yoldi (lubiri itiigui* categories) 1 ■ Cil» vtxkf e»»kf bnsbey 2 ■ Itri v»ik 3 ■ Oas ataiitti aiiaaiaat 4 m Tract elaaa-ap 5 a* Other (vaik at a plai|«, earpaatar's htlMrt ampaptr rovtt, baby sitting, box boy) 6 « Vo job bolA Typo of Bosponse 1 2 3 4 5 6 Coll a 1* IMB-lev sos (17 snbjoots) 3 1 1 OC 0 12 2* AI-lov sos (17 snbjoots) 1 3 1 0 1 11 3* BIB-high sos (15 snbjoots) 0 0 1 0 3 11 4* Al-high sos (15 snbjoots) 2 1 0 2 1 9 (1+2) YMB-lev sos + AI-lov sos (34 snbjoots) 4 4 2 0 1 23 (3+4) BIB-high sos + Al-high sos (30 snbjoots) 2 1 1 2 4 20 (1+3) YME-lov sos + BIB-high sos (32 snbjoots) 3 1 2 0 3 23 (2+4) AI-lov sos + Al-high sos (32 snbjoots) 3 4 1 2 2 20 Yoioa Differences snong eolls or botvoon oonbinod groaps voro not signifiesnt at tho ,09 level* i 198 TABLE 67 FRSQUEVCY DISTRIBUTION OF BB8FOM818 TO QOXSTIOllAIBS QUESTION 611 "VHAT 18 YOU! RATI OF FAY PER 10UR?* Typo of Responses (Vvabin designate categories) 1 ■ Oa« dollar or loos por hour 2 - 81.25 3 - 81.35 through 81.50 4 b 81.56 through 82.50 5 - Vo job Typo of Response 1 2 3 4 5 Colls 1. M"lov sos (17 subjoets) 2 2 1 0 12 2. AI-lov sos (17 subjoets) 0 3 3 0 11 3. EMR-high sos (15 subjoets) 2 2 0 0 11 4. Al-high sos (15 subjoets) 0 1 2 3 9 (1- 1 - 2) BOUlov ses + AI-lov sos (34 subjoets) 2 5 4 0 23 (3+4) EMR-high sos + Al-high sos (30 subjoets) 2 3 2 3 20 (1+3) EMR-lov sos + EMR-high sos (32 subjoets) 4 4 1 0 23 (2+4) AI-lov sos + Al-high sos (32 subjoets) 0 4 5 3 20 Votes Differences oaoag eolls or botvoon eonbined groups voro not signifleant at tho .05 lorol. 199 Job Preference The tv« direetional hypoihcits for tho question on job proforoneo (Table 68) voro no followst H39. Tho roimioi to tho Question on tho two of iob dooirod nftor finishins sohool shov ihti. fovor of tho bovs vith lov soeiooeonomlo status vnnt jobs vhioh foil into tho hish sooioocononic sUiai sorb of tho oocioocononio stotns soolo nsod in this siidr. H40# Tho rosoonsos to tho onostion on tho irso of lob dosirod nftor finishins sohool shov that. eonnorod vith tho bors of avoroso intoil isonco. fovor of tho odnooblo nontallr retarded bovs vnnt jobs vhioh foil into bho hish sooiooeoaonie stains sort of tho sooioocononic stotns soolo nsod in this study* Tho oasvors of tho snbjoots to tho question, "Vhot job vonld yon liko to hovo vhon yon finish school?1 * (Toblo 68) , voro dividod into "high" ond "lov" categories on tho bosis of tho job classification scolo dovolopod by Hollings- hood (1958) and nodifiod by Moreor (1963)* (This scalo vas givon in Chaptor I and again in Chaptor III*) Spoeifio jobs vhioh vonld fit vithin tho first fonr catogorios voro considorod "high sooioooononio statns jobs" and spoeifio jobs vhioh vonld fit vithin tho last fonr catogorios voro oonsidorod "lov soeiooeononie statns jobs*" Thns tho division botvoon high and lov statns vas tho sano as 200 TABUS 68 FREQUENCY DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE QUESTION 53* "NHAT JOB VOULD TOU LIKE TO ■AYE WEN YOU FINISH SCHOOL?1 1 High Soeio- aeononia Statns Job Lov 8oeio- aeanonie Statns Job No Speeifie Job Mentioned Cell: 1• EMR-lov aaa (17 anbjaeta) 3(14)* 12(5)f 2 2. AI-lov aaa (17 anbjaeta) 7(lO)b 8 2 3* Bffl-Ugh aaa (15 anbjaeta) 6(9)C 5 4 4. Al-high aaa (15 anbjaeta) o CM 2d3)f 0 (1+2) EMR-lov aaa + AI-lov aaa (34 anbjaeta) 10(24)d 20(14)* 4 (3+4) BlR-high aaa + AI—high aaa (30 anbjaeta) 19(ll)d 7(23)* 4 (1+3) EMR-lov aaa + EMR-high-aaa (32 anbjaeta) 9(23)* 17 6 (2+4) AI-lov aaa + Al-high aaa (32 anbjaeta) 20(12)* 10 2 Notes Frtquiueiia in parentheses represent responses not in tho given c»ia|ory, Signifienneas *x2 . 12.5, 1 df, P < •001 •x2 _ 6.30, 1 df, P < •02 V . 5.22, 1 df, P < •05 fx2 . 6.02, 1 df, P < CM O • °x2 - 4.50, 1 df, P < .05 *x2 « 6.84, 1 df, P < •01 V m 6.09, 1 df, P < •02 201 originally used in dttcraiiiig the iteiotoMMio status of tks subjects* Bsspousss sush as "a j*b vitk lots of uoney" voro plaeed ia tko "Ho spoeifio Job aentiomed" category* 1 diroetioaal m Tko diroetioaal hypotkosis H39 vas supported by tko sigaifioaat difforoaeos skevu as "b" aad "d" oa Tablo 68* Coaparod vitk tho boys vith average iatelligeaee aad kigk soeiooeoaoaie status9 sigaifieaatly fovor of tko boys vitk average iatelligeaee aad lov soeiooeoaoaie status said they vould like speeifie jobs vhieh vould fall iato tko kigk soeiooeoaoaie status part of tko seals used ia this study ("b" oa Tablo 88)* Coaparod vitk tko eoabiaod group vitk kigk soeiooeoaoaie statusv sigaifieaatly fovor of tko boys of tko eoabiaod group vitk lov soeiooeoaoaie status ehose speeifie jobs vhieh vould fall iato tko kigk soeiooeoaoaie status part of tko seals ("d" oa Tablo 68)* Although tko sigaifioaat difforoaeo sheva as "g" oa Table 68 did aot fit tke vordiag of diroetioaal hypotkosis H399 it did iadieato (as did "b” aad "d") that tko boys ia tko study toadod to ekoose speeifie jobs vithia tkoir ova geaoral level of soeiooeoaoaie status* Tko diroetioaal hypotkosis H40 vas supported by tko sigaifioaat difforoaeos sheva as "e" aad "e" oa Tablo 68* hypothesis Ceaparad vitk tkt btjri vitk average iatelligeaee aad kigk loeiMeraoaie atataa, sigaifieaatly fever af tka ratardad boys vitk kigk aaaiaaaaaaaie stataa ekaaa speeifie jobs ia tka eatagary "High aaaiaaaaaaaie atataa job" ("a* aa Takla 68). Ceaparad vitk tka eeakiaad groap vitk araraga iatelligeaee, aigaifiaantly favar af tka koya af tka eea kiaad ratardad graap ekaaa apaeifie kigk aaaiaaaaaaaie atataa jaka ("a" aa Takla 68)* Saaaart fordireetioaal hvpothoaoa M3P andyar "1140 Tka aigaifiaaat diffaraaaa akava aa "a" aa Takla 68 eeald aappart aitkar direetieaal kypatkaaia H39 or H40, ar both. Ceaparad vitk tka baya vitk average iatelligeaee aad kigk aaaiaaaaaaaie atataa (aall 4)t aigaifiaaatly favar af tka ratardad baya vitk lav aaaiaaaaaaaie atataa (aall 1) ekaaa jobs vkiak vaald fall late tka higk aaaiaaaaaaaie atataa part af the aaala used ia tka stady. Saaaart for Gaaeral rvfflka- aTa'T---- Geaeral Hypothesis I, that differaaaas vara alaag liaaa af aaaiaaaaaaaie atataa, vas sappartad by the aigaif— iaaat diffaraaaas akava as "b," "d," aad "g* aa Takla 68* Far aaak af these aigaifiaaat diffaraaaas, tka ealls ar eeakiaad greups aoaparad differed ia aaaiaaaaaaaie atataa kat aat ia iatelligeaee. (These diffaraaoas vara diseassed aadar tka kaadiag "Sapport far direetieaal kypatkaaia H39.) 203 Snwri fw General ftrmlittii II 0«B«nl Ijpothtsii II, that difftrtitti vere accord ing to iki lirtli of intelligence, n a supported bj tko aignifieant difforonees akovn aa "e* and "a* on Taklo 68* These tvo significant differences, vhieh voro botvoon eolls or eoabined gronpa differing in intelligence but net in soeiooeononie status, voro diseussod under tho heading "Support for direetional hypothesis H40*" Support for General Hypotheses I and/or II Tho aignifieant difforonees shevn as "a" and *f* on Tablo 68 eould support either General Hypothesis 1 or Son- oral Hypothesis II, or both, sineo tho eolls eoapared dif fered in both sooieeeoneaie status aad intelligence* Both of those significant difforonees vere botvoon eoll 1, retarded boys vith lov soeiooeononie status, and eoll 4, boys vith average intolligenee and high soeiooeononie sta tus, in their responses to the question, "Vhat job vould you like to havo vhon you finish sohool?" Significantly fever of tho boys of eoll 1 ehoso speeifie jobs in tho category "High soeiooeononie status job" ("a" on Tablo 68), aad sigaifieaatly noro of tho boys of eoll 1 ehoso specific jobs in tho category "Lov soeiooeononie status job" ("b" on Tablo 68), Tho significant difforoneo "a" supported direc tional hypotheses E39 and/or H40 in addition to General 204 Hjpttktiti I and/or II* itiituiti toward Quitting High Sohool Tho two dirootional hypothoooo for tho quootiono doaling with attitudoo toward quitting high oehool woro ao followoi H41• Tho rooponooo to tho quootionnairo quootiono doaling with attitudoo toward quitting high oehool ohow that, eoapared with tho boyo with high ooeioooononie otatuo, aore of tho boyo with low ooeiooeoaoaie otatuo hare tho dooiro to quit high oehool* H42* Tho rooponooo to tho quootionnairo quootiono doaling with attitudoo toward quitting high oehool ohow that, eoapared with tho boyo of average intelligence, aero of tho oduoablo aontally retarded boyo have tho dooiro to quit high oehool* Mo oignifieant differeaeea woro found in tho re— sponooo of tho aubjoota to tho quootionnairo quootiono doaling with attitudoo toward quitting high oehool (Tabloo 69 and 70)* Thio aoano that for thio part of tho data, General Hypothooio I and II and tho direetional hypothoooo H41 and H42 woro not oupportod* Batingo froa tho "Toot Behavior Obnervation Guido" Statintieal analvoio of nonouoot^fflTf1fo data Tho ooetion "Batingo froa tho 9Toot Behavior 205 TABLE 69 FKBflUBNCT DISTRIBUTION OF RESPONSES TO QUESTIONNAIRE fl&ESTIOH 641 "WOULD iou quit school how if TOU HAD THE 0FFSK OF AIULL-TIMB JOB TOU LIKED AND TOU DID HOT HID JET MOBS EDUCATION THAN TOU HOW HATE TO QUALIFT FOB IT? TBS ' NO __" Tos No Undecided Colls 1* EMR-lov oos (17 subjoets) 3 14 0 2* AI-lov sos (17 subjoets) 1 15 1 3* BfB-kigk sos (15 subjoets) 2 12 1 4* Al-kigh sos (15 subjoets) 0 15 0 (1+2) DflUlov sos + AI-lov sos (34 subjoets) 4 29 1 (3+4) BME-kigk sos + Al-kigk sos (30 subjoets) 2 27 1 (1+3) EMB-lov sos + ML-kigh sos (32 subjoets) 5 26 1 (2+4) AI-lov sos + Al-higk sos (32 subjoets) 1 30 1 Notes Difftrt&eta u o u eolls or botvoon eoabined groups voro not significant at tko *05 level. 206 TABLE 70 FRBflUBNCX DISTRIBUTION OF RB8F0N8B8 TO QUB8TI0NNURX 0UB8TION 67s "NUT ill TQUR FLANS JOB FINI8HNS HIOH SCHOOL? DO IOU PLAN TO ORADUATX [b FINISH THB B.B7XNTH ORADB e FINISH THB ANTE SRADB d FINISH THB NINTH OBADB" Ansver Ansver Ansver Ansver (a) (b) (c) (d) Cell: 1• EMR-lov ses (17 subjects) 14 0 2 1 2* AI-lov ses (17 subjects) 17 0 0 0 3* MR-bigh ses (15 subjects) 14 0 1 0 4* Al-high ses (15 subjects) 14 1 0 0 (1+2) BfR-lev ses + AI-lov ses (34 subjects) 31 0 2 1 (3+4) MUhigh ses + Al-high ses 30 subjects) 28 1 1 0 (1+3) MR-lov ses + MR-high ses (32 subjects) 28 0 3 1 (2+4) AI-lov ses + Al-high ses (32 subjects) 31 1 0 0 Noitt Differences along cells or botvoon eoabined groups vere not significant at the *05 level* 207 Obitmiioi Guide1" is the first of the aigki sections into vhieh tks data obtained froa sonross etksr tkaa tks t«s«- tisaaairs vere organised* Tks asaiaal data froa saek sf tks first ssrsa ssetisas sn nonquestionnaire data vere analysed by chi sfatrs and Fisher exact probability statis tical techniques* Tvo of these ssrsn sootions, "Ratings froa tks 'Test Behavior Observation Guide'" and "Senester Orads Averages," oontaiasd ordinal and intsrral data vkiek vsrs statistieally analyssd by a tvo-vay analysis of vari- anes teehnique* Tks siga tsst vas assd in addition to eki square aad Fisksr exact probability techniques ia analysing data frsn tks four sections, "Ratings froa tks 'Tsst Bskarisr Quids,*" "Strsngtks Obssrrsd by Tsaeksrs,” "Areas ia Vkiek Teachers Felt tks Subjoets Resdsd Inprsrsasat," aad "Sekeol Records sf Unsatisfactory Behavior*" The three ssetisas, "Health sf the Subjects," "Course Rsesaasadatisas," aad "8enester Orads Averages," did act contain enough related data to make tks sign tsst applicable* Tks "Interriever's evaluation Sheet" vas filled sat by saek iaterviever after all kis iatsrvisvs vsrs esaplstsd. Tks iatsrvisvsrs' eeaaeats are suaaarissd in tks last ssstisn sf nonquestieanaire data, "Results froa tks 'Iater viever *s Evaluation Sheet*•" Tks data ia this last ssetisa vsrs net suitable for statistical analysis* 208 Biriitiml Innwilff H43 aaTl< I ■ *** The iva diraeiiml kypatkaaaa eoieanin| tka ratings fraa tka "Tait Bcharier Okaamtioa Quids" were as follewss H43. Ths ratings frea the "Test Bakarior Ohssrra- tion Quids* skat that, coasared ritk the kays with kirk seeieeeensaio status« aere of ths Boys Titk las sesissos— »asia status Bara lew ratines fsr their tsst lakaviar. B44* Ths ratings frea ths "Tsst Beharier Qbaerra— tisn Quids* show that* coasared with ths hers sf arerase intelligence. asra sf ths sdnsahls nsntallr rstardsd ksys hare lew ratings fsr thsir tsst kahaTisr. Tablss 71 thrsugh 87 shew ths rssmlts sf statisti cal analysis sf ths ratings frsn ths "Tsst Beharier Obserra— tisn Quids*" Ths nuabsrs sf subjects with lew and high ratings fsr ths sight qualities ratsd ars shewn sa Tablss 71 thrsugh 78. Ths data sn thsss tablss wsrs analysed by ehi square and Fisher exact probability techniques. Table 79 shews ths results sf sign tests sn ths ratings fron ths * "Tsst Beharier Obssrratisn Quids." Ths analysis sf rari- aaee suaaariss fsr ths sight qualities ratsd ars shewn en Tablss 80 thrsugh 87. Directional hypothesis 1431 that aere ef the beys 209 TABLE 71 NUMBER 07 SUBJECT8 VITH RATINGS AT OB ABOVE "9" TOR "AMOUNT 07 SPEECH" OB THB "TEST BEHAVIOR OBSERVATION GUIDE" — ------ L..TTT-WH! r-T-y Kaabar •f Svbjaaia vith Ratiags at ar bbava "3* Naabor of Sabjsets with Ratiags bolov "5* Colls 1« BIR-lov (17 ivbjtaia) 8 9 2. JLI-lov a os (17 labjteia) 12 5 3* EMR-high aaa (13 avbjaeia) 7 8 4, Al-bigb aaa (19 avbjaeia) 13 2 (1+2) BUUloir sos + AI-lov aaa (34 avbjaeia) 20 14 (3+4) BOUbigb sos + Al-higb aaa (30 sabjoets) 20 10 (1+3) Btt lev aaa + aOUhi|b aaa (32 avbjaeia) 13 17a (2+4) A M w aaa + il-hifh aaa (32 sabjoets) 29 7* SigBifiaaaeti •l2 . 7.10, 1 «, P < .01 210 TABLE 72 HUMBER OF SUBJECTS ¥ITH RATIESS AT OR ABOVE "5" FOR "AHXIETT" OH TIE “TEST BEHAYIOR OBSEKVATIOM OUIBE* Nunber of Subjects vith Ratings at ar above "3" Muuber of Subjects vith Ratings balov "3" Calls 1• BIR-lov sea (17 subjects) 10 7 2* AI-lov sas (27 subjects) 14 3 3. EMR-high sas (13 subjects) 9 6 4. Al-high sas (13 subjects) 13 2 (1+2) BIR-lov sas + Al-lev sas (34 subjects) 24 10 (3+4) EMR-high sas + Al-high sas (30 subjects) 22 8 (1+3) ENB lav sas + BIR-high sas (32 subjects) 19 13 (2+4) AI-lov sas + Al-high sas (32 subjects) 27 5 Metes Tht kigh«r thi rating the lass tha anxiety. Differences aaang calls ar betveen eonbinad groups vara not significant at tha .05 level. 211 TABLB 73 NUMBEB OF SUBJECTS VITH BATIHOS AT OB ABOVE "5" FOB M SELP-COMFIDEHCE" OH THE "TEST BEHAVIOB OBSEBVATIOH SHIDS” Huaber of Subjects vith Eatings at or above "5" Huaber of Subjects vith Eatings bolov "5” Cells 1• EMB-lov i*i (17 inbj«eis) 8 9a 2. AI-lov sos (17 subjects) 12 5 3. BOUU|h ses (15 subjects) 8 7b 4. Al-high ses (15 subjects) 14 1ab (1-1-2) EMB-lov ses + AI-lov ses (34 subjects) 20 14 (3+4) EMB-high ses + Al-high ses (30 subjects) 22 8 (1+3) EMB-lev ses + EMB-high ses (32 subjects) 16 16® (2+4) AI-lov ses + Al-high ses (32 subjects) 26 6® Significances ■x* - 3.92, 1 df, P < .03 V . 4.26, - 1 it, P < .05 •r* . 5.61, 1 df, P < .02 212 TABLE 74 NUMBER OF SUBJECTS VITH RATINES AT OR ABOVE "5" FOR "EFFORT DISPLAYED” ON THE "TEST BEHAVIOR OBSERVATION BUIDB" Ntusbor of 8vbjoets vith Ratings »t or shoro "5" Nnnbor of 8«bjteis vith Ratings bolov *5" Colls 1• RMR-lov its (IT rabjteti) 6 11* 2. AI-lov sos (17 rabjteis) 12 5 3. EMR-high its (15 rabjteii) 8 7 4. Al-high sos (15 ivbjteii) 12 3* (1+2) BfR-lov soo + AI-lov sti (34 svbjtets) 18 16 (3+4) EMR-high sos + Al-high sos (30 snbjoets) 20 10 (1+3) EMR-IOV SOS + EMR-high sos (32 svbjoets) 14 18b (2+4) AI-lov sos + Al-high sos (32 snbjoets) 24 •b Signifiosaeos ■l2 « 4.78, 1 df, P < .05 V - 4.94, 1 df, P < .05 213 TABLE 75 NUMBER OF SUBJECTS VITH &ATINQS AT OB ABOVE "5" FOR "COOPERATION GIVEN TO EXAMINER" ON THE "TEST BEHAVIOR OBSERVATION GUIDE" Number of Subjects vith Retings st or above "5" Number of Subjects vith Ratings belev "5" Cells 1 • BIR-lov ses (17 subjects) 14 3 2. AI-lov ses (17 subjects) 16 1 3. iWUhigh ses (15 subjects) 15 0 4. Al-high ses (15 snbjeets) 15 0 (1+2) EMR-lov ses + AI-lov ses (34 subjects) 30 4 (3+4) BfR-high ses + Al-high ses (30 subjects) 30 0 (1+3) EMR-lov ses + BfR-high ses (32 subjects) 29 3 (2+4) AI-lov ses + Al-high ses (32 subjects) 31 1 « Notts Sifftmett among cells or between oonbined groups vere net signifieent et the *05 level. 214 TABLE 76 NUMBER OF SUBJECTS VITH RATINGS AT OR ABOVE "5" FOR "INTEREST IN TASKS" ON THE "TSST BEHAVIOR OBSERVATION GUIDE" Nnnber of Snbjeets vitk Ratings at or above "5" Nnnber ef Snbjeets vitk Ratings belov "5" Cells 1, BIR-lov see (17 snbjeets) 11 6a 2* AI-lov ses (17 snbjeets) 14 3 3* EMR-kigk ses (15 snbjeets) 15 0* 4. Al-kigk ses (15 snbjeets) 13 2 (1+2) EMR-lov ses + AI—lev ses (34 snbjeets) 25 9 (3+4) EMR-kigk ses + Al-kigk ses (30 snbjeets) 28 2 (1+3) EMR-lov ses + EMR-kigk ses (32 snbjeets) 26 6 (2+4) AI-lov ses + Al-kigk ses (32 snbjeets) 27 5 Significances *Fisker m e t P ■ *02 215 TABLE 77 NUMBER OF SUBJECTS VITH RATINGS AT OR ABOVE "5" FOR "VINNINGNESS OF PERSONALITY** ON THE "TEST BEHAVIOR OBSERVATION GUIDE" Nunber of Subjects vith Ratings at or above "5" Nunber of Subjeots vith Ratings belov "5” Cells 1 • DQUlov ses (17 subjects) 11 6 2* AI-lov ses (17 subjects) 13 4 3. EMR-high ses (15 subjects) 8 7 4. Al-high ses (15 subjeots) 13 2 (1+2) BIR-lov ses + AI—lov ses (34 subjects) 24 10 (3+4) BiR-high ses + AI—high ses (30 subjects) 21 9 (1+3) EMR-lov sos + BtR high ses (32 subjects) 19 13 (2+4) AI-lov ses + AI—high ses (32 subjects) 26 6 Notes Differences anong cells or betveen conbined groups vers not significant at the *05 level* 216 TABLE 78 NUMBEB OB SUBJECTS VITH BATIHGS AT OB ABOVE “5" BOB *IHTB0YEB8I0H VS. EXTBOVEBSIOH” OH THE "TEST BEHAYIOB OBSEBVATIOH GUIDE* Huubor of Subjects vith Batings at or abovo "5" Huubor of Subjoeta vith Batings bolov "3" Cells 1. EMB-lov sos (17 subjects) 10 7 2* AI-lov aoa (17 subjects) 13 4 3« EMB-high aoa (19 avbjoeta) 7 8 4« Al-high aoa (15 subjects) 11 4 (1+2) BfB-lov aoa + AI-lov aoa (34 subjeots) 23 11 (3+4) BIB-high aoa + Al-high aoa (30 aubjoota) 18 12 (1+3) BfB-lov aoa + BflLhigh aoa (32 aubjoota) 17 15 (2+4) AI-lov aoa + Al-high aoa (32 aubjoota) 24 8 Hot* i Difftrnen m o b | eel la or betveen eoabined fromps vere not significant at the *09 level* 217 TABLE 79 SIGN TESTS ON RATINGS EBON THE "TEST BEHAVIOR OBSERVATION GUIDE*1 Behavior Category Soeioeconoaie Status Intelligence^ Aaount of Speech + + Anxiety0 + + Self-Confidence + + 0 Effort Displayed + + Cooperation Given to Exaainer • + + Interest in Tasks + + Vinningness of Personality ▼ Introversion vs* ■ Extroversion T Total 6+, 2-d 8+, 0—° %1i«i the "+" sign is in ths first eeluan it signi fies that, compared vith tha subjects froa tha high socio- eeonoaie statas eoabined group, a higher pereantaga af tha snbjeets fron the lov soeioeconoaie status eoabined group received ratings belov 5* ^Vhan the "+* sign is in the second eolun it signi fies that, ooapared vith tha subjeots fron tha eoabined group vith average intelligence, a higher pareentage of the subjects fron the aducabla aentallj retarded eoabined group received ratings belov 5* cLov "Anxiety" ratings indicate nora anxiety* dSign test vas not significant at tho *09 level* °Sign test P ■ *004* 218 TABLE 80 ANALYSIS OF VARIANCE SUMMAEI FOB "AMOUNT OF SPEECH" RATINGS ON THE "TEST BEHAVIOR OBSERVATION GUIDE" Source Sun of Squares Degrees of Freedon Estimate ef Variance F Ratio Signi ficance Intelligence 13*14 1 13.14 3.60 Not sig. Soeioeconoaie statue 2.64 1 2.64 .72 Not sig. Interaction 1.89 1 1.89 .51 Not sig. Error 218.94 60 3.64 Totals 236.61 63 TABLE 81 ANALYSIS OF VARIANCE SUMMARY FOR "ANXIETY" RATINGS ON THE "TEST BEHAVIOR OBSERVATION GUIDE" Source Sun of 8quares Degrees of Fraedon Estimate of Variance F Ratio Signi ficance Intelligence 7.56 1 7.56 3.34 Not sig. Socioeeononie status 2.25 1 2.25 .99 Not sig. Interactien .56 1 • 56 • 22 Not sig. Error 135.63 60 2.26 Totals 146.00 63 219 TABLE 82 AKALTSIS OF YABIAHCE SOMMABI FOB "SELF-COHFIDHHOB" BATINGS OH THE "TEST BEHAYIOB OBSSBTATIOH GUIDE" Source Sub of Squares Degrees of Freedoa Estiaate of Yariauee F Batio Signi ficance Intelligence 23.12 1 23.12 12.10 •01 Soeioeconoaie status 11.12 1 11.12 5.82 •05 Interaction .00 1 •00 •00 Hot sig. Error 114.75 60 1.91 Totals 148.99 63 TABLE 83 AKALTSIS RATIHB8 OF YABIAHCE 8UMMABT FOB "1FF0BT DI8FLATSD" OH THE "TEST BEHAYIOB 0B8EBYATI0H GUIDE" Source Sub of Squares Degrees of Freedoa Estiaato of Yariaace F Batio Signi ficance Intelligence 22.56 1 22.56 11.87 •01 Soeioeconoaie status 7.56 1 7.56 3.97 Hot sig. Interaction •00>: 1 •00 •00 Hot sig* Error 114.00 60 1.90 Totals 144.12 63 220 TABLE 84 AKALTSIS OP YABIAHCE SUMMARY POE "COOPERATION OIYXK TO EXAMINES" BATIMOS OK IBB "TEST BEHAYIOB 0B8EBYATI0K GUIDE" Source Sun of Squares Degrees of Preedoa Estiaate of Yarianee P Batio Signi ficance Intelligence .56 1 • 56 .28 Not sig. Soeioeconoaie status 18.06 • 1 18.06 9.21 •01 Interaction 1.00 1 1.00 .51 Not sig. Error 118.13 60 1.96 Totals 137.75 63 TABLE 85 AKALTSIS OP YABIAHCE SUMMABI FOB "IMTSREST IK TASKS" RATINGS OK THE "TEST BEHAYIOB 0B8EBYATI0H GUIDE" Source Sua of Squares Degraes of Preedoa Estiaate of Yarianee P Batio Signi ficance Intelligence 4.00 1 4.00 2.05 Hot sig. Soeieeeonoaie status 10.56 1 10.56 5.41 .05 Interaction •06 1 •06 •03 Hot sig. Error 117.13 60 1.95 Totals 131.75 63 221 TABLE 86 ANALYSIS OF VARIANCE SUMMARY FOR MVINNINONZSS OF PERSONALITY1 * RATINGS ON THE “TEST BEHAVIOR OBSERVATION GUIDE" Source Sun of Squares Degrees of Freedoa Estiaate of Variance F Ratio Signi ficance Intelligence 28.89 1 28.89 11.55 .01 Soeioeconoaie status 11.39 1 11.39 4.55 •05J Interaction 1.89 1 1.89 .75 Not sig. Error 150.19 60 2.50 Totals 192.36 63 TABLE 87 ANALYSIS OF VARIANCE SUMMARY FOR "INTROVERSION VS. EXTROVERSION" RATINGS ON THE "TEST BEHAVIOR OBSERVATION GUIDE" Stui Digrtvs Estiaate . q. . of Of Of S g h . Squares Freedoa Variaaee “ati0 Xicaac" Intelligence 5.64 1 5.64 2.16 Not •ig. Soeioeconoaie status 9.77 1 9.77 3.75 Not sig. Interaction 2.64 1 2.64 1.01 Not «**• Error 156.19 60 2.60 Totals 174.24 63 222 vitk low lo o iM O M e a io status would have low ratings, was supported by tbo significant difference shown as "a" on Table 76* Fisher exact probability analysis showed that9 compared with the retarded boys with high socieeconenio status9 significantly more of the retarded boys with low socioeconomic status had ratings below "5" for "Interest in Tasks." The sign test (Table 79) was not significant for socioeconomic status and thus did net support directional hypothesis H43. The combined group of subjects with low socioeconomic status (containing cells 1 and 2) was compared with the combined group of subjects with high socioeconomic status (containing cells 3 and 4) for each of the eight typos of behavior rated on the "Tost Behavior Observation Guide." Batings for six out of the eight typos of behavior showed the expected higher proportion of boys with low soeioeconoaie status receiving ratings belov "3." This was not significant at the .05 level. Bannert for directional gvnhkosla -------- Directional hypothesis H44, that more of the retarded boys would have lew ratings9 was suppertcd by the sign test for intelligence (Table 79) and by the signifi cant differences shewn as "a" cn Tabic 719 “b" and "c" on Table 739 and "b" on Table 74. Bach cf those significant differences was found by chi square analysis. Compared 223 vith the eoabiaid group of nbjteit vith average intelli gence , significantly aoro of tho subjects of tho eonbined retarded group hod ratiags holov "5* for "Inount of Speech" ("a" on Tablo 71), for "Self-confidence" ("c" on Tablo 73), aad for "Effort Displayed" ("b" on Tablo 74)* Tho signifi cant difforonco shovn as "b" on Tablo 73 vas botvoon tho boys vith average intelligence and high soeioeeenoaie sta tus (cell 4) and tho retarded boys vith high soeioeeenoaie status (eoll 3) in tho ratings they resolved for "Self- confidence*" Significantly aoro of tho boys of coll 3 received ratings belov "5*" Tho sign tost (Tablo 79) vas significant for intel ligence, aad thus supported directional hypothesis H44* The eoabined group of retarded subjects (containing eells 1 and 3) vas ceapared vith the eoabined group of subjects of average intelligence (containing eells 2 and 4) for each of the eight types of behavior rated on the "Test Behavior Observation Quids*" Batings for eight out of the eight types of behavior shoved the expected higher proportion of retarded boys receiving ratings belov "5*" This vas sig nificant at the *004 level* Sunnert for directional hypotheses 14) an!/or H44 The significant differences shovn as "a" on Table 73 and "a” on Table 74 could support either directional hypothesis B43 or directional hypothesis H44, or both* 224 Bofk af thta* sifiifieuii diff«rne«S| wU«k vart ftul by eki ifura aaalyais, vara batvaai aalla 1 aad 4* Caapared vitk tka kaya vitk avaraga imtalligamaa aad kigk aaeia- aaaaaaia statas (aall 4)9 aigaifieaatly aara af tka ratardad kaya vitk lav aaeiaaeaaaaia atataa (aall 1) raeairad ratiaga balov "5* far "8alf—eaafidaaaa" ("a" an Tabla 73) aad far "Bffart Displayed* ("a" aa Tabla 74). Saavrt far daaaral Hraatkaaia 1 daaaral Bypatkaaia I, tkat diffaraaeaa vara alaag liaaa af aaaiaaoaaaaie atataa, vaa aappartad by tka aigaifi— eaat diffaraaea katvaaa ealla 1 aad 3 ia tka ratiaga tkay raaaivad far "Iataraat ia Taaka" ("a* aa Tabla 74)• Tkia vaa diaeaaaad vadar tka kaadiag "Sappart far diraatiaaal kypatkaaia H43*” Tka aiga taat far aaeiaaaaaaaia atataa, vkiak failad ta aappart aitkar diraatiaaal kypatkaaia 143 ar daaaral Kypatkaaia I, vaa alaa diaeaaaad aadar tkia kaadiag* Tka aigaifiaaat F ratiaa faaad far aaaiaaaaaaaia' atataa (by aaalyaia af variaaaa taekaigwaa) aappartad daaaral Kypatkaaia I* Tka a a vara far tka ratiaga aa "Self— eeafideaee" (Tabla S2), "Caaparatiaa divaa ta Kaaaiaer” (Tabla 84), "Iataraat ia Taaka" (Tabla 89), aad "Viaaiag- aaaa af Faraaaality" (Tabla 84)* ~aaaral daaaral Kypatkaaia II, tkat diff 225 fteeorlii| to ikt lmla of iit«llifn«cf vas supported bj ths sign tsst for intelligence (Tabls 79) aad hj ths sig— nifieaat diffsrsasss shsva as "a” on Tahls 71» "b" aad *o" sa Tabls 73y aad "b" oa Tabls 74* Ths siga tsst for intel- ligsaes aad thsso four sigaifieaat diffsrsasss, vhieh sup- portsd dirsetisaal hypothesis H44 ia addition to Osasral Hypothesis II, vers diseasssd uadsr ths hsadiag "Support for dirsetisaal hypothesis H44." Ths sigaifisaat I ratios feuad for iatolligsaes (by analysis of variance techniques) sappsrtsd Osasral Hypothesis II. These vers for ths ratiags on "Self-confi- dsnes" (Tabls 82), "Sffort Displayed" (Tabls 83), and "Vinningness of Personality" (Tabls 86). Snsnort fsr General Hvpotkssss I anil/or II Ths significant diffsrsness shovn as "a" on Tabls 73 aad "a" oa Tabls 74 could support cither General Hypoth esis I or General Hypothesis II, or both, since ths cells vhieh differed frea each other ia thsir ratiags (cells 1 and 4) differed also in both thsir sosiosconsaie status and thsir intelligence. These tvo significant differences vere discussed under the heading "Support for directional hy potheses H43 and/or H44." Health ef the Subjects The tvo directional hypotheses for data on the htalth of tho subjoeto vere us followss H45* Tho houlth rutiugs (iron tho subjoets by tho touehors on tho "Teacher Obsorrutios sad hating Sheet," tho sohool records of houlth diffieultios other thua aoatul roturdution vhieh night roturd sehool looming, uad tho school records of ploeenent ia uduptiTo physical odueutioa, shov thut tho boys vith lov soeiooeoaonie status hare poorer houlth thua do tho boys vith high sooiooeononie status* H46* Tho houlth ratiags siren tho subjects by tho touehors on tho "Toucher Observation uad Butins Shoot,* tho sehool roeords of houlth diffieultios other thua aoatul roturdution vhieh night roturd sohool learning, and tho school records of plueoaont in adaptive physical odueutioa, shov thut tho oduoublo non tally retarded boys have poorer houlth than do tho bovs of uvoruso iatollisoneo. Tables 88 and 89 suanuriso tho data on tho houlth of tho subjeots* 8uuuort for directional hvnothosia H45 Tho directional hypothesis H45 vas not supported by tho data* Suuuort for directional guoikosis ror — The part of tho directional hypothesis H46 on dif ferences shovn by touchers* ratings vas supported by tho 227 TABLS 88 HEALTH RATINGS FROM THE "TEACHER OBSERVATION AND RATING SHEET Subjects Rated "Poor" or "Pair" Subjects Rated "Good" or "Excellent” Cells 1 • EMR-lov ses (17 fubjects) 8 9* 2* AI—lov ses (15 subjects) 1 14* 3. EMR-bigb ses (15 subjects) 4 11 4* Al-bigb ses (14 subjects) 3 11 (1+2) EMR-lov ses + AI-lov ses (32 subjects) 9 23 (3+4) EMR-bigb ses + Al-bigb ses (29 subjects) 7 22 (1+3) EMR-lov ses + EMR-bigb ses (32 subjects) 12 20 (2+4) AI-lov ses + Al-bigb ses (29 subjects) 4 25 Notes Each s u b j e c t v m considered to bare the beelth rating given bin by belt or nere tben balf of tbe teaobers vbo rated bis bealtb en tbis sbeet* Ratings vere unavailable for tbree of tbe subjects* Significance s - 4.58, 1 df, P < *05 228 TABLE 89 NUMBER OF SUBJECTS IN ADAPTIVE PHYSICAL EDUCATION OR HAYING- A SCHOOL RECORD OF HEALTH DIFFICULTIES OTHER THAN MENTAL RETARDATION Y1ICH MIGHT RETARD SCHOOL LEARNING Snbjeets vith Sueh Health Difficulties Snbjeets vithout Snoh Health Diffieultios Cells 1. EMR-lov ses (17 snbjeets) 1 16 2. AI-lov ses (17 snbjeets) 0 17 3. BfR-high ses (13 snbjeets) 4 11 4. Al-high ses (15 snbjeets) 0 15 (1+2) EMR-lov ses + AI—lov ses (34 snbjeets) 1 33 (3+4) EMR-high ses + AI—high ses (30 snbjeets) 4 26 (1+3) EMR-lov ses + EMR-high ses (32 snbjeets) 5 27 (2+4) AI—lov ses + Al-high ses (32 snbjeets) 0 32 Notes Differences auong eells or betveen eoabined groups were not signifieunt ot the *09 level. 229 significant diffsrsnes shovn as "a" sn Tabls 88. Ceapared vitk ths boys vith arsrags intslligsnes and lsv soeioeeo- nonio status (esll 2) significantly nsrs sf ths retarded bsys vith lov sscioseonoaic status (csll 1) vsrs given hsalth ratings of "poor" or "fair" rather than "good" or "excellent*t t Support fsr general Hypothesis I General Hypothesis I9 that differences vers along the lines of soeioeeenoaie statusv vas net supported by the data on the health of the subjects* Support for General Hypothesis II General Hypothesis II9 that differences vere according to the levels of intelligence9 vas supported by the significant difference shovn as "a” on Table 88* Coa- pared vith the beys vith average intelligence and lov socio- eeoneaic status9 signifieaatly aero of the retarded boys vith lov soeioeconoaie status vere given health ratings of "poor" or "fair." Course Heeeaaeadatiens The tvo directional hypotheses for the courses reeeaaended by the teachers for the subjects vere as follovst H47* The course reeoaaeadatiens aade on the 230 "Taaakar Obicmtira ud Bating Shaat” shov that tha taaah- ars roeoaaond eoarsas af a lass aeadaaie natara far tha hays vith lav saeiaaeaaaaie statas than far tha hays vith high saaioaaanaaia statas* H48. Tha aaarsa raeaasiamdatiaas aada aa tha "Taachar Observation Shoot* shav that tha taaahars reaeaaend eaarsas af a lass aaadaaia aatara far tha adaaahla aontallv ratardad bays thaa far tha bars af avarava intolliaonee. Tabla 90 shavs tha rasvlts af tha ehi sgaare aad Fisher exact probability analysis of tha aaarsa reeoaaenda- tiens froa tha "Teacher Ohsarratiaa aad Bating Sheet** Saaaart aad aaaadarafatatiaa for dirooiiomal hvaothosis M47 Of tha alavaa significant differences fanad ia tha aaarsa raaaaaiaadatiaas, aaaa sappartad diraatiaaal hypothe- sis H47 vithaat giving at tha saaa tiaa prababla sappart to diraetional hypathasis H4S* Tha sigaifieaat diffaranoa shava as "f * aa Tabla 90 saaaiagly rafatad diraatiaaal hypathasis H47* Caaparad vith tha bays vith avaraga intalliganea aad lav soaiaaaa- aaaie statas (aall 2), significantly aara af tha ratardad bays vith high saaioaaaaaaia statas (aall 3) vara aoasidarad by half ar aara thaa half af tha taaahars rating thaa to balaag ia tha "special adasatian" typo af aaarsa* Yhaa aaaparisaas ara aada batvaaa calls 2 aad 3, tha graap vith 231 TABLE 90 COURSE RECOMMENDATIONS FROM THE "TEACHER OBSERVATION AMD &ATIMO SHEET" College Prop. Industrial Arts Special Education Uncer tain Cells 1. EMR-lov sos (17 subjects) 0(17)* 3 13(4)d® 106)1 2. AI-lov sos (15 subjects) 3 5 0(l5)df 7(8)ij 3. EMR-high sos (15 subjocts) 0(l5)b 3 1l(4)f* Kl4)j 4. AI—high sos (14 subjocts) 6(8)*b 3 0(14)®* 5 (1+2) EMR-lov sos + AI-lov sos (32 subjocts) 3 8 13 8 (3+4) EMR-high sos + Al-high sos (29 subjocts) 6 6 11 6 (1+3) EMR-lov sos + EMR-high sos (32 subjocts) 0(32)C 6 24(8)b 2(30)k (2+4) AI-lov sos + Al-high sos (29 subjocts) 9(20)® 8 0(29)k 12(!7)k Mot*i Eaoh nbj«et vas considered to hart tk« recoaaendation f i m hia by half or aoro of tho tcaehtn rating hia. Hnabors in parentheses represent subjects not given tho particular roooaaondation. Ratings vtro uaavail- ablo for three of tho subjects. Significances Fiohor oxaet significances a, P « .03 b through h, significant beyond ths *01 lord Chi square significances ix? ■ 5.06, 1 df, P < .05 IJ* m 4.26, 1 df, P < .05 “X* . 8.75, 1 df, P < .01 232 the hithtr secioeeononie status is also the group vitk tko lovor intelligence, aad tko group vitk tko lovor seeieeeo- aoaie status is also tko group vitk tko kiskor intelligence. Judgiag from tko otkor sigaifioaat difforoaoos ia eourso roeoaaendations, tko sigaifioaat difforoaeo botvooa eolls 2 and 3 ia tko category "Special Education" is actually giving definite support to directional kypotkesis H4S, on intelligence9 rather than refuting directional hypothesis H47y on soeioeconoaie status. Suvoort for directional kvKihosls 84*-------- Tko diroetional hypothesis H48 vas supported by tko sigaifioaat differences shovn as "by" ”09" "d," "f," "g9" and "k" on Tablo 90. Except for "f" on Tablo 909 vkick vas discussed under tho heading "Support and pseudorefutation for directional hypothesis H479" these significant differ ences vere botvoon eolls or eoabined groups vhieh differed in intelligence but not in soeioeconoaie status. Coaparod vitk boys of average intelligencey signif icantly fever retarded boys vere given eourso reeeaneada- tions of "College Preparatory" ("b" and "e” on Tablo 90)9 vhilo significantly aoro retarded boys vere given course reeoaaendations of "Spoeial Education" ("df" "f," "gy" and "k" on Tablo 90). 233 SMB«rt for dirtoiitaftl kri>;ik..«i Wll mml/lr 148 The significant differences sboun at. "a" aad on Table 90 eould support either directional hypothesis H47 or direotional hypothesis H48, or both. These tvo sig nificant differences vere betveen cells 1 and 4, vhich dif fered in both their soeioecononie status and their intelli gence* Significantly fever of the boys of cell 1 vere given coarse reeonnendations of "College preparatory" and signif icantly nore of the boys of cell 1 vere given course reeonnendations of "Special Education*" Sunuert for General Hypothesis 1 General Hypothesis I, that differences vere along lines of soeioecononie status, received no support except that fron significant differences vhich supported General Hypothesis 11 at the sane tine* Support for General Hypothesis 11 General Hypothesis II, that differences vere according to the levels of intelligence, vas supported by the significant differences shevn as "b9" "e9" "d9" "g9" "h9" "i9" aad "k" on Table 90* All of these significant differences vere betveeh cells or eonbined groups vhich differed in intelligence but net in soeioecononie status* The differenees "i" and "k" vere found by ehi square 234 analysis* Bash of the otksrs vas found by Fisher exact probability analysis9 vkiek aoans that in oaek oaso ono of tko frequencies vas soro and tho ono vitk vkiek it vas com— pared vas significantly higkor* Compared vitk boys of average intelligence, signif icantly fever retarded boys vere given eourse recommenda tions of "College Preparatory" ("b" and "e" on Table 90), vhile significantly more retarded boys vere given coarse recommendations of "Special Education" ("d," "g," and "k" on Table 90)* Compared vitk the boys of average intelli gence and lev seeieeeonemie status (cell 2), significantly fever of the retarded boys vitk lov soeioecononie status (cell 1) vere given "Uncertain" ratings ("i" on Table 90)* Compared vitk tko eembimed group vitk average intelligence, significantly fever of tko boys of tke combined retarded group vere given "Uncertain" ratings ("k" on Table 90)* Support for General Hypotheses I and/or II The signifleant differenees shovn as "a," "e," "f," aad "j" on Table 90 could support either General Hypothesis I or General Hypothesis II, or both, since tke cells vkiek differed in the ratings they received differed also in both their socioeconomic status and their intelligence* Tke significant differenees shovn as "a" and "e" vere betveen cells 1 and 4* Significantly fever of tke beys of eell 1 vere given course reeonnendations of "College 235 Preparatory” aad oignificaatly nore of tho boys of eoll 1 vere given course roeomendations of "Special Education*" Those tvo differences supported directional hypotheses 147 and/or H48 in addition to General Hypotheses I and/or II* The significant differenees shovn as ”f” and "j* vere be— tveen cells 2 and 3* Significantly nore of the retarded beys vith high soeioecononie status (cell 3) vere given eourse reeonnendations of "Special Education” ("f" on Table 90)* This significant difference seeningly refuted direc tional hypothesis H47 vhile supporting directional hypoth esis H48 (in addition to supporting General Hypotheses I and/or II). Cells 2 and 3 differed in their "Uncertain" reeonnendations ("j" on Table 90), vith significantly nore of the boys of cell 2 receiving this rating* Sensster Grade Averages The tvo directional hypotheses for the grades, other than eitisenship grades, received by the subjects for the fall senester of 1963-64 vere as follovss H49* The fall senester grades, other than eitisen ship grades, shov that, conpared vith the boys vith high soeioecononie status, nore of the boys vith lev soeieeeo— nenie status had grade averages belov "C" and received grades belov "C" for physical education* H30* The fall senester grades. ether than eitisen ship grades* shev that* oensured vith the bevs of average 23* intollisonoo. m u of the oduoablo nontally retarded boy had grad* ar*rag*s below "C" and received iradti below *0" for physical education* Tables 91 through 96 >hov tho rtaulti of statistical analysis of the data on grades and grade averages* Snnnort for directional kvnoikosls 1TO Of the significant differenees found for grades by chi square analysis, none supported directional hypothesis H49 without giving at the sane tine support to directional hypothesis H50* Snnnort for directienal hypothesis k50 Directional hypothesis H50 vas supported for physi cal education grades by the significant differences shewn as "a" and "c" on Table 91* Conpared vith the boys vith average intelligence and lov soeioecononie status, signif icantly nore of the retarded boys vith lov soeioecononie status received grades belov "C" for physical education ("a" on Table 91)* Conpared vith the cenbined group vith average intelligence, significantly nere of the boys of the oonbined retarded group received grades belov "C” for physical education ("e" on Table 91)* The significant difference shovn as Nb" on Table 91 237 TABLE 91 HUMBER OF SUBJECTS VHO RECEIVED PHT8ICAL EDUCATIOH GRADES OF "C” OR HIGHER Naabor of Haabor of Sabjoets vith Svbjoets vith Grados of Grsdos of "A," "B,* or "C" *D- or *F" Coll* 1. EMR-lov sos (17 a«bj«et«) 2. AI-lov oos (17 subjoets) 3. EMR-high ••• (19 sabjoots) 4. Al-high sos (15 sabjoets) 8 9ab 15 2a 11 4 14 1b (1+2) EMR-lov sos + AI-lov sos (34 sabjoets) (3+4) EMR-high sos + Al-high sos (30 sabjocts) 23 11 25 5 (1+3) EMR-lov sos + BCR-high sos (32 sabjoets) (2+4) Al—lov sos + Al-high sos (32 sabjoets) 19 13° 29 3C Signifiesaeos •x2 . 5.81, 1 df, P < •02 V - 5.93, 1 df, P < •05 «x2 - 6.75, 1 4f, P < •01 238 TABLE 92 NUMBER OF SUBJECTS VITH SEMESTER GRADE AVERAGES AT OR ABOVE 3.0 FOR SPECIAL (AMR) CLASSES OR COMPARABLE REGULAR CLASSES (ENGLISH, SOCIAL STUDIES, MATHB1ATICS) Hnabor of Subjoets vith Grade Averages at or above 3.0 Nunbor of Subjoets vith Grade Averages belov 3*0 Colls 1. EMR-lov sos (17 subjoets) 12 3 2« AI-lov sos (17 subjects) 7 10 3. EMR-high sos (19 subjoets) 10 5 4* Al-high sos (19 shbjoets) 8 7 (1+2) EMR-lov sos + AI—lov sos (34 subjects) 19 15 (3+4) MUhigh sos + AI—high sos (30 shbjoets) 18 12 (1+3) B(R-lov sos + BiR-high sos (32 shbjoets) 22 10 (2+4) AI-lov sos + Al-high sos (32 shbjoets) 13 17 Notti Grad* averages vere eonputed on tho basis of tho folloving equivalents* A ■ 5, B ■ 4, C ■ 3, D b 2, F - 1. Differenees uoag soils or bttviaa coabinod groups vere not signifleant at tho .03 lovol* TABLE 93 VUMBSB OP SUBJECTS VITH SBIB8TEB GRADE ATERAGBS AT OB ABOVE 3*0 POE ALL CLASSES TAKES Vunbor of Subjoets vith Grade Averages at or above 3*0 Vunbor of 8ubjests vith Grade Averages belov 3.0 Cells 1. EMB-lov sos (17 subjects) 3 12 2* AI—lov sos (17 subjoets) 8 9 3, SNR-high sos (13 subjoets) 8 7 4. AI—high sos (13 subjoets) 8 7 (1+2) EMR-lov sos + AI-lov sos (34 subjoets) 13 21 (3+4) BOUhigh sos + Al-high ses (30 subjoets) 16 14 (1+3) MUlev ses + EMR-high sos (32 subjoets) 13 19 (2+4) AI-lov sos + Al-high ses (32 subjoets) 16 16 Voter Grade areragee vere coaputed on tke baeis of tho folloving equivalents* A m 3* B m 4, C ■ 3t 9 ■ 2f W m 1 g Differences aaong eolls or betveen eoabined groups vere not significant at the *05 lord. 240 TABLE 94 ANALYSIS OF VARIANCE SUMMABT FOR PHYSICAL EDUCATION GRADES Source St u b of Squares Dogroes of Freedoa Estiaato o f Variance F Ratio Signifi cance Intelligence 20.30 1 20.30 26.71 .01 Soeioeeonoaie status .50 1 .50 .65 Hot sig. Interaction 6.40 1 6.40 6.80 .05 Error 45.80 60 .76 Totals 73.00 63 TABLE 95 AKALTSIS OF VARIANCE SOMMABT FOR GRADE AVERAGES FOR SPECIAL EDUCATION (EMR) CLASSES OR COMPARABLE REGULAR CLASSES (ENGLISH, SOCIAL STUDIES, MATHEMATICS) Sua of Squares Degrees of Freedoa Estiaato of Variant* F Ratio Signifi- eaneo Intelligence • 26 1 • 26 •6 Hot sig. Soeioeeonoaie status • 88 1 .88 2.3 Hot sig. Intsraetion . o vs 1 .05 • 1 Not sig. Error 23.33 60 00 . Totals 24.52 63 TABLE 96 ANALISIS OF VARIANCE SUMMARY FOR GRADE AVERAGES FOR SEMESTER GRADES FROM ALL CLA88E8 TAKEN THE FALL SEMESTER OF 1963-64 Sourcs Sua of S^uaros Dogroos of Froodoa Estiaato of Varianeo F Ratio Sigaifi- eaaes Intolligoneo Soeiooconoaic status Intoraction Error 4.41 .14 2.25 50.36 1 1 1 60 4.41 .14 2.25 • 83 5.24 .16 2.68 •05 Not sig. Not sig. Totals 57.16 63 24S ceuld s«pf»ri either iirteiiml kj|* tinal kjy«iktiii 190, er bath* C««ytr«l vitk the beys vitk »?•»!• iit«lli|t»e« ami. kigk seeieeeemeuie itotu (sell 4), sigmifieamtly tf the retarded beys vitk lav seeieeeemeaia itatu (cell 1) received grades kalav "C" far physical edueatiem* Of tka sigmifieamt diffaramoaa fammi far gradas by aki square amalysis, mama supperted Oemeral Hypatkasis I vitkamt givimg at tka same time sappart ta Oamaral Hypeth- aais II* aceardimg ta tka lavals af imtelligenee, vas smppartad by tka rasmlts af bath aki square amalysis amd amalysis af ▼ariauee praaaduras applied ta tka physical edueatiem grades, amd by amalysis af rariamaa praaaduras applied ta tka grade averages far all classes takem im tka fall semes ter. (flea "a*1 amd "a* am Table 91, amd Tables 94 amd 90*) Tka sigmifieamt differamass *a" amd "e" am Tkble 91, vhich vara feumd by aki square amalysis af tka data am physical aduaatiam gradas, vara discussed umder tka headimg "Suppert far direetiemal hypatkasis ISO*" Oemeral Hypatkasis II, that diffaramaas vara Tka sigmifieamt P ratias feumd far imtelligemee 249 npftriti Oturtl Hypothesis II* Tktst wr* fer jhjaiotl •iiofttisi grades (Table 94) aad fer grade arerages fer all classes (Table 96)• Smeeert fer Ooaoral II The aigaifieaat differeaee sheirm as "b" ea Table 91 eeald sapport either Oeaeral Hypothesis I aad/er Oeaeral Hypethesis II, or both, siaee the cells vhieh vere feaad te differ sigaifioaatly ia their grades differed also ia both their seeieeeeaeaie states aad their iatelligeaee. Ceapared vith the beys vith average iatelligeaee aad high seeieeeeaeaie states (sell 4), sigaifioaatly acre ef the retarded beys vith lev seeieeeeaeaie states (sell 1) received grades ef "P" or "I" fer physical edaeatiea* The sigaifieaat I ratio fer iateraetiea (Table 94) iadieates that it vas the partieelar eeabiaatiea ef iatel ligeaee vith seeieeeeaeaie states vhioh deteraiaed the physical edaeatiea grades* Streagths Observed by Teachers The tve direetieaal hypotheses fer the streagths eheeked ea the "Teacher Observatiea aad Hatiag Sheet" vere as fellevss PV9.ra.tati Jfrtaii., ItoV" p*. W g stadeats shov that, eeaaared vith the bevs vith hiah arm mm* mm. 244 " f t i f f f f n i f f f t f rm rm f r t i r f f ?i* T t f f t r - eeeaeaie lUiti wto w w MMiitrti t a r th>ir i» key ik«»t itrtirtka. *»• i f c t trtti rtttfcti tr Uitltn ii tin "Itorttr flHtmteta 4i4 * f c t tMhtlr etadeate »ltw ttol» eeaaared with tke b m >f *t w >m i»tinii>Mt. tttM wrt aeatallar rtUrftl b»y» wke t»w itiiUwti t e r tkeir teaekera ia tort ik>«« «ir«yiki. Tke rtatlia af ahi ifurt , Fiaker auot frakaliilitj, tai aiga iast ualyais af tha data la tka saatiaa "Streagtka Obaerred ky Teaekera" ara akeva aa Taklaa 97 tkraagk 100* Tka diraatiaaal kypetkaaia 151 vaa raffartad ky tka aigaifieaat diffaraaaa akava aa "a" aa Takla 98* Ceapared 3)t aigaifioaatly fewer af tka retarded kaya vitk lav aeeieeeeaeaie atataa (aall 1) ware eaaaidarad ky tkair teaekera ta kara tka atraagtk "Deea aaaigaad verk aaatly aad aeearately*" Tka aiga teat (Takla 100) vaa aat aigaifieaat far aaeiaaeaaaaie atataa aad tkaa did aat aappart diraatiaaal kypatkaaia 151* Tka eaakiaad grawp af aakjaata vitk lav aeeieeeeaeaie atataa (aaataiaiag aalla 1 aad 2) vaa eea- pared vitk tka eaakiaad greap af aakjaata vitk kigk 245 TABLE 97 RATINGS FOR STRENGTHS FROM THE "TEACHER OBSERVATION AND RATING SHEET" Keyt 1 = Gets along mil vith people 2 s Usually considerate of othors 3 ■ Alvays oonsidorato aad eooporatiro A s Nunbor of subjoets rated by one or nore teaehers as haring the particular strength B a t Nunber of subjects not rated as haring the particular strength 1 2 3 A B A B A B Cells 1. EMR-lov ses (17 subjects) 16 1 14 3 9 8a 2. AI-lov ses (15 subjects) 14 1 14 1 10 5 3. EMR-high ses (15 subjects) 13 2 12 3 10 5 4. Al-high ses (14 subjects) 14 0 11 3 13 1a (1+2) BfR-lov ses + AI-lov ses (32 subjects) 30 2 28 4 19 13 (3+4) EMR-high ses + Al-high ses (29 subjects) 27 2 23 6 23 6 (1+3) EMR-lov ses + EMR-high ses (32 subjects) 29 3 26 6 19 13 (2+4) AI-lov ses + Al-high ses (29 subjoets) 28 1 25 4 23 6 Significances *X2 m 4.21, 1 df, P < .05 246 TABLB 98 RATIMGS 90S STRBNOTHS FROM THX "TBACHIB 0B8XE7ATI0M AMD RATI MO SHUT* Keys 1 ■ Dots Mfifntd vork atailj aad aeoarataly 2 ■ Saaka additioaal vork ia da 3 « Aeeapia raapaaaibiliiy 4 m Aaaoaaa addiiiaaal raapaaaibiliiy A ■ Nuabar of aabjaaia raiad by oaa or aora iaaokars aa baring tka pariiealar airangik B ■ Maabar of aabjaaia aoi raiad aa baring ika pariiealar airangik 1 2 3 4 A B ■ A B A B A B Calls 1« BMR-lav aaa (17 aabjaaia) 4 13* 1 16 10 7 1 16 2* Al-lav aaa (19 aabjaaia) 8 7 4 11 10 9 9 10 3. BMR-kigk aaa (19 aabjaaia) 10 9* 3 12 10 9 3 12 4. Al-kigk aaa (14 aabjaaia) 8 6 1 13 9 9 4 10 (1+2) EMR-lav aaa + AI-lov aaa (32 aabjaaia) 12 20 9 27 20 22 18 26 (3+4) BOUhigk aaa + Al-kigk aaa (29 aabjaaia) 18 11 4 29 19 10 7 22 (1+3) Bift-lar aaa + BflUkigk aaa (32 aabjaaia) 14 18 4 28 20 12 4 28 (2+4) AI-lov aaa + Al-kigk aaa (29 aabjaaia) 16 13 9 24 19 10 9 20 Sigaifieaneet ■ 4*30, 1 P < , ,09 247 TABLE 99 RATINGS BOR STRENGTHS PROM THE "TEACHER OBSERVATION AND RATING SHEET" Kiyi 1 ■ SkovB AT«r»|« or nore than average maturity 2 s Noatnoas in dotail -work. 3 s Ability in nuaio or art 4 s i Coordination and physical strength A a Number of subjects rated by one or more teachers as haring the particular strength B s Number of subjects not rated as haring the particular strength 1 I 3 4 A B A B A B A B Cells 1 • EMR-lov ses (17 subjects) 11 6a 2 15 5 12 • 9 8 2* AI—lov ses (13 subjects) 14 1 3 12 1 14 9 6 3. EMR-high ses (15 subjects) 13 2 . 1 14 4 11 6 9 4, Al-high ses (14 subjects) 14 -Oa 3 11 2 12 5 9 (1+2) EMR-lov ses + AI-lov ses (32 subjects) 23 7 5 27 6 26 18 14 (3+4) BA-high ses + Al-high ses (29 subjoets) 27 2 4 25 6 23 11 18 (1+3) EMR-lov ses + EMR-high ses (32 subjects) 24 8b 3 29 9 23 15 17 (2+4) AI-lov ses + Al-high sos (29 subjoets) 28 1b 6 23 3 26 14 15 Significances *Pisher exact I m *04 V - 4 •05, 1 df, P =< .05 248 TABLE 100 SION TESTS ON EATINGS NOE STBENGTHS FROM THE "TEACHES OBSERVATION AND EATING SHEET" Strength Bated Sooioeeenomic Status Intelligence** Gets along veil vith people - + Usually considerate of others - + Alvays considerate and cooperative + + Dees assigned vork neatly and accurately + + Seeks additional vork to do - + Accepts responsibility + + Assumes additional responsibility + + Shovs average or nore than average maturity + + Neatness in detail vork - + Ability in music or art + mm Coordination and . physical strength - + Total 6+, 5-° 10+, 1-d Nhen tht *+* sign is in thi fizii eolnnn it ligni** fies that, oonparsd vith ths subjsets frosi ths high socio- •oononie status combined group, a lovor poroontago of tho subjoets frou tho lov socioseononie status ooabinod group voro ratod as having tho givon strength. Nhon tho "+" sign is in tho second eolunn it signi fies that, compared vith the subjoets fron tho eonbinod group vith average intelligence, a lever pereentage of the subjects fron the eduoable ■ontally retarded conbined group vere rated as having the given strength. eSign test vas not significant at the .05 level. dSign test F ■ .006. 249 itoiotcMMis liaiu (entaiaii| oells 3 and 4) far eaeh of tho sieves streagths rotod •» tko "Teacher Okaorratlorn aad Batiag Sheet*" Batiags for oix oat of tko sieves streagths ohevod tko expected lever properties of hoy a vitk lov seeie- oooaoaio atataa rocoiviag tko favoraklo rating. Thia vaa aot aigaifieaat at tko *09 level* Smart for diroetioaal Diroetioaal hypothesis H52 vas supported by tko siga test (Table 100) aad by tko aigaifieaat difforoaeo shevm as "b" oa Table 99* Compared vitk tko eoabiaod grovp vitk average iatelligeaee, sigaifioaatly favor of tko boya of tko eoabiaod retarded group voro eoasidorod by tkoir teaekera to shev average or above average aaturity. Tko sign tost vas sigaifieaat for iatelligeaee aad thus supported diroetioaal hypothesis H52* Ike eoabiaod group of retarded subjoets (eeataiaiag eolls 1 aad 3) vas eoaparod vitk tko eoabiaod group of subjoets of average iatelligeaee (eeataiaiag eolls 2 aad 4) for oaek of tko olovea streagths rated oa tko "Toaekor Observatiea aad Batiag Sheet*" Batiags for tea out of tko olovea streagths shoved tko expeeted lovor properties of retarded boys reeeiviag tko favorable ratiag* This vas sigaifieaat at tko *004 level* 290 S i m r i far liraatiaul *rm: a i Tka ilfiifiauit iiffarauas akevm ai "a" w Takla 97 aad "a* am Takla 99 eamld nypart aiikar diraatiaaal hypatkasis H51 ar diraatiaaal hypatkesia H92, ar hath* Batk af tkasa sifaifiaaat diffaraaaaa vara katvaaa tka kays vitk average imteiligemee aad kigk saaiaaoaaaaia atataa (aall 4) aad tka ratardad keys vitk lav aaeiaaaaaaaia atataa (aall 1)* Sigaifioaatly favar af tka kaya af aall 1 vara aaaaidarad ky tkair taaakara ta kara tka atrangtk "Usmally aaaaidarata aad cooperative" ("a" aa Takla 97)» aad aigaifiaaatly favar af tka kaya af aall 1 vara aaaaid arad ky tkair taaakara ta akav avaraga ar aora tkaa average aatmrity ("a" aa Takla 99)* ms] Oemeral Hypothesis I, tkat diffaraaaaa vara alaag liaaa af aaeiaaaaaaaia atataa, vas sapperted ky tka sigmif— ioaat diffaraaaa akavm aa "a* am Takla 98* Oaayarad vitk tka ratardad kaya vitk kigk aaeiaaaamamie statma» sigmif— iaamtly favar af tka ratardad kaya vitk lav aaeiaaaamamie atatma vara aamaidarad ky tkair taaakara ta kave tka atramgtk "Does asaigmad vark maatly aad aeemrately*" Tkia sigmifieamt diffaraaaa supported diraatiaaal kypatkaaia 191 im additiam ta Oamaral Bypatkeaia I. Tka sigm tast (Takla 100)t itiek failad ta amppart aitkar diraatiaaal 251 kypotkesis H51 er Seaerol l7f«ik «aia I, w a diseassed u l a r tka ktaiiftg "Stffart fe r i i r a a t la u l kjyatkaiia H51 •" O a ia n l B^patkaaia II, tkat diffaraaoaa ta r t aeeardiai to tko lorola of in to llig o o o o , vas aupportad k j tko a i|a to o t (Toklo 100) and ky tko a i|s if ia a a t d iffo resee skova os "k" on Toklo 99* Tkoso vere diseassed modor tko keodiag "Sappart for dliroetioBol kypotkesis H52*" Tko sig a ifie a a t difforoBcoo skova os "o" ob Toklo 97 oad "a* ob Toklo 99 oomld sappert oitkor Seaerol Hypotk- o s is I or Oooorol kypotkesis II, or kotk, sIboo tko e o lls fomod to d iffe r s ig a ifio a a tly 1b tko rotiB gs tkey resolved d iffered o lso 1b kotk tk o ir soeiooeoooaiio stotms oad tk oir ia te llig e a e e * Tkoso tvo sig B ifio o o t difforoBoos voro d is— oassod oador tko koatdiog "tapport for d irootioaol kypotkesis H51 OBd/or H52*" Tko tvo diroetioaal kypetkeses for tko sootioa "Areas ia Vkiek Toookoro Volt tko Sakjests Voodod Iapreve- aMBt" voro os follovss ES3. Hu h i m «k»«k«* to »m tt» "T«a«h.r 9fc»«rr»*l.n »,fl mUll? ***»*' »* tr,»» 3k«ir Areas ia Vkiek Tooekers Veit tke Sakjsets Seeded IaproTeaeat 232 atadoata ih w l* try i t iavroTO akov o w w rt* v itk tka kora v itk ki«k » » » l i w i f i i l U i u . ik tr t f t r t »>rt kora vitk lov aoffftTTlWftT T ^ T " MgT TMTf*!*** W tkatr *f Jtf!* ilKLf^tllfllt 1 f t , .ttUlf ..ttttf* *34. Tk» tr>ii ek><kt* to trtdtori « ttt "Toaoker atadoata ih w l* try i t l i w m A w th at. f w * r t i v itk ih t •* mrmmm i i t t l l l n w . t t t w w r» i w t **m M > ■ t t o l l y r t U r it i b m rt« t t r t M M idw td by ih>ir t m l w i *f 1 f t ^t.!l Ml« s 101 ikrtttfk 108 aiwv ike raiilti ef ataiii- tiaal mljaia of tko ratiiga for areaa aeediag iaproreaemt. Diroetioaal kypetkeaia H53 vaa aapperted ky tko aiga toat (faklo 108)* Of tko aigaifieaat difforoaeoa foaad ky aki agaare aaalyaia of tko ratiaga for aroaa aeed- iag iaproTeaeat, aoao (oaoopt poaaikly "a* oa Takle 104) aapperted diroetioaal kypetkeaia 153* Tko aigaifieaat difforoaoo akova aa *c* oa faklo 104 vill ko diaaaaaod aador tko koadiag "Sappert aad rofatatioa for diroetioaal kypetkeaia H54«" Tko aiga toat (Tfckle 108) vaa aigaifieaat for aeeieeeeaeaie atataa aad tkaa aapportod diroetioaal kypetk- oaia 133* Tko ooakiaod greap of aakjoata vitk lov aoeio— oooaoaia atataa (eeataiaiag eolla 1 aad 2) vaa eoaparod 253 TABLE 101 RATINGS BOR ARIAS NEEDING IMPROVEMENT FROM THS "TEACHER OBSERVATION AND RATING SHEET" Keys 1 a Interest 3 m Attendance 2 m Effort 4 m Punctuality A m Number of subjects rated by one or more teachers as needing improrenent in the particular area B s Number of subjects not rated as needed improve ment in the particular area 1 2 3 4 A B A B A B A B Cells 1 • EMR-lov ses (17 subjects) 9 8 12 5 7 10 6 11 2. AI-lov ises (15 subjects) 10 5 13 2 3 12 3 12 3. EMR-high ses (15 subjects) 8 7 9 6 5 10 3 12 4. Al-high ses (14 subjects) 12 2 12 2 4 10 2 12 (1+2) EMR-lov ses + AI-lov ses (32 subjects) 19 13 25 7 10 22 9 23 (3+4) EMR-high ses + Al-high ses (29 subjects) 20 9 21 8 9 20 5 24 (1+3) EMR-lov ses + EMR-high ses (32 subjects) 17 15 21 11 12 20 9 23 (2+4) AI-lov ses + Al-high ses (29 subjects) 22 7 25 4 7 22 5 24 Notes Differences among cells or betveen combined groups vere not significant at the #05 level. 254 TABLE 102 RATINGS BOR AREAS HEEDING IMPROVEMENT PROM THE N TEACHER OBSERVATION AND RATING SHEET" K«yt 1 ■ Attention in class 2 m Concentration 3 ■ Use of elus tin# A ■ Nnnbor of subjects rated by ono or nore teachers aa needing inprovenent in the particular area B a Nunber of subjects not rated aa needing inprove- ■ent in the particular area 1 2 3 A B A B A B Cells 1 * EMR-lov aea (17 subjects) 8 9 12 5 11 6 2* AI-lov aea (15 subjects) 12 3 10 5 9 6 3. EMR-high aea (15 subjects) 7 8 8 7 5 10 4* Al-high aea (14 subjects) 9 5 9 5 10 44 (14-2) EMR-lov sea + AI-lov aea (32 subjects) 20 12 22 10 20 12 (3+4) EMR-high sea + Al-high ses (29 subjects) 16 13 17 12 15 14 (1+3) EMR-lov aea + EMR-high ses (32 subjects) 15 17 20 12 16 16 (2+4) AI-lov aea + Al-high sea (29 subjects) 21 8 19 10 19 10 Notes Differencea aaong cella or betveen conbined groupa vere not aignificant at the *05 level* 255 TABLE 103 RATINGS FOB AREAS NEEDING IMPROVEMENT FROM THE NTEACHER OBSERVATION AND RATING SHEET" Keys 1 m Conrfctsy to teachers and elassnatss 2 m Getting along vith othara A a Nunbar of subjects ratad by ona or nora taaehars aa needing iupro T e n a n t in tha particular araa B = Nunber of subjoets not ratad as naading improve— nant in tha 'parti eular araa 1 2 A B A B Calls 1 • BCR—lov sas (17 subjacts) 9 8 5 12 2. AI—lov sas (15 subjoets) 6 9 1 14 3. EMR-high sas (15 subjoets) 4 11 5 10 4. AI—high sas (14 subjoets) 4 10 2 12 (1+2) BMR-lov sas + AI-lov sas (32 subjoets) 15 17 6 26 (3+4) EMR-high sas + Al-high sas (29 subjoets) 8 21 7 22 (1+3) EMR-lov sas + EMR-high sas (32 subjoets) 13 19 10 22 (2+4) AI—lov sas + Al-high sas (29 subjoets) 10 19 3 26 Notes Differences anang calls or betveen eonbinad groups vara not sigaifieaat at tha *05 level. 256 TABLE 104 RATINGS FOB AREAS NEEDING IMPROVEMENT FROM THE "TEACHER OBSERVATION AND RATING SHEET" . Kcyj 1 ac Rttding 3 m Spelling 2 n Basie Math 4 m Compositions A s Nnnbsr of subjoets rated by one or nore teachers as needing improvement in the particular area B as Number of subjects not rated as needing iaprove- ment in the particular area 1 2 3 4 A B A B A B A B Cells 1 • EMR-lov ses (17 subjects) 13 4 7 10 7 10 4 13 2« AI-lov ses (15 subjects) 10 5 3 12 9 6 7 8 3, EMR-high ses (15 subjects) 12 3 7 8 10 5 .4 11 4* Al-high ses (14 subjects) 8 6 4 10 5 9 5 9 (142) EMR-lov ses 4 AI-lov ses (32 subjects) 23 9 10 22 16 16 11 21 (344) EMR-high ses 4 Al-high ses (29 subjects) 20 9 11 18 15 14 9 20 (143) EMR-lov ses 4 I E high ses (32 subjects) 25 7 14 18 17 15 8 24 (244) AI—lev ses 4 Al-high ses (29 shbjoets) 18 11 7 22 14 15 12 17 Motes Differences among cells or betveen combined groups vere not significant at the .05 level* 237 TABLE 103 RATINGS FOR ARRAS NEEDING INTROTBUNT FROM IBS "TRACKER 0B8RRTAXIQK AMD RATING 8HRRT" Key* 1 - Reteatiou 2 - I«si s e m i A m Muaber of iibjveii rated by on* or mo to teaehera om naading iBpraranant ia tha particular araa B * Nuaber of subjoets aot rated as aeediag iuprovo- aoat ia tho particular area 1 . 2 A B A B Colls 1 • EMR-lov sea (17 subjoets) 10 7 S 9 2* AI-lov sos (13 subjects) 11 4 11 4 3* EMR-high sos (13 subjects) 9 6 9 6 4* Al-high sos (14 subjoets) • 6 9 3 (1+2) BIR-lov sos + AI-lov sos (32 subjoets) 21 11 19 13 (3+4) RMR-high ses + AI—high ses (29 subjects) 17 12 12 11 (1+3) EMR-lov sos + BMB-high sos (32 subjects) Iff 13 17 15 (2+4) AI-lov mom + Al-high sos (29 sabjests) It 1« 20 9 Notes Diffcreases aaoag sells or botvooa eoabiaod groups wars aot sigaifieaat at the *03 level* 251 TABU IBS BATUMI fOB ABBAS HBBUM IMlBBtT IBM TU "TBAMBB OBSBSTATIOV ABD BATUM SBBBT” I 0 7 1 1 » 8i«Aj r a i i i i f af «Uaa 2 m lkkiai my vark ilaaai A m Stator af aikjaata ratal by aaa ar aara taaekars ai maalimg imfraTsmamt ia tka partiaalar araa B ■ Mubar af sab j a at a mat ratal as aaaliag iayrara- aamt in tka particular araa 1 2 A B A B Calls 1. BOUltv sas (IT ambjaats) 6 11* 7 10 2. Al-lav sas (15 ambjaats) 13 2m 10 5 3. SMB-kigk sas (15 ambjaats) 4 11* 3 10 4. Al-kigk sas (14 ambjaats) 13 1* 8 6 (142) MB-lam sas 4 AI-lsv sas (32 ambjaats) 10 13 17 15 (344) MB-kigk sas 4 Al-klgk saa (20 ambjaeta) 17 12 13 16 (143) BIB-lav aaa 4 MB-kigk saa (32 smbjssta) 10 22* 12 20 (244) Al-lav aaa 4 Al-kigk aaa (20 ambjaats) 28 3* 18 11 - 4.72, 1 If, I < .02 « 8.00, 1 If, P < .01 - 8.50, 1 If, F < .01 T T - 10.1, UiffSB < .881 - 8.88, 1 If, F < .81 299 TABLE 107 BATIV0S. FOB. ABBAS VXBDIVO IMmOTMVT FBOM 1HB "TBACUR OBSBSTATIOV AMD SATIVO. SHUT" leyj 1 - Briagiag atpfliM to elaia 2 ■ Saiiiag ap for gya A ■ Vwbtr of ubjaeia niti by o»« or aor« ieaehers ai aeeAiag iapreTeaeat ia iho pariiealar aroa B m Vaabor of sabjoeis aoi raieA as aooAiag iaprore- aoat ia iho pariiealar area 1 2 A B A B Colli 1. Bffi-lev sos (17 sabjoeis) 9 12 4 13 2. AI-lov sos (19 sabjoeis) 9 10 1 14 3. EMS-high sos (19 sabjoeis) 9 10 4 11 4. Al-high sos (14 sabjoeis) 2 12 0 14 (1+2) ENB-lev sos + AI-lov sos (32 sabjoeis) 10 22 9 27 (3+4) BMB^high sos + Al-high sos (29 sabjoeis) 7 22 4 29 (1+3) BIS-lov sos + ■IB-high sos (32 sabjoeis) 10 22 8 24* (2+4) AI-lov sos + (Al-high sos (29 sabjoeis) 7 22 1 28* Sifaifieaaees ‘x2 - 4.19, 1 Af, F < .09 260 TABLE 108 SIGH TESTS 01 BATIHGS FOB AREAS HSEDIHG IMPRQYEMEMT FROM THE "TEACHER OBSERTATIOH AMD RATIHG SHEET” 8soissesasaie Statu latslligaaes* Iatsrsst Effort + _ AttsaAaaos + + Paastaality + 4- Attsatisa ia elass + _ Csaesatratisa + _ Use sf elass tias Csartssy to tsaeksrs aaA olasssMtss + + + Gsttiag alsag vitk stksrs - + RsaAiag ♦ 4- Basis a&tk — + Spslliag - + Csapositisas + — Rstsatisa + — Tsst sssrss _ StaAy smtsiAs sf elass + — Mehlag ap vsrk aisssA + — Briagiag sapplies to elass + + Saitiag ap far Gja + Totals 144-, 3-° 9+t 1 0 - * N h n the "4*" sign ii ia tks first ••lmiii ii|ii- fiss tkat, vitk iht iibjiots frsa tks kigk soeit- •«»uie statu ssakiasA grasp, a kigker parcaitaf# sf tks sakjssts frasi tks lav sssissssasaie statu ssakiasA grsap vsrs ratsA as assAiag iaprsveasat la tks girsa araa* ^Vksa tks ”+" siga is ia tks ssssaA sslssa it sigai- fiss that, esaparsA vitk tks sakjssts fras tks ssakiasA grsap vitk arsrags iatslligeaos, a kigker psrssatags sf tks sakjssts frasi tks sAasakls asatallj rstarAsA ssakiasA grsap vsrs ratsA as assAiag iaprsrsuat ia tks girsa araa* •giga tsst P - *032 *Siga tsst vas ast sigaifisaat at tks *03 lsrsl* 261 vitk tha aaabiBai granp of avbjaeta vitk kigk aaaiaaaaiaaie a U t u (oaitoiaiBi aalli 3 and 4) far aaak af tka aiaataaB araaa ia vkiak tka aabjaata vara ratad aa aaadia| UfraTa- ■amt, Batia|a far faartaaa ant af tka aiiataaa araaa akavad tka azpaetad kighar prapartion af aukjaeti vitk lav aaeio- aeananie atatas raeairing tka nnfarorakla rating, Tkia vaa aignifioant at tka *032 laral* Snnnart m 4 rafnt^tianfay diraatianal kmatkaala Diraatianal kypatkaaia H34 vaa amppartad ky tka aignifiaaat diffaranaa akavn aa "a** aa Tabla 107* Conparad vitk tka aaakiaad gravp vitk araraga intalliganoa, aignif- ieantly aara af tka bays af tka aaakiaad ratardad granp vara aaaaidarad ky aaa ar aara af tka taaakara rating tkaa ta ka in aaad af iapraraaaat in tka araa "Saitiag ap far gyn." Tka fira aigaifieaat diffaraaaaa faaad ky aki agvara aaalysia af tka ratiaga aa "Stady datsida af alass" ("a" tkraagk "a" an Takla 106) rafatad diraatiaaal kypatk- aaia 134* It vaa tka kaya af araraga imtalliganaa, ratkar tkaa tka adaaakla aantally ratardad kaya, vka vara aaaaid arad ky tkair taaakara ta ka ia aaad af iapraraaaat ia tka araa af "Stady antaida af alaaa," Tkia any kara kaaa kaaaaaa tka ratardad baya did nat taka a a aaay alaaaaa rafairing kaaavark aa did tka kaya af araraga intalliganoa* Tka aigaifiaant diffaranaa batvaan aalla 2 and 3 ("o" an 262 Table 106) wight seta te iirteiiml hj|«ikt«ii H53, •a seeieeeeaeaie «i«tu, iia«« the Mill differed ia seeie- ••ranis litiu ia Uliiira is iatelligeaee, rad sia«« the o*ll vitk low irairaswnit aiataa kad sigaifieaatly mr« mkjcoii vkt Ttr# omidtvti bj tit ojt Mtrv of tktir ttMk^ ers to a««d iaprmani ia itidj raiaid* af elass* A elese leek at ike rest ef Table 106 skews, hevever, tkat tkia differeaee was dae te tke differeaee ia iatellifeaee ratker tkaa te tke differeaee ia seeieeeeaeaie status* Tke eta- parisea betweea cells 1 aad 4, wkiek also differed ia beth seeieeeeaeaie states and iatellifeaee, skews tkat tke eell witk kifk seeieeeeaeaie states kad sigaifieaatly were sub jects wke were eeasidered by eae er mere ef tkeir teaekers te aeed iapreveaeat ia stady eatside ef elass* It appears, tkea, tkat it was average iatelligeaee, ratker tkaa eitker kigk er lew seeieeeeaeaie states, wkiek was eeaeeaitaat witk tke aeed fer iapreveaeat ia tke area "Stady eatside ef elass*" Tke siga test (Table 10S) was aet sigaifieaat fer iatelligeaee aad tkes failed te sappert direetieaal hypoth esis 194* Tke eeabiaed greap ef retarded sabjeets (eeataia- iag sells 1 aad 3) was oeapared witk the eeabiaed greap ef sabjeets ef average iatelligeaee (eeataiaiag sells 2 aad.4) fer eaek ef tke aiaeteea areas ia wkiek tke sabjeets were rated ea aeediag iapreveaeat* Batiags fer aiae eat ef tke aiaeteea areas skewed tke expeeted kigker prepertiea ef ratardad nbjtoti raaairlag th# uftrankl* ntiai* lki« m lit «i|Bifimt at tka *05 laral* HIMI1I I Oaaaral Bypathaais I, tkat diffaraaaaa vara alamg liaas af saaiaaeaaaaie atataa, vaa aappartad by tka alga taat far aaaiaaaaaaaia atataa (Takla 108)* Batiaga far faartaaa af tka aiaataaa araaa ratad akavad tka axpaatad kigkar prapartiaa af aabjaeta vitk lav aaaiaaaaaaaia atataa raaairiag tka aafavarabla ratiag akaviag tkat iapraraaaat vaa aaadad* Tkia vaa aigaifiaaat at tka *032 laral* Oaaaral Iypathaais II, tkat diffaraaeaa vara aaeard- iag ta tka larala af iatalligaaaa, vaa aappartad by tka aigaifiaaat diffaraaaaa akava aa "a” tkraagk "a* aa Takla 106, aad "a" aa Takla 107* Tka fira aigaifiaaat diffar- i aaaaa aa Takla 106 vara far tka araa aaadiag iapraraaaat, "Stady aatalda af alaaa*" Altkaagk tka diraatiaa af tka diffaraaaaa vaa aaatrary ta tkat aapaatad ky tka diraatiaaal hypatkasia 194, tka diffaraaaaa vara aaaardiag ta tka larala af iatalligaaaa, Kara af tka kaya af araraga iatalligaaaa, ratkar tkaa tka ratardad kaya, vara aaaaidarad by tkair taaakara ta ka ia aaad af iapraraaaat ia tka araa "Stady aataida af alaaa*" Tka aigaifiaaat diffaraaaa akava aa "a" aa Takla 107 244 ivfftriti Gticnl |j|»tk«aia II ia aiiiiira ta iiraatiaaal hjpatkasia 194* C«B|trai vitk tka eaabiiai |ra«| vitk araraga iatalligaaaa, aigaifieaatly aara af tka kaya af tka aaakiaad ratardad graap vara aaaaidarad by aaa ar aara af tka taaakara ratiag tkaa ta ka ia aaad af iapraraaaat ia tka araa K8tvdy aataida af alaaa*" Sakaal Baaarda af Oaaatiafaatary Bakariar Tka tva diraatiaaal kypatkaaaa far tka data aktaiaad fraa aakaal raearda af waaatiafaatary kakariar vara aa fallavas “55* Tka aakaal raaarda akav tkat. aaaaarad vitk tka kara vitk kiak aaciaaaaaap** ? «**tia. aara af tka kara vitk lav aaaiaaaaaaaia atataa kad maaatiafaatarr aakaal kakariar- h*6. Tka aakaal raaarda akav tkat* aaaaarad vitk tka kara af araraaa iatalliaaaaa. aara af tka admaakla aaa- tallr ratardad kara kad aaaatiafaatarr aakaal kakariar* Taklaa 109 tkraagk 118 daal vitk aaaatiafaatary aakaal kakariar* Tka diraatiaaal kypatkaaia H53 vaa aappartad ky tka aigaifiaaat diffaraaaaa akava aa "a" aad "a" aa Takla 117* Caaparad vitk tka ratardad kaya vitk kigk aaaiaaaaaaaia atataa (aall 3), aigaifiaaatly aara af tka ratardad kaya 265 TABLE 109 HUMBER OF SUBJECTS VHO HERE TRBAHT AT ART TIME DURIHO THE 1963-64 SCHOOL TEAR Sakjoota Traaai Smkjoota Hoi Truant Colls 1• EMR-lov sos (17 amkjoeta) 4 13 2* AI-lov sos (17 avkjoeta) 4 13 3. EMR-kigk soa (15 aabjtoia) 3 12 4* Al-kigk aoa (15 aakjoota) 2 13 (1+2) EMR-lov aoa + AI-lov aoa (34 aabjaeia) 8 26 (3+4) EMR-kigk aoa + Al-kigk aoa (30 avkjoeta) 5 25 (1+3) EMR-lov aoa + SMR-kigk aoa (32 avkjoeta) 7 25 (2+4) AI-lov aoa + Al-kigk aoa (32 avkjoeta) 6 26 Hotos Qifftrniti m «b| etlla or batvan etabiitd frn|« voro not aignifiout at iho *05 lorol. 266 TABLE 110 BOMBER OF 8UBJECTS HAY1V0 ART M0M-ILLMES8 ABSEMCES DUR1B0 THE FIRST SEMESTER OF TEE 1963-64 SCHOOL TEAR Smbjoota vith Mom-Illmoaa Abaomooa Smbjoota vitk Mo Mom-Illmoaa Abaomooa Colls 1 * EMR-lov ooa (17 nkjoeti) 9 8 2* AI-lov ooa (17 ambjoeta) 4 13 3* EMR—hifb aoa (13 ambjoota) 6 9 4. AI-bigb aoa (13 ambjoeta) 7 8 (1+2) EMR-lov aoa + AI-lov aoa (34 ambjoota) 13 21 (3+4) EMR-bigk aoa + Al-bigh aoa (30 ambjoeta) 13 17 (1+3) EMR-lov aoa + SMR-higk aoa (32 ambjoota) 15 17 (2+4) AI-lov aoa + Al-bigh aoa (32 avbjoota) 11 21 Motos m #b | etlls or kttvtn oombinod group* v#r# mot aigmifioomt mi tbo *09 lorol* 267 TABLE 111 NUMBER OF SUBJECTS VHO DROPPED OUT OF SCHOOL DURINO THE 1963-64 SCHOOL TEAR Smbjeeta Vka DrappaA omt af Sekool 8mbjeeta Vka Did Not Drop amt af Sokaal Calls 1• EMR-law aaa (17 ambjacta) 4 13 2* Al-lav aaa (17 aabjaaia) 0 17 3* EMR-kigk aaa (15 ambjaota) 1 14 4. Al-kigk aaa (15 ambjaota) 0 15 (1+2) ENR-lav aaa + Al-lav aaa (34 ambjaota) 4 30 (3+4) EMR-kigk aaa + Al-kigk aaa (30 ambjoeta) 1 29 (1+3) EMR-lov aaa + EMR-kigk aaa (32 ambjoeta) 5 27 (2+4) Al-lav aaa + Al-kigk aaa (32 ambjoeta) 0 32 V«t«t Difftmett m m | etlli ar batvaam erabiui fmps v«rt a«t sipifictii at tka *05 laval* 268 TABLE 112 NUMBER 07 SUBJECTS SUBTENDED AT ANT TIME DURING TIE 1968-64 8CR00L TEAR Smbjoota Smapomdod 8mbjoeta Not Smapomdod Colls 1* EMR-lov m s (17 ambjoeta) 9 8a 2. AI-lov sss (17 ambjoeta) 1 16* 3. EMR-kigk ooa (15 nbjsets) 4 11 4* AI-hifh aoa (15 sobjsets) 3 12 (1+2) EMR-lov aoa + AI-lov aoa (34 aobjscts) 10 24 (3+4) EMR-kigk aoa + Al-kigk aoa (30 aibjseta) 7 23 (1+3) EMR-lov aoa + EMR-kigk aoa (32 ambjaota) 13 19b (2+4) AI-lov aoa + Al-kigk aoa (32 ambjoeta) 4 28b 8igmifieameos *1* - 6.94, 1 U, r < .01 V - 9.87, 1 df, 7 < .02 269 TABLB 113 HUMBSE OF 8QBJS0T8 TOO RBCSITKD ART VAWIVQS ABOUT ART FOBM OF MISBEHAVIOR IV TIB 1963-64 SCHOOL TEAR Sabjaats Varmad Sabjaats Vat Varnsd Calls 1 • TOR-1av aaa (17 aabjaeta) 13 4 2* Al-lav sas (17 sabjaets) 9 8 3* TOR-bifh sas (15 sabjaats) 8 7 4m Al-hifh sas (15 sabjaats) 9 6 (1+2) TOR-lav sas + Al-lav sas (34 sabjaats) 22 12 (3+4) VMR-bigb sas + Al-blgb sas (30 sabjaats) 17 13 (1+3) TOB-lav sas + Bd-bigb sas (32 sabjaats) 21 11 (2+4) Al-lav sas + AI-hifk sas (32 sabjaats) 18 14 I«i«s 9ifftrn««a aaamg ttlli ar batvaai embiati irrafi **rt aat ii|alfiMai at tka *09 laral* TABLE 114 NUMBER OF SUBJECTS TARDY AT AMY TIME IV THE 1963-64 8CH00L YEAR Sabjaats Tardy Sabjaats Hat Tardy Calls 1* Bd-ltv s«s (IT ambjaats) 4 13 2* AI—lav aaa (17 sabjaats) 2 15 3* EMR-kigk saa (15 sabjaats) 1 14 4* Al-kigk aaa (15 sabjaats) 1 14 (1+2) EMR-lav aaa + Al-lav aaa (34 ambjaats) 6 28 (3+4) BOUkitB aaa + Al-kigk aaa (30 ambjaats) 2 28 (1+3) EMB-lav aaa + EMR-kigk aaa (32 ambjaats) 5 27 (2+4) Al-lav aaa + Al-kigk aaa (32 ambjaats) 3 29 Vtitt m «b| sails ar batvsaa eMliiatd (rrapi v#r« mat aigaifiaaat at tkt ,05 laral* 271 TABU 115 MUMBSR 07 8UBJBCT8 WHO RIGHTS) B1BAXI8FACT0BX CITI8B88IXF ORAM FOR FKBXOAL BWCATIOR FOB IU F1B8T 8BOSTBR OF 1905-04 Smbjaats Vka BssairsA mm CJmsmti sfmatary Citimamskip OrmAa far Fhjsiaml limamtiam Smbjaats Vka BaaaivaA m 8mtisfmatary Citimamskip OrmAa far Fhjsiaml Bimsmtiam Calls 1 • 80b>l«v sas (17 ambjaats) 3 14 2* Al-lav sas (17 ambjaats) 0 17 3. BfB-kigk sas (15 ambjaats) 1 14 4* Al-kigk sas (15 ambjaats) 0 15 (1+2) EMB-lav sas + Al-lav sas (54 ambjaats) 3 31 (3+4) BOUkigk sas + Al-kigk sas (30 ambjaats) 1 29 (1+3) UB-lav sas + BMR-kigk sas (32 smbjaats) 4 28 (2+4) Al-lav sas + Al-kigk sas (32 smbjaats) 0 32 I*tis m m i| c t l l a a r bat i m p s w r a a a t a i g i i f i m t a t ih a *05 l a r a l . 272 TABLE 116 HUMBRR OF SUBJECTS VIO RRCSITKD AMI UHSATI8PAGT0RI CITI18KB8IF 08ADE8 108 SPECIAL 8DUGATI0M 01*18818 OR G0MPA1ABLB R— 1L1E 01,1881 (1H8LI8R, 80CIAL 8TOSH, MATEDULTICI) TIKI P U T 8MEBTER 1963-64 Smkjoeta Hovimg Aaj Umaotisfootory Citiaomakip Oradoa for Tkoao Cloaaoa Smkjooia Hovimg Omly Satisfactory Citisomskip Orodos for Tkoao Cloaaoa Colls 1• EMR-lov sos (17 amkjocia) 4 13 2* AI—low sos (17 amkjoeta) 2 13 3. EME-kifh aoa (19 smkjocts) 1 14 4* AI—high aoa (15 amkjoeta) 1 14 (1+2) BMR-lov aoa + AI—low aoa (34 amkjoota) 6 28 (3+4) IR-kifk aoa + Al-kigk aoa (30 amkjoeta) 2 28 (1+3) XMR-lov aoa + Bflt-kigk aoa (32 amkjoota) 3 27 (2+4) AI-lov aoa + Al-kigk aoa (32 amkjoets) 3 29 Hoi*t Difforomooa m o «c oolla or kotvoom oomkimod (romps mor* mot sifiifimi mi tko *05 lovol. 273 TABLB 117 MUMBKR OF SUBJECTS VHO BBC1IYED UM81TISF1GT0BX CITISHBHIF 0BADK FOB 1ST CUSSK TUBS THE FIBST 8BOSTEB OF 1963-44 Sibjssis Vka Bsssirsi lay VMsiisfssisry Citisnskif Orslss Snbjseis Vka BasaiTti Oaly totisfseisrjr Citissaskif Oralas Calls 1 • BQt-lw aas (17 aabjacta) 9 8ab 2, Al-law sas (17 nbjtota) 3 14 3. WB-kigk sas (15 nbjteii) 2 13a 4. Al-kigk sas (15 nbjteif) 1 14b (1+2) EMUlav ••• + il-l«v sas (34 sabjaats) 12 22® (3+4) EMB-kigk sas + Al-kigk its (30 ivbjssti) 3 27° (1+3) ENB-lsv sas + BMR-kigk m i (32 sibjseis) 11 21 (2+4) AI-lsv sas + AZ-kifk m s (32 sibjsois) 4 28 SifMif ioaaa# s . . V - 3 *92, 1 I f , P < .0 5 V - 5.93, 1 If, P < .02 •l2 - 7.39, 1 if, P< .01 274 T4BLB IIS 8I8H TKST8 OH 0H8ATI81ACT0BT SCHOOL BBHATIOB Unaatiafaetary Bakaviar Saaiaaaaaaaie Stataa Iatalligaaaa* Traanoy + + Haa—lllaaaa akaaaeaa - + Brappiag aat af aakaal + + Svapaaaiaaa + + Varaiaga akavt aay fara af aiakakaviar + + Tardiaaaa + + Uaaatiafaetary citiaaa- akip gradaa + + Tatal *+, 1-° 7+, ®-d N k n tka "+" ligi ia im tka firat ealiaa it aig- aifiaa that, eMftrai vitk tka aakjaata frca tka kigk aaaiaaaaaaaia atataa aaakiaad graap, a kigkar pareaataga af tka aakjaata fraa tka lav aaaiaaaaaaaia atataa aaakiaad graap kad tka givaa fara af aaaatiafaatarj aakaal kakaviar* *Vkaa tka *+■ aiga ia ia tka aaaaad aalaaa it aig~ aifiaa tkat, aaaparad vitk tka aakjaata fraa tka aaakiaad graap vitk avaraga iatalligaaaa, a.ki^ar paraactaga af tka aakjaata fraa tka adaaakla aaatally ratardad aaakiaad graap kad tka givaa fara af aaaatiafaatary aakaal kakaviar* *Siga taat vaa aat aigaifiaaat at tka *05 laval. d8iga taat P - .008* 275 vitk l«v HiiHOtirait itfttu (oell 1) rtoairtd eae er mere «Maiiifa«t»zy eiiimikip grades fer tke fill stmiitr of iht 1943-64 aekeel jur* Compared vitk tke owbiitl (rrap of ivbjveis vitk kigk seeieeeeaeaie iUi«a, sigaifieaatly aero of tko keys of the eeabiaed greap vitk lew seeieeee- aoaie oiatms received usati*faei»rj eitiseaahip grades* Tko siga tost (Taklo 118) vai aot sigaifieaai for ■oeiooeoaoaie statu aad tkaa did aot aappert dirootioaal kjpotkoaia H55* Tko ooakiaod groap of sakjeeta vitk low •oeiooeoaoaie atataa (eoataiaiag oolla 1 aad 2) vaa eoaparod vitk tko ooakiaod groap of ambjoeta vitk kigk aooiooeoaoaie atataa (eoataiaiag oolla 3 aad 4) for oaek of tko folloviag sotoa typos of aaaatisfaetory aekool behavior* (1) traaaoy, (2) aoaillaoss akseaees, (3) droppiag oat of sekool, (4) saspeasieas, (5) varaiaga akoat may fora of misbehavior, (6) tardiaess, aad (7) aaaatisfaetory oitisoaskip grades. Six oat of tko soroa typos of aaaatisfaetory kokavior skeved tko oxpootod kigker proportioa of keys vitk lev seeieeee- aoaie atataa kaviag records of tko kokavior* Tkia vaa aot aigaifieaat at tko *05 level* Tko dirootioaal kypotkoais H56 vaa aapportod ky tko siga tost for iatelligeaee (Taklo 118) aad ky tko aigaifi- oaat difforoaeoa skova aa "a" aad "k" ea Taklo 112* Com pared vitk tko keys vitk average iatelligeaee aad lev 276 •MitteraMlie littiiy sigaifieemtly aara af ikt nitriii kaya with l«v statu k«A sakeel r»«trli af niptiiiMii dorisg ikt 1963-64 iek««l ynr ("ft" n M i l 112)* Ceaptrtl witk tks erakiiti frwf witk trtrtf* iatsl- liine*! ii|aifieutly Mr* af tks k«y* sf tke tNikiui retarded greap were auspeaded ("k" an Takla 112)* Tka siga taat (Takla 118) was sigaifleant far iatalligaaaa aad tkaa aappartad diraatiaaal kypetkaaia 196* Tka aaakiaad graap of ratardad aakjaata (ssataiaiag aalla 1 aad 3) waa aaaparad witk tka aaakiaad graap af aakjaata af araraga iatalligaaaa (eaataiaiag aalla 2 aad 4) far eaak of tka aaraa typos af aasatiafaetary kakawiar iaaladad ia tka sign taat for aaaiaaaaaaaia atataa* 8araa aat of tka saraa typos af mssatiafaetary aakaal kakariar skawad tka axpaatad kigkar prapartiaa af ratardad kaya kariag raaarda af aaaatisfaetory kakawiar* Tkia waa aigaifiaaat at tka *608 lawol* J Tka aigaifiaaat diffaraaaa akawa aa "k" aa Takla 117 aaald aappert aitkar diraatiaaal kypatkaaia 155 ar 156, ar katk* Coatparod vitk tka kaya witk araraga iatalligaaaa aad kigk saaiaaaoaaaia atataa (aall 4), sigaifiaaatly aara af tka ratardad kaya vitk lav aaaiaaaaaaaia atataa (aall 1) raaaiwad aaa ar aara aaaatiafaatary aitisaaakip grade a far tka fall saaaator af 1963-64* 277 Otitnl Iy tkat diffaraaaaa vara alaag liaaa af aaaiaaaaaaaia atataa, vaa aappartad by tha aigaif iaaat diffaraaaaa ahava aa "a" aad "a" aa fabla 117* Tkaaa vara diaeaaaad aadar tka kaadiag "Sappart far diraatiaaal kypatkaaia H55." Bimri f»r Oaaaral EsSftSlOi Oaaaral Hypatkaaia Ilf tkat diffaraaaaa vara aaaard- iag ta tka lavala af iatalligaaaaf vaa aappartad by tka aiga taat far iatalligaaaa (Tabla 118) aad by tka aigaifiaaat diffaraaaaa akava aa "a" aad "b" aa Tabla 112* Tkaaa aig- aifieaat diffaraaaaa aad tka aiga taat vara diaaaaaad aadar tka kaadiag "Sappart far diraatiaaal kypatkaaia Saaaart far Oaaaral i iaism II Tha aigaifiaaat diffaraaaa akava aa *b* aa Tabla 117 aaald aappart aithar Oaaaral Hypatkaaia I ar Oaaaral Hypatkaaia II, ar bath, aiaaa tka aalla vkiak vara favad ta diffar aigmifieaatly ia tkair aaaatiafaatary aitiaaaakip gradaa (aalla 1 aad 4) diffarad alaa ia bath tkair aaeia- aaaaaaia atataa aad tkair iatalligaaaa* Haaalta fraa tka "Iatarriavar'a ftralaatiaa Skaat" Aftar tka kigk aakaal aaaaaaiara, tka Biatriet 27% fiy«k»l«|iiif u i ikt prtic&t r«im«kir kad «M|lct«4 tkair iatarriavs, thay fillad amt tka "latarriavar' a Krala- atiam Ska at" (aaa dppaadi* D). Viftaaa af tka aightaaa iatarriavara statad tkat tka iatarriavs far tkia stady halpad tkaa ta aadarataad tka atadaata battar. Iatarriavara* aaaaaata akavad tkat tka iatarriava kalpad tka iatarriavara ia tka follaviag vajat (1) ia gaiaiag iaaigkta iata tka kaaa lifa aad haaa aetiri- tiaa af tka atadaata9 tka iataraata af tka atadaata, aad tka aaa tka atadaata aada af tkair tiaa) (2) ia praridiag a okaaea ta talk ta a atadaat far thirty aiaataa aad ta aak quastiaaa aarar aakad bafaraf aad (3) ia gaiaiag a battar aadarataadiag af adaaabia aaatally- ratardad atadaata. Tkraa af tka iatarriavara tkaagkt that tka iatar riava did aat kalp tkaa to aadarataad battar tka atadaata iatarriavad baaaaaa (1) tka bays vara aa tkair baat bakariar aad vara aat "aataral,9 (2) tka iatarriav vaa aa highly atraatarad that it vaa af littla ralaa, ar (3) tka baya vara alraady kaava vail by tka iatarriavar. aaaag tka favr baya iatarriavad by aaak iatarriavar, aaa aaata af aaaa af tka iatarriavara vara tkat aaaparad vitk tka baya vitk araraga iatalligaaaa, tka adaaabia aaatally ratardad baya vara laaa aagagad ia aakaal aatiritiaa, vara laaa rarbal, vara aara faiat, vara laaa aalf-aaafidaat, vara liaitad aaaially, had a laaa raaliatia riavpaiat 27* imri aiicadiai sokaal, ul kal lass aatarity far fviut jcbi* Ia riifflMi ia tha qaaatioa aa tha likaaaaaaa aaaag tha faar bays iatarriavad ky aaak iatarriavar, six iatar- riavars aaatiaaad tkat tha bays vara all aagar ta eaaparata aad saaaad ta aajay aasvaring tka qaasti aas. Qaa af tka iatarriavara vka aaatiaaad this addad, "I kad tka faaliag tkat ta saa axtaat all vara laakiag far * right' aasvars." Six iatarriavara aaatiaaad tkat all tka kaya thay had iatarriavad fait tkat aakaal vaa af ralaa ta tkaa* Tkaaa eaaaaats aara apaaifieally vara that all fait aakaal vaa daiag tkaa saaa goad, raaagaisad tka ralaa af aa adaea- tiaa, fait tka aaad af aara adaeatiaa, fait tka aakaal ta ka af ralaa aad dafiaitaly vaatad tkair diplaaaa kafara gattiag a jaky sav aakaal aa a raata ta a jab aad axyaatad ta gradwata, aad vaald aat gira ap aakaal far a jab kafara gradaatiag* Faar iatarriavara aaatiaaad tkat all tka bays tkay kad iatarriavad likad aakaal* Tkraa iatarriavara aaatiaaad that all tka bays tkay kad iatarriavad vara iatarastad ia sparts araa if tkay did aat partieipata* Tva iatarriavara aaatiaaad tkat all tka bays kad kaaa jabs aad raapaasibili- tiast tva aaatiaaad that tka paraats af all tka bays likad tka aakaal, aad tva aaatiaaad that all tka bays likad tkair taaakara aad fait tkat taaakara vara friaadly* Tka fallaviag likaaaaaaa vara aaak aaatiaaad aaaas 280 (1) all aaadad kalp af a ooaasoliag matwro, (2) all akawad oariaaity akout tka quoatioaiag saaalaa aad tko aaa ia ka ■ado af tka iafaraatiaa, (3) all fro^aoatly liaiaaad ta tka radia aa kaekgroaad male, (4) all wara aaaaaraad witk laaraiag to ataad aa tkair awa faat, aad (5) all aaaaad to giro eaadid aaawora• Tko fiadiaga af tka atadj kawa kaaa praaaatad ia Ckaptar IT* Tka data wara argaaiaad iata aaatiaaa far wkiok diraatiaaal kypotkoooo war a aada, aad tka fiadiaga wara diaawssod ia ralatiaa ta tka diraatiaaal aad gaaaral kypatkaaaa* i aaaaoTj af tka fiadiaga ia giraa ia Ckaptor ▼. a u r a t 89I0U K I, GWCL08IOM8, A M D R B C 0 M M K H D A T I 0 W 8 This itiijr vktikar tka sahoal bakaTiar u i attitadaa af ratardad aad arara|a kigk aakaal bays vara ralatad ta aaaiaaeaaaale atataa aai/ar iitallifaaea. 1 raviat af tka litaratvra ralatad ta aoalaaaaaaaia atataa hats akava tka fallavii|t (1) A kigker frapartiaa af tka ratardad are ia tka lavar aaeial elaaaaa (Praaidaat'a fatal •a Maatal Batardatiaa, 1962) Calif ernia Stadjr Caaainiaa aa Mental Batardatiai| 1964)* (2) Lev aaaiaaaaaaaia atataa aaaatiaai inflaenees bakariar and attitadaa (Varner, Harig— karat, aad Laab, 1944) HtaSattld, MaQeire, aad SaTigkmrst, 1949) Helliagskead, 1949) Caitar, 1999)* (3) Ckaractaris- tiaa believed tna af tka giftad art traa af tka aaaial elass tkay represent (Baasall aad Staff Ira, 1995)* fkese findings fraa tka litaratnrs >«|gast tkat tka meaintellee— taal akaraataristias af tka ratardLad aay ka iaflaamaad ky aaaiaaaaaaaia statns instead af ar in add!ties ta intelli- genee. Tka sekaal kekavier aad attitadas af edaeakle ■aatally ratardad atadaata aay aetaally ka desariptive af tka yaatk af lavar aaaiaaaaaaaia states and aat neeessarily ralatad ta ar iaflaeneed ky lav iatalligaaaa. 2i1 212 Ia triar it eniiiu it iafrtrt ikt evrrieiln u i ■tiktia ef it»tUi| retarded kigk sekeel etadeate , edaeatere aeed te kaev aad aadarataad (1) vketker aekeel kekarier aad attitadea are related te seeieeeeaeaie atataa aad/er iatel- ligeaee, aad (2) kev tke sekeel kekarier aad attitades ef tke retarded differ frea tke sekeel kekarier aad attitades ef stadeats ritk arerage iatelligeaee* Tke priaary parpese ef tkia stady ras te deteraiae vketker tke sekeel kekarier aad attitades ef tke retarded aad arerage kigk sekeel kejs ia tke stady vere related to seeieeeeaeaie statas aad/er iatelligeaee* Tke stady alse prerided aa epportaaity fer tke adaiaistratiea ef a Seatkera California kigk sekeel distriet te eeadaet aa ia-serriee traiaiag pregraa fer eeaaselers* Tkis ia-serriee traiaiag pregraa vas desigaed te giro eeaaselers (1) experieaee ia giriag straetared iaterrievs9 aad (2) a ketter aaderstaadiag ef tke sekeel kekarier aad attitades ef tkeir eeaaselees* Sakjeets Tke sixty-fear sakjeets ef tke stady vere divided iate tke felleviag fear "eells"i (1) sereatee^ edaeakle aeatally retarded keys vitk lev seeieeeeaeaie statasy (2) sereateea keys ef arerage iatelligeaee vitk lev seeioeee- aeaie statas9 (3) fifteea edaeakle aeatally retarded keys 4 vitk kigk seeieeeeaeaie statas 9 aad (4) fifteea keys ef arerage iatelligeaee vitk kigk seeieeeeaeaie statas* 213 CMvariiMi vtrt uaAo M«i| tka four groups of koyi for ooek typo of kokavior stuAioA to Aotoruimo vkotkor tko kokavior w i rolatoA to soeiooeououio status, to iutolligouoo, or to a ooukiuatiou of kotk. ▲II sukjoots voro vkito ualo kigk sokool stuAouts* Tkoy voro uatekoA ky raeo, sox, graAo iu sokool, auA sooio- oeououie status* Tko soeioooououie status of oaok sukjoet vas AotoruimoA frou au oigkt—poiat oooupatioual classifies— tiou AovolopoA ky HoIliagskoaA (1958) auA uoAifioA ky Moreor (1963)* Sukjoets vkoso fatkors kaA oooupatious iu tko first four oatogorios of tkis olassifieatiou voro eeu- siAoroA to kavo "kigk sooiooeououie status,” vkilo sukjoets vkoso fatkors kaA oooupatious iu tko last four oatogorios voro oousiAoroA to kavo "lov sooioooououio status*” te tko kasis of kis fatkor's oooupatiou, ouo of tko oigkt eato— gorios of tkis olassifioatiou vas assiguoA to oaok rotarAoA sukjoot* Tko sukjoot vas tkou uatekoA vitk au avorago •ukjeot of tko saao oooupatioual oatogory auA tko saao graAo iu sokool* Tko rotarAoA sukjoots, vko voro iu spooial olassos for tko oAuoaklo uoutally rotarAoA stuAouts, kaA IQ's of 53 tkrougk 84 ou iuAiviAual iutolligouoo toots* Tko sukjoots vitk avorago iutolligouoo, vko voro iu rogular olassos, kaA IQ's of 90 tkrougk 110 ou group iutolligouoo tosts* 284 N«th«4i af ObUiiiif Bat* Tka ackaal bakaviar aad aiiitaiaa af tka faar (raapi af nbjaaii vara liiiiai tkraagk tka aaa af a fvaatiaamaira iarisad far tka it«lyf variaaa ratiaga af taaakars aid iatarviavara, aad variaaa aakaal raaarda* Tka fallaviag vara tka apaeifie aaareaa af dLatas (1) tka "Sakaal Bakaviar aad Attitadaa Qaaatiaaaaira” (Appaadiz A)| (2) tka "Taat Bakaviar Obaarvatiaa Baida” (Appaadiz B)| (3) tka "Iatar- viavarva Bvalaatiaa Bkaat” (Appaadiz D)j (4) tka "Taaakar Obaarvatiaa aad Batiag Skaat" (Appaadiz C)| (5) aaadaaia aad eitisaaakip gradaa far tka fall aaaiatar af 1963-64, fraa tka diatriet'a IBM eaatral raaard filaa} (6) attaadaaca raaarda far tka fall aaaaatar af 1963-64, fraa tka dia— triat'a IBM aaatral raaard filaa aad tka aaatar filaa af aaak af tka tva aekaalap (7) atadaat kaaltk raaarda fraa tka aaaalativa kaaltk faldara ia tka aaraava affiaa at aaak aekaalf (8) raaarda af diaaipliaary aatiaaa fraa tka aaatar filaa af aaak af tka tva aakaalaf (9) iafaraatiam aa tka aaaapatiaa af tka fatkar, aakaal attaadad, aad grada ia aakaal fraa tka "Paraaaal Bata 8kaat” filad ia tka aaaala tiva faldaraf (10) graap taat IQ'a far tka avaraga aubjaata fraa tka aaaalativa faldara| aad (11) iadividaal taat IQ*a far tka ratardad aabjaota fraa tka payakalagiat'a raaarda* Tka ”8ekaal Bakaviar aad Attitadaa Qaaaiiaaaaira” vaa adaiaiatarad ia iadividaal atraatarad iatarviava vitk tka aabjaata by tka aaaaaalara af tka diatriat, tka aakaal 285 psyekelagist, aad tka prt>»i rasearoker. Saak aaaaaalar vas askad ta iaterviev aaa kay fraa aaak af tka faar grasps af sabjests* Vkeaever possible tkasa faar boys vara stsdaats vka vara already assigaad ta tkat aasasalar far tka sekaal yaar. Iaaediately aftar aaak iatarriav9 tka iatarriavar ratad tka subjest's bakaviar as tka "Test Bakaviar Obsarvatiaa Guide*• Aftar all af kis iatarviavs vara oeapleted, tka iatarviavar fillad ast tka "later— viavar's Bvalaatioa Sheet," aa vkiak ka aada a ooaparative avalsatiaa af tka subjsets ka kad iatervieved* Tka "Teacher Obsarvatiaa aad Batiag Skaat" vas fillad ast by tka taaekars vka vara asrrastly taaakiag asa or aara af tka sixty-fear stsdaats ia tka stady* Data vara abtaiaad by tka presest rasaarakar fraa sakaal raeards iaelsdiag tka IBM eaatral raaard files, aastar files, osaslativa folders, aad tka asrsafs aad psychologist's records* Statistieal Aaalysis of tka Data Tka aaaiaal data vara aaalysad far sigaifiaaat diffaraaaas by tka ski sgsara tast aad tka Fisher axaat prabability tast* Tka ardiaal aad iatarval data aaaearaiag gradas aad iatarviavars* ratiags vara statistiaally aaa- lysad by a tve-vay aaalysis af vsriaaee teehaifae* Tka sigs tast vas ssad far aaalysis af aartaia ralatad data iaalsdiag iatarviavars* ratiags, taaekars* ratiags, aad 2ft aohtil notrdi af uutiafsetory bthtTin* Ijiotkaaaa ftatartl Mnailnaaa I aad II fhtra vara tva aala kypaikaaaa ia ilia stady, Iks first, Oaianl Hjpaikaaia I, vas as fallavas "Tka diffaraat sekaal kakaviar aad attitudes af kigk aakaal kaya af average iatalligaaea aad adaaakla aeatally ratardad kigk aakaal kaya ara eeaeeaitaats af diffariag levels af seaieeeeaeaie status," Tka seeead, Oeaeral Hypetkesis II, vaa aa fellevat "Tka diffaraai aakaal kakaviar and attitmdas foaad vkea eeapariag tka kigk aakaal kaya af araraga iatalligaaea vitk tka adaaakla aa at ally ratardad kigk aakaal kaya ara aaaaaaitaata af tka diffariag larala af iatalligaaea," Pireetieaal kvsetkeaea Diraatiaaal kypatkaaaa vara fermlated aad taatad far aaak af tka feartaaa saatiaaa iato vkiak -tka fuestiea- aaira data vara argaaiaad, aad far aaak af tka first saraa aaatiaas iata vkiak tka aeaquestieaaaire data vara argaa— is ad. Of tka ferty-tva diraatiaaal kypatkaaaa, tveaty—aaa kypatkaaisad tka diraatiaa af tka diffaraaeas ia ralatiaa ta aaeiaaeaaaaia status, aad treaty—aaa kypatkaaisad tka diraatiaa af tka diffaraaeas ia ralatiaa ta iatalligaaaa. Far aaak af tka tveaty-eae types af aakaal kakaviar aad attitudes studied, it vas kypatkaaisad tkat tka sakjaata 217 viik lav neiHtMMit itaivt vtili h»v* iktr»«t«riitlii ltsi itiiraUt iku 'ikes* af tka aibjioti vitk kigk sssis- •««a«ai« lUtai* Tkis vas a raasamakla axpastatiaay siaos tka saksol raflasts uiddla-elass idaals, aad siaaa rariaus stadias kars favad lass dasirakla akaraetaristias aaaug sukjaets vitk lav saaiaaoaaaaia status (Varaar, Karigkurst, aad La*ky 1944) Vaugartaa, 1949) Halliagakaad, 1949} MaaDanald, MsQuiray aad Harigkursty 1949) Castar, 1999) ■arigkurst at al.. 1942)* Far aaak af tka tvaaty-aaa typss af aakaal kakaviar aad attitudas simdiadt it vas kypatkaaisad alsa tkat tka adaaakla aaatally ratardad sukjaets vauld kava skarastar- isties lass dasirakla tkau tkasa af tka sukjsets af araraga imtalligaaas* Tkis vas axpaatadt siaaa ratardad stadsats ara sukjsstad ta graatar frustratiaa tkaa araraga studaatsy aad siaaa lass dasirakla akaraataristias kara kaaa faaad aaaog ratardad sakjaats ia rarisas stadias (Paarsaat 1942) tarasaa, 1943) Jskasaa, 1990) Marti*, 1993) Baldviay 199t) Matt aad dikky, 1992) Jaaas, 1992) Jastaky MaaPkaay aad Ykitaaaay 1923)* Tka farty-tva diraatiaaal hypatkasas vara aaakarad 119 tkraugk H92y vitk tka add auaksrs rafarriag ta Basis- aaaaaoie status aad tka araa auaksrs rafarriag ta iatalli- gaaea* Tka auakariag af tka diraatiaaal kypatkasas kagam vitk "115" ratkar tkaa "11 ■ ar "1 * sa as ta araid aaafusiaa vitk aaatkar sat af kypatkasas aallad "spaaifia kypatkasas*" 2 M »—«1*1> toirtbm The kjftikcatt kjfatkaaisai vkiak frai^t •f kajra iiffvrti frvkiik tikar grMfi af kvyi. It v»i tkr«i|k ikt twpMriswi tf m i n i greaps ar enkiiti frnpi that it vas ftnikli ta deteraime vhathar differemses ia sehaal kaktvivr aad attitadas fallevad alemg liaas af saeiaaeaaaais statas ar imtelligemee, ar panikly hath* Tha spaaifia kjfatkaiai 11 threagk 114 vara aat aaatiaaad ia repertiag tha fiadiags af tha st«djrf siaaa it vas assaaad that it vaald ha aasiar far tha raadar ta aata vhiah graap diffarad fraa vhiah athar graap thaa ta raaaahar vhiah spaaifia hypethesis shavad that tha partiaalar graaps diffarad fraa aaah athar* Tha spaaifia hypetheses vara diaaassad ia ralatiaa ta tha ©eaeral lypathasas ia Ohaptar m . Orgaaiaatiaa af tha lata Tha data af tha stady vara argaaisad iata tvaaty- tva seat! eas— faartaaa far gaastiaaaaira data aad aight far aeagaestieaaaire data* Tha faartaaa saatiaas iata vhiah tha gaestieaaaire data vara graapad vara as fsllsvss <1) ©eaeral Sehaal Attitadesf (2) Sehaal Aetivitias| (3) ©at-ef-Seheel Hearsf (4) Tiaa Spaat aa Uaregaired Beadiagf (3) Time Spaat am Badie, Telerisiea, aad Meviesf (d) Haahar •f Pheaegraph Baaards Ovaedf (7) Tastes aad Prefereaoesf (8) laaavark| (9) Teaehersf (1©) Faraats* Satisfaatiaa vith 219 Sakaal) (11) Jab Fraparatioaf (12) lU r i-lia t J«bi| (13) Jab l!rafaraiaa| aai (14) AtiiiUaa tanurd Qaittiag ligk labaal« A a aigkt aaailMS i l i a vkiak ika B a ifia iiia iu ir a Ata vara gratfai vara as fa lla v it (1) Atiaga fraa tka "Taat Bakaviar Oksarratiaa Oaida9” (2) Haaltk af tka 8«bjaeti, (3) Caursa Baoaaaaadatiaas9 (4) Saaastar Orada ▲raragaa, (5) Straagtka Qbsarvad by Taaakaraf (6) draaa ia Vkiak Taaakara Balt tka 8«bjaeta Vaadad Iapraraaaat, (7) Sakaal Baeards af Uaaatiafaatary Bakaviar9 aad (8) Baaalta fraa tka "Intarviavar's Bralaatiaa 8kaat»* (Vo diraatiaaal kypatkasas vara faraalatad aad aa atatiati- aal taata vara rva far tkia laat aaatiaa*) 8aaaarj af Bakaviar aad dttitadaa af tka Chraup aa a Vkala Ika atadaata aaid tkay vara laaraiag ia kigk aakaal abaat aeadamia aakjaet aattar9 iadaatrial ar aaaaaraial eaaraaa, aad gattiag alaag vitk atkars. Ika atadaata vaatad ta laara abaat praparatiaa far fatara jabs aad spaeifio eaarsas af aa aaada*ia9 iadaatrial arts9 ar eaa- aaraial aatara* Mara araraga tkaa ratardad baya aaaaidarad iadaa trial arta aad akapa tkair aaaiaat aakaal vark* Ika ata daata aaid tkair kardaat aakaal vark vas aatkaaatias ar aaiaaaa* 290 Tli* b«js liked b««t abeut high sehaal the Mttiif af friuia aid kaoviag ft«flay aparia aad yhyaiaal adaaa- tiea9 aad tka elaaaaa effered* They likad laaat akaat kigk aakaal stadyiag9 partiealar elaaaaa9 aakaal ia geaeral9 ar teachers* Abaat tkair elaaaaa they likad taaakara9 elass— aates, laaraiag apeeifie sabjeet aattar9 aad tka aiaa aad argaaisatiaa af tkair elaaaaa* Dislikes eeaeeraiag tkair elaaaaa vara kaaavark aad vark ia aekeel9 aaiaa af etker atadaata9 beredea9 laag elaaaaa9 aad teaekera* All tka kaya vka aeatieaed dialikaa abaat taaekara vara retarded* Alaeat three—fearths af tka beys tkaagkt tkat tka aekaal rales vara satiafaetary9 fair, ar helpfal* Alaast aaa—fearth af tka bays tkaagkt tkat tka aekaal rales eeald be iapreved9 vara aat vary geed9 ar vara tea striet* Mast af tka bays expressed vhat tkay tkaagkt tka valae af aekaal vas ta tkaa ia geaeralised raapaasas abaat gettiag aa edaeatiea9 salviag prablaas9 ar laaraiag abaat life* Other bays tkaagkt tkat tka valae af aekaal vas ia praparatiaa far a jab9 fiadiag frieads9 aad laaraiag ta gat alaag vitk paapla* Stadeats1 prablaaa at sakaal vara gettiag alaag vitk atkar atadaata aad teaehers9 aaderstaadiag aakaal verk9 aad takiag testa* Mara average tkaa ratardad bays had prablaaa vitk heaeverk9 vhile vara ratardad tkaa average bays bad prablaaa vitk raadiag* Saggestieas aada aa hev ta iaprava tka sakaal vara 291 far pravidiif n n viidevi, grass aad irsss9 aad fillimf ia tk« draiaags ditek, vkiek tksj eaXXad tka "aeat." Oas sf tka tva sakaaXs vas a aevlj kuilt, viadavXasa sakaal vitk a draiaaga ditek ia fraat aad aa vaXl astakXiskad greeaerj* Otkar saggastiaas vara ta kava Xass littar| aa epea eaapus aad kattar rules| aara kuiXdiags, classrooas 9 activities, sperts, aad olassesf aad kattar taaekars* SakaaX Activities Vkaa askad vkat tkaj vaaXd da vitk aa extra kear ia sakaal, aast af tka kajs said tkaj vaaXd taka a eoarse tkaj vaated ar ga eat far atkletios* Mast af tka kajs iadieatad a pasitiva attitude tevard sports* Alaost tkroo- faartks af tka kajs aaaed atkXeties as tkair farerite sekaaX aetivitj* Tvo-tkirds af tka kajs said tkaj veuld ga eat far sperts ia kigk sekaaX* PaatkaXX vas tka siast frefueatlj aamtiaaad apart ia vkiek tka kajs vamtad ta partieipate* Oma-tkird af tka kajs kad aada atkXatie teaas* Paver ratardad tkaa average kajs kad aside atklatia taaas ar vaa atklatia kaaars* Paatkall aad sviaaiag vara parti a i- patad ia kj ketk average aad ratardad kajs* Tkree-fiftks af tka kajs said tkaj vaald ga ta a pap rallj if tkaj vara urged kj tkair taaekars ta ga kat aat required ta ga* Sligktlj aara tkaa eae-fiftk af tka kajs partiei- patad ia sakaal aativitias atkar tkaa sparts • Ike tjpas af 292 Mtiriiits otktr tkaa iftria ia vkiek tka ktya ftrtiiifktal vara auieal aetiTiiias, atviaai gararuaai, u A ali1ia« Of ika baja vka ftriiaiftiad la aaiivitiaa atkar tku aparta , aligktly laaa tkaa kalf apaai aaa ar tva kavra par vaak, aad aligktly a ara tkaa kalf apaat a ara tkaa fire kaura far veek* ▲laaat oaa-fiftk af tka kaya attaadad aa aakaal aatiritiaa aaak aa gaaes, daaeaa, ar faf rallies* Maat af tkaaa kaya vara ratardad* Saggestiaas aada ky tka kaya far aav axtraaarriealar aatiritiaa vara gaa, oar, radie, aad sperts elaksj atkar sperts| aad aara daaeaa* Alaaat eae-eigktk af tka kaya saggested atkar afarta ar aparta eluks* All af tkaaa kaya vara ratardad* 0et-ef-8ekesl Hears Mara ratardad tkaa araraga kaya apaat tkair tiaa aftar aakaal varkiag ia tka yard, vkila aara araraga tkaa ratardad kaya apaat tkair tiaa aftar aakaal daiag kaaavark* Otkar vaya ia vkiak tka kaya apaat tkair tiaa aftar aakaal vara ia atklatiaa, aaraiag aaaay, ar vatakiag talariaiaa* Mara araraga tkaa ratardad kaya apaat tkair tiaa ia tka araaiaga daiag kaaavark ar raadiag* Otkar vaya ia vkiak tka kaya apaat tkair araaiaga vara vatakiag tala riaiaa, riaitiag frieads, varkiag at jaka, aad atayiag kaaa vitk paraata* 293 Tha btyi if»i tkair tiaa •» vttkiait ia itri-tiat jab a, atklatia aatiritiaa, gaiag ant vitk friaads, daiag aharaa, aad gaiag plaaaa vitk tkair faailias* Alaaat kalf af tka kaja aaid tkaj apaat tkair aaaaar vaaatiaaa varkiag ar laakiag far vark* Otkara aaid tkaj apaat aaaaara sviaaiag, aurfiag, gaiag ta aaaaar aakaal, eaapiag, ar partieipatiag ia ekarak aatiritiaa* tiaa Saaat aa Uaraaairad taadiaa Oaa-fifth af tka baja aaid tkaj apaat "alaaat aa tiaa" aaak vaak raadiag aagaaiaaa* Maat af tkaaa kaja vara kaja vka kad lav aaaiaaaaaaaia atataa* Mara tkaa aaa-third af tka kaja aaid tkaj apaat "alaaat aa tiaa" aa aaaaekaal koaka, vkila aalj aligktlj aara tkaa aaa-fiftk af tka araraga kaja gara tkia aaavar* Oaa-faartk af tka kaja aaid tkaj liataaad ta tka radia far aara tkaa tkraa kaara aaak daj9 vkila akaat aaa-fiftk af tka kaja aaid tkaj apaat "alaaat aa tiaa" liataaiag ta tka radia aaak daj* Alaaat aaa-faartk af tka kaja aaid tkaj apaat aara tkaa tkraa kaara aaak daj vatakiag talariaiaa* Maat af tkaaa kaja vara ratardad* Alaaat half af tha kaja aaid tkaj vaat ta tka aariaa aaaa a vaak ar aara aftaa* Mara af tka lav 294 sceioteMMie itatia baja tku kigk aeeioteanaaie aiaita kaja aaid tkaj vast ta tka aariaa tkis aftan* .fj aarda Ovaad Tka raspaasas af tka kajs ta tka gaaatiaa, "Hav aaaj raoorda da jan m ? " vara appraximatalj agnailj dia- trikatad avar tka four m l tipi a akaiaa ansvars "Mona," "Hina ar favar," "Tam ta tkirtj," aad "Mara tkaa thirtj." Tastas aad grafaraaeas Tka kairsat stjlas tkat vara tka aast papalar vara ragalar out, skart, laag, aad flat tap* Tka vast papalar elatkiag stjlas vara drass pants, tka eaatinaatal laak, laris, aad jaaas* Rook aad rail, aadara stjla, aad jass vara tka aast papalar tjpas af aasie aa tka stadaats' pkaaagrapk raoards* Raek aad rail siagars lika Xlris Praslaj aad tka Baatlas vara tka favarita siagars af alaast kalf af tka kajs* ▲laast tkraa-faartks af tka kajs listaaad ta raek aad rail sasie aa tka radia* Tka kajs vatekad naaj kiads af talarisiaa skavs* Tka aast papalar vara aarias, faailj sarias, aad ajstarias* Orar ana-tkird af tka kajs asaallj task a data vkaa tkaj vaat ta tka aarias* Mara lav saaiaaaaaaaia status kajs tkaa kigk saaiaaaaaaaia status kajs vaat ta tka aarias vitk atkar fallsvs* 299 Vtll-kim H|uia«» neh as Life. Leak. Header»s BiliSi, aad Tiaa vara raad by aae-third af tka kaja* Mara lav saaiaaaaaaaia statas bays thaa kigk saaiaaaaaaaia statas bays raad aar aagasiaas saak as Mat Had* Mara araraga tkaa ratardad bays raad baaks abaat seiamaa fiatiaa9 adraatara, aad aardar ayateries* Mara ratardad tkaa araraga bays aaasidarad aagasiaas ar aaaia baaks tka type af "baaks" tkay raad* Vkaa askad vkat tkay vaald lika ta da im tkair spar a tiaa tkat tkay did aat alraady da9 tka bays said tkay vaald lika ta vark aa aars ar laara ta drira9 participate ia atklaties, vark ar laara abaat fatara jabs9 traral9 ar ga eaapiag* Haaavark Mara tkaa nine-teaths af tka bays said tkay kad a gaiet plaaa at heae ia vkiak ta stady9 aad aara tkaa faar- fiftks af tka bays said tkair sva raaas vara vhara tkay stadied* Oaa-faartk af tka bays said tkay spaat "alaast aa tiaa" aa kaaavark* Mast af tkasa bays vara ratardad* Taaekars Mast af tka bays tkaagkt tkat taaekars im gemeral vara frieadly9 interested ia taaaagars9 aad villiag ta kelp aat ia aatiritiaa* Half af tka bays tkaagkt that aast taaekars fare easy sakaal vark* Over eae-fearth af tka bays tkaagkt that aast taaekars gave hard sakaal verk9 bat aaay 296 kad aa apiaiaa* Paraata* Eatiafaotiaa Titt i«hMl Maat of tka kaya aaid tkat tkair par aat a vara aatiafiad vitk tka aakaal tkat tkay attaadad. Tkara vaa aa atataa ar iatalligaaoa diffaraatial* Jak Pravaratiaa Om«-favrtk af tka kaya aaid tkay vaald (at tka jak a af tkair ekaiaa ky gaiag ta eallaga ar jaaiar eallaga* Oaly aaa af tkaaa kaya vaa ratardad* Otkar vaya tka kaya plaaaad ta gat jaka vara ky applyimg9 takiag axaaimatiaaa, atadyiag, aad a a lag tka iaflaaaaa af fatkar9 aaela9 ar friaads* Orar aaa-tkird af tka kaya aaatiaaad iadaatrial arta9 akapa9 ar draftiag aa aaaraaa tkay kad takaa vkiek vaald kaly tkaa gat fa tar a jaka* Mara avaraga tkaa ratardad kaya aaatiaaad saiaaaa ar aatkaaatiaa* Maat af tka kaya did yard vark ar kaaaa alaaaiag i aa jaka araaad tka kaaaa* Half af tka kaya aaid tkay raaaivad allavaaaaa* ▲llavaaaaa raagad fraa laaa tkaa a dollar ta aara tkaa 04*00 par vaak* y a ^ | a a fffra Oma-tkird af tka kaya aaid tkat tkay kad part-tiaa jaka aataida af tka kaaa* Tka typaa af jaka vara oaf a vark, 297 aaak, H i kij| jiri vark, gas litiin aHniuti tract siaaa if, wcrk at a |lufc( earpantsr's helper, icvipapcr mtc, baby sittiag, aad biz bij« Ika raags af pay vaa frw laaa tkaa a dallar tkraagk $2*50 par ksar* Jab Prafaraaca Mara boys af kigk tkaa lav aaaiaaaaaaaio statas aad aara araraga tkaa ratardad bays said tkay vaatad jabs af kigk saaiaaaaaaaia statas vkaa tkay fiaiskad sakaal* Attitadas tavard Savsa—sigktks af tka bays aasvarad "aa" ta tka quastlaa, "Vaald yaa gait sakeal aev if yaa kad tka affar af a fall-tiaa jab yaa likad aad yaa did aat aaad aay aara adaeatiaa tkaa yaa aav kara ta gaalify far itf" All bat fira af tka sixty-faar bays said tkay plaaaad ta fiaisk kigk sakaal* Batlaas fraa tka "Tast iakinar Atsarratiaa Qaida" Oa aaak af tka aigkt araas ratad aa tka "Tast Bakaviar Obsarvatiaa Saida,” a graatar pareaataga af tka ratardad bays tkaa af tka avaraga bays vara givaa lav ratiags by tkair iatarviavars* Tka aigkt araas ratad vara aasaat af spaaek, aaxiaty, sslf—ssafidsaea, affart dis~ play ad, aaaparatiaa givaa ta tka axaaiaar, iatarast ia tasks, viaalagaass af parsaaality, aad iatravarsiaa varsas 2ft •xim«niw« Biffnusti ketveen ih« aubtra at raiariai «&d aTartfi baji via* voro (iraa lev ratings vara great eaengk to ba statistically significant for tko tkroo aroas on aaonnt of speeek, self-confidence, and effort displayed* Hoaltk of tko 8nkioots Alnost tkree-fenrtks of tko keys voro rated ky tkoir toaokors as kaving good or oxoollont koaltk, aad one- fonrtk of tko keys voro ratod as kaviag fair or poor koaltk. Five of tko tkirty-tve retarded keys voro oitkor in adap tive pkysioal odneation or kad a record of koaltk diffleni ties vkiek nigkt retard sokool learning* Coarse Boconaondations Conrso reeenaendations aado ky tko toaokors for tko keys of average intelligence voro in tko oatogorios *on cer tain, " "college preparatory," and "iadnstrial arts*" Special odneation eonrso reeenaendations voro node for tkroo—fenrtka of tko retarded keys* Iadnstrial arts oonrsos voro reeeaneadod for alaost one-fiftk of tko retarded keys* Senostor toads Areranos Fever tkaa kalf of tko keys kad soaostor grade averages of "0" (avorago) or kottor* One-fenrtk of tko keys kad kolov avorago pkysioal odneation grades* Most of tkoso keys voro retarded* 299 *7 W9!.IS. ■ flhumi * Mi •f iltir itMhirt as haring tha atr«a|iki af fatting alaag vail vitk peeple, usually haing aanaidarata af ethers, and shaving araraga ar mara than araraga naturity* Mara araraga than ratardad lays vara ratad ky thair taaahars as shaving araraga ar nara than araraga naturity* ▲taut tve-thirds af tha hays vara ratad hy ana ar nara af thair taaahars as haring tha strangths af alvays haing aanaidarata aad ceeperatire, and aaaapting responsi bility* Ahant half af tha hays vara ratad hy ana ar nara af thair taaahars as haring eaardinatisn and physical strength, and daing assignad vark naatly and eerroetly* Lass than one-fourth af tha hays vara ratad hy thair taaahars as haring nsatnsss in datail vark, haring ability in art ar nusic, sacking additianal vark ta da9 and assnning additianal raspansihility# Far aaak af tha alaran strangths ratad axsapt ability in nusia ar art, a higher percentage af tha araraga hays than af tha ratardad hays vara sensidered hy ana ar nara af thair taaahars ta hare tha particular strength* r mm.m <■ ¥hi«k taaahars Fcft _______________________ ranant In each af tha fallaving araas, at least half af tha hays vara ratad hy ana ar nara af thair taaahars as 300 Mtiiai Ufmntait iitirnt, effort9 Atintici ia classt eeacoatratiea9 as# of class tiae9 re ad lag, spelliag9 retea- tiea9 test socrcs9 aad stady catsids cf class* Mere arcrage thaa retarded keys vere rated toy eae er acre ef tkeir teachers as aeediag iaproveaent ia stady eatside ef class* la eaek of the folloviag areas9 fever thaa half ef the keys vere rated hy eae er acre ef their teachers as aeediag iapreveaeat s atteadaaoe9 paaetaality9 eeartesy te teachers aad elassaates9 gettiag aleag with ethers9 hasie aatheaaties9 oeapositieas9 aakiag up vork aissed9 kriagimg sapplies te olass9 aad saitiag ap fer gya* Mere retarded thaa average keys vere rated ky eae er aore of their teachers as aeediag iapreveaeat ia saitiag ap fer gya* Ia foarteea ef the aiaeteea areas ia vhieh teaehers rated the keys fer aeediag iaproveaeat9 a higher pereeatage ef lev seeioeeeaoaie states keys thaa ef high seeieeeeaeaie states keys vere rated as aeediag iapreveaeat* Xhe sevea iadieaters ef aasatisfaetery seheel tehavior stadied vere (1) traaaoy9 (2) aeaillaess akseaees9 (3) dreppiag eat ef seheol9 (4) saspeasieas9 (3) varaiags akeat aay fora ef aishehavier9 (f) tardiaess* aad (7) aa satisfaetery eitiseaship grades* For each ef these iadiea ters ef aasatisfaetery seheel hehavier9 a higher pereeatage ef the retarded thaa average had the aasatisfaetery 301 btlMTitr* Similarly, for taeh of tko serea ialioftion of aasatisfaetory sokool keknrier oxsopt xoxillaosa akseaees, tko aasatisfaetory kokavior vas f oand aaong a kigkor por- eeatage of koys vitk lov tkaa kigk sooiooooaoaio statas* Durimg tko 1963-64 sokool yoar, tkroo-fiftks of tko koys received oao or aoro official varaings akovt soao fora of aiskokarior, aad sligktly aoro tkaa oao-foartk of tko koys voro saspeaded* Of tko saspoadod koys, aoro voro rotardod tkaa voro average* Oao-fiftk of tko koys voro traaat dariag tko 1963- 64 sokool yoarv aad tvo-fiftks of tko koys kad oao or aoro aoaillaoss akseaees* Tardiness vas roportod to tko ooatral office at soao tiao dariag tko yoar for eae-eigktk of tko keys* Five of tko sixty-foar koys dropped oat of sokool dariag tko sckool year* All of tkese koys voro rotardod, aad all kat oao kad lov socioocoaoaic statas* Alaest oao-foartk of tko koys roooivod oao or aoro aasatisfaetery citisoaskip grades for tko first soaostor of 1963-64* Most of tkese koys kad lev socioocoaoaic statas* “ T — ** Tko "Iatorviover•s Bvalaatioa Skoot" vas dosigaod to sorro as a kasis for a fellev-ap aootiag as part of aa ia-serriee traiaiag prograa for ooaasolors* It vas dosigaod also to dotoraiao vkotkor tko iatorviovs kelped oaok 302 ••UMlw te uliriUti imvhii btiitr tka four «i«Anii ht iiitrricvtd* Fifteea ef tka iatarriavara stated aa tkt "iBttrTimr1! InlutiM Skttt" tkat tka iaterrieva kalpai tkaa ta oaderataad tka atadaata kattar* Ia raapaaaa ta tka question aa diffaraaeas utonj tka kaja iaterrieved9 a aaa af tka iatarriairara oaaaaatad tkat compared vitk tka kaja af araraga iatalligaaea9 tka ratardad kaja vara Iaaa amgagad vara laaa self-eeafideat9 vara limited aaaiallj9 kad a laaa raaliatia rievpeiat tavard attaadiag aakaal9 aad kad laaa aataritj far fatara jaka* Ia raapaaaa ta tka qaeatiea aa tka likaaaaaaa aaaag tka kaja iatarriavad9 aiz af tka iatarriavara aaatiaaad tkat all faar kaja vara aagar ta aaaparata aad aaaaad ta aajaj aaovariag tka questions, aad aiz af tka iatarriavara aaatiaaad tkat all tka kaja tkaj iatarriavad fait aakaal ta ka af ralaa ta tkaa* Saaaarj af tka Diffaraaeaa Tka diffaraaaaa vkiak vara faaad aaaag tka aakjaeta ara rariavad ia tka falloviag aaaaar far aaak af tka firat tveatj-eae aaatiaaa iata vkiak tka data vara argaaiaeds ( 1) Saaaarj atataaaata akav vketkar tka aigaifieaat differ- aaaaa faaad aaaag tka aakjaeta aappartad Oaaaral Hjpetkeais I, aa aaaiaaaaaaaia atataa9 ar Oeaeral lljpetkaaia II9 aa iatelligeaoe9 ar katk* (2) Tka diraatiaaal kjpatkaaaa 3®* vkiek virs f i m iefiaiii iin*ri are lUtii vitk i*U«rit4 farts laiirliMit (3) Tke asst iapertaat sifaifieaat differeaees u n | tke sakjeets ia tkeir reef eases, ratiags, er reeerds are saasMurised* After all seetieas kare keea saaaarised iadiridv- ally, tke fiadiags are saaaarised aader tke keadiags ‘ ‘ ffaaasij ef saffert fer tke geaeral kypetkesss" aad “Cea- deased esaaerj ef tke differeaees.” geaeral Sekeel Attitades 1« Tke sigaifieaat differeaees feoad aaeag tke sakjeets ia tkeir respeases te tke gaestieas ia tke seetiea "geaeral Sekeel Attitades" sapperted primarily geaeral Hypetkesis II, ea iatelli- geaee. 2* Direetieaal kypetkesis gig, as fellevs, reeeired sapperts Tks resaeases te tke saestiiaaire eaestieas dealias vitk seaeral sekeel attitades imtslliseaee. aere ef tke edasakls uttlli retarded keys kave attitades tkat are aerative aad eritieal ef tke kiak sekeel* 3. Iapertaat differeaees vere as fellevss a# Sigaifieeatly aere average tkaa retarded keys gave respeases ia tke eategery "Iadas- trial arts, skeps" vkea asked vkat vas tkeir 304 - Miltit i«k«*l fixk (Takla 7). k. Sigaifieantly aort keys vitk mragt iatel- ligeaee aad kigk seeieeoeaeaie atataa tkaa ratardad kaya vitk lav saaiaaaaaaaia statas gars raspoasas ia tka eategery "Vatkiag disliked" ia aasvar ta tka ^uastiaay "Vkat I lika laast akavt kigk sakaal is ___" (Takla 10). a* Significantly aara ratardad tkaa araraga keys axprassad aagatira attitadas tavard sakaal ky giriag raspaasas ia tka aatagary "Taaekars" ia aasvar ta tka qwestien9 "Vkat I dislika akaat ay elassas is " (Takla 12). d. Vkaa asked 9 "Vkat ara yaar praklaas at sekeolt" sigaifiaaatly aara araraga tkaa ratardad kays aaatiaaad keaeverk9 vkila sigaifiaaatly aara ratardad tkaa araraga kays aaatiaaad raadiag (Takla 13)* Sakaal Aatiritiaa 1. Tka sigaifiaaat diffaraaeas faaad aaaag tka sakjeets ia tkair raspaasas ta tka faestieas ia tka saatiaa "Several Sakaal Attitadas" sapperted priaarily Qeaeral lypetkesis II, aa iatalligaaaa. 2. Diraatiaaal kypetkesis IIS9 as fellevs9 raeairad mrtiiM ItiliM vitk lAwl MtiTiliM skov tkat tt» tiUlly nitrit* keys *o i»* partioisato m amok Am »rtMl wUTitl>i >» do ikt bin *f * T « ri« » iilallimet. Iaportaat differoaees vtrt as foilwas »• 8igaifieaatly aoro riiftrdtd thfta average kaja said tkat tkey kad sot aado aay kigk sokool atklotie ioaas aad kad aet vea aay atkletio koaors (Takles 21, 22, aad 23). k* Sigaifieaaily aoro koys vi'tk average iatel- ligoaeo aad kigk seoieeceaeaie statas tkaa rotardod koys vitk lov soeiooooaoaio statas said tkoy voald go to a pop rally ratkor tkaa go koao or go for a rido vitk frioads (Taklo 24). ft* Coaparod vitk tko rotardod koys vitk kigk soeiooooaoaio statas, sigaifieaatly aoro of tko rotardod koys vitk lov soeiooooaoaio statas sad sigaifioaatly aoro of tko koys vitk avorago iatelligeaeo aad kigk seeie- oeoaoaie statas gave respeases ia tko eate gery "Atkletios, pkysioal edaeatioa" ia aasver to tko faostioa, "ky favorite sokool activity is " (Taklo 23), d# Sigaifieaatly aoro rotardod tkaa avorago 304 b«y« said tkay aa aakaal aatiri- tias9 aad sigaifiaaatly aara araraga tkaa ratardad kaya aaid tkay attaadad aaay aatiritiaa (Takla 29). a* Sigaifiaaatly aara ratardad tkaa araraga kaya auggaatad atkar aparta ar aparta olaks far aav satraearriealar aatiritiaa (Takla 30). Oat—af-Sakaal Haars 1. Tka aigaifiaaat diffaraaaaa faaad aaaag tka aukj aets ia tkair raapaaaaa ta tka qaaatiaaa ia tka aaatiaa "Out—ef-8ekeel Heara" aappartad primarily Oaaaral Hypatkaaia II, aa iatalli- gaaaa* 2* Tka aadarliaad partiaaa af diraatiaaal kypatke- aia S2Q, aa fellevs, raaairad aapperts Mia raapaaaaa ta tka spaillfsirt aaaatiaaa dealiaa ritk eat-ef-sekeel kaara akar tkat. aaaaarad witk *ka kaya af araraga iatelliaeaee. farar af tka adaaakla aaatallr ratardad kara aaaad tkair ar veekeads aa kaaarark ar readiaa. ar tkair aaaaar raaatiaaa gaiag ta aaaaar aakaal* 3* Iapertaat diffaraaaaa vara aa fellevss a* Sigaifiaaatly aara ratardad tkaa araraga 307 b«yi itidl th«j i|mt ihtir tiaa after aakaal varki>| ia ill* kaaaa ar yard (Takla 32)* l a * Sigaifieaatly aara araraga thaa ratardad hays said tkay spaat thair tiaa aftar sehaal aad araaiags daiag kaaavark ar raadiag (Tables 32 aad 33)* Tiaa Saaai aa UMraaairad Soadias 1* Tha sigaifiaaat diffaraaeas faaad aaaag tha sabjeats ia thair raspaasas ta tha taestiaas ia tha saatiaa "Tiaa Spaat aa Saretaired Raadiag" sappartad bath Geaeral Hypothesis I, oa seeie- aeaaeaie statas, aad Geaeral Hypothesis II, aa iatelligeaee* 2* Tha aadarliaad partiaas af diraatiaaal hypothe ses H21 aad H22, as fellevs, raaairad sapparts H21. Tha rasaaasas ta tha iTft* 1,,,M ttmi wlth iiM ,Baat M aaroaairad rosdiao shav that, eaaaarad vith tha bars vitk hivh saaiaaaaaaaia statas* aara af the bars vith lav saaiaaaaaaaia statas saaad "alaest aa tiaa" aaak vaah aasasiaas aad baaks atkar thaa sakaal baaks* 122* Tha rasaaasas ta tha saasti^pof aa aaraamirad raadiag shav that* eaaaarad vith tha bars af average iatallisoaaa. aara ef the •ihtr ihit ich»>l fc»ik«. Iaptrtut iifftrneti virt as ftllavtt a. 8igaifieamtly urt boys with lov soeioooo- moaio status than boys viik high soeiooeo- noaio stain said thoy spomt alaooi mo tiao oaob vook roadimg aagasimoa (Tablo 36)* b# Vkom askod kov amok tiao tkoy apomi oaek vook roadimg books otkor tkam aekool books, sigmifioamtly aoro rotardod thu arorago boys said tkoy spomt alaost mo iiaot vkilo •igmifieamtly aoro arorago tkam rotardod boys said tkoy spomt omo or aoro komrs (Tablo 37)* Tko sigmifioamt difforomeos fommd aaomg tko svbjoots im tkoir rospomsos to tko guostioma im tko sootiom "Tiao Spomt om Badio, Tolorisiom, aad Morios" smpportod botk Oomoral Hypotkosis If oa sosioooomoaio status, aad (femoral Hypotk osis II, om imtolligomoo* Tko madorlimod portioms of dirostiomal kypotko- sos H23 aad H24, as follovs, roeoirod supports ■23* Tko rosuomsos to tko iuo«*<m m <m mo tiao" osok vook roadimo aagasimos aad books aaaaiiaaa with iiat m a t •> radia, ttltTitiw! M i aariaa. >hw tt»i ttt Iiti with It itoiii ap«Bi i m tia« niahf iif ialtriiioB u i Ust«Bia| ti tka raiia, aid mm i> ik» ■arita iart afiai tkam la tka lay viik kitk aaaiateaiaBio atataa. H24. Tka raaaaaaaa ia ika naatiamir# iiaaiiaaa laallit viik iiaa aaaai mm radia, taltriaiai. aad itriaa akw that tka aliaakla laiiallf ratarlal kara ataa* «a»a tiaa wiakiM ialariaiaa aad liatam- iag ta ika valla, aad fa ia ika aariaa aara aftaa ikaa da ika kara af ararata iaialliaaaaa, 3* Iapariaai diffaraaoaa vara aa fallavas a. Sigaifiaaaily aara raiardad ikaa araraga kaya aaid ikay spami aara ikaa ikraa kaara aaak day vaiekiag ialariaiaa (Takla 39). k» Sigaifiaaaily aara kaya viik lav aaaiaaea- aaaia aiaiva ikaa kaya viik kigk aaaiaaea- aaaia aiaiva aaid ikay vaai ia ika aariaa aaaa a vaak ar aara (Takla 40)* gaaarda Oamad Va sigmifiaaat dittmrmmmmm vara favad aaavg ika aakjaaia ia ikair raapamaaa ia ika gaaaiiaa aa ika aaakar af pkamagrapk raaarda avmad. Ikaa Saaaral lypatkaaaa 1 aad II aad diraaiiaaal hypaikaaaa 123 310 aad 126 vara aaitkar aapperted mar refated. Taataa aad Preferemaaa 1* Tka aigaifieaat differeaees faaad aaeag tka svkjaeii ia tkair respeases ta tka gmeetieaa ia tka aaetiaa "Taataa aad Prefereaeea” aapperted katk Oaaaral Hypetkeaia I, aa aaaiaaaaaaaia atataa, aad Oaaaral Hypatkaaia II, aa iatelli- geaoe. 2. Diraotiaaal kypatkaaaa 127 aad 128 vara aaitkar aappartad aar rafatad, aiaaa dafiaitiaaa af "ealtaral diffaraaeaa" aad "javeaile" taataa aad prafaraaaaa, aa aaad ia tka diraatiaaal kypatkaaaa, vara aaavailakle. 3* Iapartaat diffaraaeaa vara aa fallavas a* Sigaifieaatly aara kaya vitk lav aaaiaaaa aaaia atataa tkaa kaya vitk kigk aaaiaaaa aaaia atatma aaid tkay vaat ta tka aaviaa vitk etker fallava ratkar tkaa alaaa ar vitk tkair faailiaa ar dataa (Takla 40)* k» Sigaifiaaatly aara kaya vitk lav aaaiaaaa aaaia atataa tkaa kaya vitk kigk aaaiaaaa aaaia atataa aaid tkay read aar aagaaiaaa aaak aa Hat Bad (Takla 49)* o. Ykea aakad, "Vkat kaaka da yaa read?" aig- aifiaaatly aara retarded tkaa average kaya 311 gar# m p M M i im tko eatogery "lk|ftsiMf or eoaie kooks," vkiXo sigmifioamtXy itrt tT«r»|« tkam retarded koys gtrc rtiftuti im tko category "Sciemoe fi«ti«m, aimtvrc, murder aysteries" (Table 90). 1— mark 1• The sigmifioamt iiffirtmeti foumd aaoag tko iikjcata im tkair raifrasti to tko |itatioma im ike aaatiam om koaevork supportod primarily ftemorai Hypotkosis II, om imteXXigomoo. 2. Tko umdorXimod portioms of diroetiomaX kypotke- sis H30, as feXXovs, reeeired supports Tko rosgfmsos to tko ouostiommairo suostioms doaXims ritk koaorork ***t tko odueakXo aomtallr rotardod kors smomd Xoss timo om koaorork aad kare a Xoss dosirakXo pXaoo to study tkam do tko keys of aroramo imtoXXimomoo. 3* Vkom askod ker amok tiao tkoy spomt oaok day om keaerork, sigmifioamtXy aoro rotardod tkam arorago koys said tkoy spomt aXaost mo tiao, rkiXo sigmifioamtXy aoro arorago tkam rotardod koys said tkoy spomt omo or aoro kours (TakXo 32). Toaokors So sigmifioamt difforomoos voro foumd aaomg tko 312 im tkair rtafwiti i« tha am tnekan. Tkms daitral Kjjaiktsaa I u d II u d iirttiinal kjpatktsai 131 aad 132 vara aaitkar sipptrtad aar rafatai* ▲ltkamgk diffarataaa im tka attitilaa of ika smkjeets tavard taaekara vara mot akavm im tka raapamaaa im ika fiaatiama apaaifieallj asking akatt taaakaraf smek a diffaramea mas akavm im tka raspamsas ia ama gmastiem imolmded im ika saaiiam "General Sekaai ▲ttitmdes*" Tkis gmestiem vaa, "Vkai I dislika akami mj olaaaaa is Signifi cantly aara retarded ikan average bays gara responses im ika category "feaekers" (Takla 12). faramia' Saiisfaaiiam 32____________ la sigmifiaami diffarameas vara fammd amamg ika i«kjaei> im ikair raspamsas ia ika gmestiea am paramis' saiisfaaiiam viik sekaai* Tkms General Hypeikeses I aad II amd diraeiiamal kypotkeses 133 amd 134 vara maiikar smppariad mar refaied. Jak Pronaratlon 1* Tka sigmif iaami diffarameas fammd amamg ika smkjeeis im ikair raspamsas ia ika fmestioms ia ika saeiiam am jak praparaiiam smppariad pri marily Gamaral Hype ikesis II9 am imielligemee. 313 2* Tka aadarliaad pariiaaa af dirt«il«ul kypatka- •ii M36, as f»U«v>, raaaivad niftrlt tka rasaaaaaa ia ika wtilltmin aasstiama daaliM »*ik * ,hf adaeakla aaiitllT raiardad h w aaitiai «aiit ia oallaaa ar iaaiar oallaaa aa a way af laitiw a iak. ■amiiam aaiaaaa ar aatkaaatiaa alaaaaa aa araaaratiaa far a iak. kava jaba araaad ika kaasa, ar raaaiva aa allavaaaa* 3* Iapartaat diffaraaeaa vara aa fallavat a* Sigaifiaaaily favar raiardad ikaa average kaja gava raapaaaaa ia ika aatagary "Oe ia aallaga ar jaaier aallaga" vkaa aakady "Hev will jam gai ikia jekT" (Takla dO)* k* Sigaifiaaaily favar raiardad ikaa araraga kaya gava raapaaaaa ia ika aatagary "Seieaee ar aatkeaatiea" vkaa aakad9 "Vkat aaaraaa kava yaa kad tkai vill kelp yam gai a JakT" (Takla 61). h u r U tia a Jak a Va aigaifiaaai diffaraaaaa vara famad aaaag ika aakjeets ia ikair raapaaaaa ia ika gaestieas aa pari-iiaa jaka* Tkaa Oaaaral Hypatkaaas I aad II aad diraaiiaaal kypatkaaaa 137 aad K3S vara aaitkar aappartad aar rafatad* Jak Fnf«r«i«t 1• Tk« sigmifleast diffarsmaas faamd sasmg ika i«bj«eti im iksir raspamsas is iks fmssiiam sm jak prafaramsa sifforiid ksik Oamaral Hypaikasis I, sm sssissssmsmie atatms, ui Osmsral Hypotk- ssis IIy om imialligsmea* 2* Bsik dirasiiamal kypaikasas H39 amd H40 rsssirsd suppart, Dirasiiamal kypsikssis 139 vas as fallavss Tka rssmsmsss is iks aEfrMflH*! ** smssiiom am ika i w af isb dssirsd afisr fim- iskims sokaal akaw ikai. samsarad viik ika kays vitk kisk saaiaaaamamis siaims. favar af ika kays viik lam saoiaacamamia siaims vast iaks vkiak fall imia ika kisk saaiaaaamamia siaims pari af ika sasiaaeamsmia siaims saala msad im ikis simdy. Diractiamal kypaikasis 140 vas as fallavss Tka rasmamsas ia ika amasiiammaira snasiiam am ika iyma af iak dasirad afiar fim— iskims sakaal skaw ikai. aa— arad viik ika kays af ararssa imiallisamsa. favar af ika admcakla filrthr If*.* iMth ika kisk saaiaaaamamia siaims sari af ika aaaia- aaamamia siaims saala msad im ikis simdy. 3. Impsriami diffaramsas vara as fallavsi a. Sigmifisamily favar kays viik lav seaieass- mamia siaims tkam kays viik kigk ••aiMintaie status said tkay vauld liks to kava spasifie ki|k saaiaaeaaaaia status jaks vkaa tkay fiuiskad sakaal (Takla 48)• k* Sigaifiaaatly uara kays vitk lav saaiaaaa- uaaia status tkam kays vitk ki|k sasiaasa- mauie status said tkay vauld lika ta kara spaaifia lav saaiaaeaaaaia status jaks vkau tkay fiuiskad sakaal (Takla 68)* a* Sigaifiaaatly favar rstardad tkaa average kays said tkay vauld lika ta kava spaaifia kigk seeieeeeaeaie status jaks vkau tkay fiuiskad sakaal (Takla 48)• Attitudes tavard Qalitiait lakaai Va siguifiaaut diffarauaas vara fauud auaug tka sukjaats iu tkair raspausas ta tka guestieas au attitudas tavard guittiag sakaal* Thus Oaaaral Hypatkasas 1 amd II aad diraatiaual kypatkasas H41 aad H42 vara aaitkar suppartad aar rafutad* Batiavs fraa tka "Test Behavior Oksarraiiaa Quids* 1* Tka siguifiaaut diffaraaaaa fauad (ky eki aguare aad Fiskar azaat prakakility aaalysis) aaaag tka sukjaats ia tka ratiags tkay raaaivad aa tka "Test Bekavier Oksarratiaa Guide" suppartad katk Oaaaral Bypatkasis I, aa saeiaaeaaaaie status, aad (ka«rtl Byfitktaia II, u iaialli- (aaea* Siga iaat raaalia supports* Saaaral Hypothesis II, while aaalysis of variance raaalta aapporiai both Oaaaral lypaihaaaa I and II. Oiraeiiaaal kypatkaaaa H43 aad H44 both raeaind support froa tko rosalts of eki aqaaro auad Piskor oxaot probabilitj analysis. Siga tost rosalts sapportod diroetioaal kypotkosis H44. Dirootioaal kypotkosis H43 vas as followsa Tko ratiaas froa tko "Tost Bokarior Obsorration Quids" skow that, ooaaarod vitk tko boys vitk kisk sooiooooaoaia atatus. aoro of tko boys vitk low sooiooooaoaio status bavo low ratiajts for tkoir tost bokarior. Dirootioaal kypotkosis 144 vas as followsa Tko ratinaa froa tko "Tost Bokarior Obsorratioa fluids* skow that, ooaparod with tko bows of aroraao iatolliaoaoo. aoro of tko odaoablo aoatallr rotardod bors haro low ratiaaa for tkoir tost bokarior. Iaportaat difforoaeos voro as followst a. Sigaifioaatly aoro rotardod tkaa arorago boys voro giroa low ratiags by tkoir inter— rioworo for "daeunt of Speech," "Self-confi dence," aad "Bffort Displayed" (Tablos 71, 317 k« Sigmifieamily i»r» ntoriai kaya vitk lav saeiaasamaaia itfttvi tkam raiardad kaya viik kigk aaeiaaaavaais aiaiva vara giraa lav ratiaga ky ikair iaiarviavara far "Iataraat ia Taaka" (Takla 7d). Haaltk af ika Sakiaaia 1 • Tka sigaifieaai diffaraaea favad ia ika kaalik raiiaga supported Oaaaral Hypaikasis II, aa iaialligaaea* 2« Tka vadarliaad pariiaas af diraaiiaaal kypatka— aia I4it aa follavs, raaaivad avppari frav ika raavlia af oki afaara aaalyaia s Ika kaalik raiiara airaa ika avkiasta ky ika iaaakara aa ika "laaakar Qkaarraiiaa aad kaiiaa Skaat." ika aakaal raoarda af kaalik diffiaaliias aikar ikaa aaaial raiardaiiaa vkiak aigki raiard aakaal laaraiag, aad ika aakaal raaards af plaaaaaai ia adaptira pkyaiaal advaaiiaa, akav ikai ika advaakla aaaiallr raiardad kava kava aaarar kaalik ikaa da ika kara af avaraara isiiUiisui* 3* Sigaifiaaaily aara raiardad kaya viik lav aaaia~ aaaaaaia aiaiva ikaa avaraga kays viik lav aaeiaaaaaaaia aiaiva vara raiad ky iaaakara aa kaviag "paar* ar "fair" kaalik raikar ikaa 31S ar "exeelleat” htaltk (Table II). Cwria Eeeeaa eadatieaa 1. Tka aigaifieaat diffaraaeaa faaad ‘atif tka sukjsota ia tka aaaraaa reeeaaeaded far tkaa ky tkair taaakara suppartad primarily Oaaaral ■ypetkeaia lit •* iatelligeaee* 2• Direetieaal kypatkaaia H4S, aa fellevs, reeeive< aappart fraa tka reaulta af Fisker azaat preka— kility aaalyaia s Tka a ear 7 t rTTTlHfffff**t/ff* aada aa tka "Tsaeker Okservatiaa aad katiaa Skeet" akev tkat tka taaakara raaaaaaad aaaraaa af a laaa aeadeaie mature far tka adaaakla asmtally retarded ksvs tkaa far tka kara af average iatalliaaaaa, 3* Iapartaat diffaraaaaa vara aa fallavas a* Sigaifiaaatly favar (aaaa) retarded kaya tkaa average kaya vara givea "Callage Frs- paratary" raaaaaaadatiaaa (Takla 90). k. Sigaifiaaatly favar (aaaa) average kaya tkaa retarded kaya vara givaa "Speeial SAaaatiaa" raaaaaaadatiaaa (Takla 90)* e# Sigaifiaaatly aara average tkaa retarded kaya vara givaa "Vaeertaia" aaaraa raaaa aaadatiaaa (Takla 90)* 1* l i t sigaifiaaat i i f f t r t i e t i f o u l (by ski sgaara) aaaag iks nljttii ia tksir pkysisal aduaatiaa grads* suppartad priaarily Oaaaral fljrftiksiii IIV aa iatslligaaaa* Oaaaral Hypatk- ssis II vas suppartad alas ky tka rasults af aualysis af varlams* praaaduras appliad ta tka pkysisal aduaatian gradss aad ta tka grada araragas far all alassas* 2* Tka uadarliaad partiaas af dirastisaal hypotka— sis 190, as fallavs, raeairad suppart fraa tka rasults af aki sguara aaalysist Tka fall saias- tar aradaa. atkar tkaa aitisaaskiu aradas. skav tkat. aaauarad vitk tka kars af ararasa iatal- lisaaaa. aara af tka aduaakla aaatally ratardad kars kad grada avaragas kalav "C" raaairad aradaa kalav "C* far akrsiaal aduaatiaa* 3. Sigaifiaaatly aara ratardad tkaa avaraga kays raeaivad pkysisal aduaatiaa gradas af *D* ar ”F" ratkar tkaa ■A," "B,« ar "0" (Takla 91)* Straaatka Oksarrad kv Taaakara 1* Tka sigaifiaaat diffaraaaaa fauad (ky aki sguar* aad Fiskar axaat prakakility aaalysis) aaiaag tka sukjaats ia tka saatiaa "Strsagtks Oksarrad ky Taaakara” suppartad katk Oaaaral lypatkasis I9 aa iteiHomMie atataa, aad Oaaaral Kypatkaaia II, aa imtalligaaoa* Siga iast raaalta i«|part- ad Oaaaral IJypatkaaia II* Diraatiaaal kypatkaaaa 151 aad 152 katk raaaivad aappart froa tka raaalta af aki aqaara aad Fiakar axaet prabakility aaalyaia* Sign taat raaalta amppartad diraatiaaal kypatkaaia H52* Diraatiaaal kypatkaaia H51 vaa aa fallavas Tka araaa oka aka d to taaakara aa tka "Taaakar Qbaar- ▼atiaa aad Batiaa Skaat* aa tka atraaatka af tkair atadaata akav tkat. a aaaa rad vitk tka bara vitk klak aaaiaaaaaaaia atataa* tkara aara favar bara vitk law aaeiaaaaaaaia atataa aka aara eaaaidarad by tkair taaakara ta kara tkaaa atraaatka* Diraatiaaal kypatkaaia H52 vaa aa fallavas Tka araaa akaakad by taaakara aa tka "Taaakar Obaarratiaa aad Katiaa gkaat" aa tka atraaatka af tkair atadaata akav tkat* aaaaarad vitk tka bara af avaraaa iatalliaaaaa* tkara vara favar admaabla aaatally ratardad baya aka vara aaaaidarad by tkair taaakara ta kara tkaaa atraaatka* Iapartaat diffaraaaaa vara aa fallavas a* Sigaifiaaatly favar ratardad baya vitk lav aaaiaaaaaaaia atataa tkaa araraga baya vitk kigk aaaiaaaaaaaia atataa vara ratad by 321 ikair iaaakara aa kaimg "alvaya eamaidaraia amd eaoporaiiva" (Takla 97)• k* Sigaifiaaaily favar raiardad kaya viik lav aaaioaoamaaia aiaiva ikaa raiardad kaya viik kigk aaaiaaaaaaaia aiaiva vara aaaaidarad ky ikair iaaakara ia kava ika airaagik "Daaa aaaigaad vark aaaily aad aaevraialy" (Takla 98). a* Sigaifiaaaily favar raiardad ikaa avaraga kaya vara raiad ky ikair iaaakara aa akaviag avaraga ar aara ikav avaraga vaivriiy (Takla 99)* ika Svklaaia Saodod i— ravamami 1• Tka aigvifiaavi diffaraaeaa favvd (ky aki aqvara) amamg ika avkjaaia iv ika aaaiiam "Araaa iv Vkiek Taaakara Fali ika Svkjaeia Headed Improvement" smppariad Gamaral flypaikasis II9 am imialligamea* Sigm iaai raavlia atp* pariad Gamaral Hypaikaaia Iv am aaaiaaaamamia aiaiva* 2* Diraeiiamal kypaikaaia H53 raaaivad avppari from aigm iaai raavlia, vkiak aamaidarad all raiimgs, vkila diraeiiamal kypaikaaia H54 raaaivad avppari from aki aqvara amalyaia af raiimgs "Sviiimg vp far gym*" Tka raavlia 322 •f eki tulyiis af ikt niiaga far "Itmdy •ataid* af alaaa" rafatad diraatiaaal kyyatkaaia H34f aimea it n a tka avaraga ratkar tkaa tka ratardad aakjaata vka vara aaaaidarad ky tkair taaakara ta aaad iapravaaaat ia tkis ant, Diraatiaaal kypatkaaia H53 vaa aa fallavas Tka araaa akaakad by taaakara aa tka -Ttaakar Okaarratiaa aad Batin Skaaf aa waaa ia vkiek tkair atadaata akaald trr ta iairara akav tkat. aaaaarad vitk tka kava vitk kiak aaaiaaaaaaaia atataa, tkara vara aara kava vitk law aaciaaoa— aaaia atataa vka vara aaaaidarad bv tkair taaakara ta aaad iaararaaaat ia tkaaa araaa. Diraatioaal kypatkaaia H94 vaa aa follavas Tka araaa akaakad t a r taaakara aa tka "Taackar Qkafrvatjfft aad tff M tkair atadaata akaald try ta iaarava akav tkat, aaaaarad vitk tka kaya af araraaa imtalliraaaa, tkara vara aara adaaakla aaatallv ratardad kava vka vara aaaaidarad kv tkair taaakara ta aaad iaararaaaat ia tkaaa araaa, 3. Iapartaat diffaraaaaa faaad by aki aquart aaalyaia vara aa fallavas a« Sigaifiaaatly aara avaraga tkaa ratardad kaya vara aaaaidarad ky tkair taaakara ta aaad iapraraaaat ia tka araa "8t«dy aataida 323 af olaaa” (Mlt 106)* Tkii may kava Warn btsutt tka ratardad kaya did mat taka aa aamy elaaaaa radmiring kamavark aa did tka kaya af avaraga iatalliganaa. k. Sigmifieantly aara ratardad tkam avaraga kaya vara aaaaidarad ky tkair taaakara ta maad iapravaaamt im tka araa "Smitimg up far gym" (Takla 107)• Pmaatiafaatarv Bakariar 1. Tka aigaifiaamt diffaraaaaa fammd (ky aki agmara) amamg tka amkjaeta im tkair aakaal raaarda af mmaatiafaatary kakaviar amppartad katk Oaaaral kypatkaaia I, am aaaiaaaaaaaia atatma, amd Oaaaral Hypatkaaia II, am imtalligamaa* Sigm taat raamlta amppartad Oaaaral Hypatkaaia II* 2. Biraatiamal kypatkaaaa H3J aad H56 katk raaaivad amppart fraa tka raamlta af aki agmara aaalyaia. Sigm taat raamlta amppartad diraatiaaal kypatk- aais H56. Biraatiamal kypatkaaia 155 vaa aa fallavat Tka aakaal raaarda akav tkat. aamparad vitk tka kava vitk kimk aaoiaaaamaada atatma* mara af tka kava vitk l«v ,ut*M kad mmaatiafaatary aakaal kakaviar, Biraatiamal kypatkaaia 151 vaa aa fallavat Ika aakaal raaarda akav tkat. aammarad vitk tka kava af 324 aTOraao U ttU lltM t, MM of M l- tally r>itri»A baw h U — i»tiifft»nr b«k*Tier. 3. liporiut difftrneta vara aa fallavat a. Significantly aora ratardad tkam avaraga boys voro aaapoadad at soao tiao dariag the 1963-64 school yoar (Tablo 112). b. Sigaifioamily aoro boys vith lov seoioeoo- aoaie stains than boys vitk kigk seoioeoo- aoaio siaims received omo or aoro mmsatis- faoiory oitisenship grados for iko first soaosior of iko 1963-64 sekool yoar (Tablo 117). Summary of support for iko somoral bvosthoses Omo kmmdrod six sigmifieami difforomoos aaomg iko subjects voro fommd by amalysis of iko data by oki sgmaro amd Pisher oxaoi probability siaiisiieal aoikods. Of tkoso omo kmmdrod six sigmifieami difforomoos, fifioom smpporiod Oomoral flypethesis I, om sooioooomoaio status; sixty-femr smpporiod Oomoral Hypoikosis II, om imtelligemeof aad- ivomiy-sorom oomld support oiikor Oomoral Bypoikosis Z or Oomoral Hypoikosis IX, or botk, simoo tkoy voro fommd boivoom gromps difforimg im botk sooioooomoaio siaims amd imiolligomoo. Analysis of variance preeedures voro applied to ivo 329 of tk« >w|Mititauirt s»tiiai« Oeaeral Hjftikiaia I, oa caaiaaeaBMiia atataa , vas aafpartai bj tka resalts af auljaii of nriuaa fraaaiarat affliai to tko soetism "Batiags froa tks 'Toot Bokarior Oksorratioa Gaide• • " Ooaoral Hypotkosis II, oa iatolligoaeo, vas sapportod ky tko rosults of aaalysis of rariaaee proeodaros appliod to tko tvo sootioas "Batiags froa tko 'Tost Bokarior Oksorra tioa Qaide*" aad "Seaester Grade Averages." Siga tosts voro ram for foar of tko aeagaestioaaaire sootioas. Ooaoral Hypotkosis I, oa soeiooeoaoaie statas, vas sapportod ia tko sootioa "Areas ia Vkiek Toaekors Bolt tko Sakjoets Hoodod Iaproreaeat." Geaeral Hypotkosis II, oa iatolligoaeo, vas sapportod ia tko folioviag tkroo sootioass (1) "Batiags froa tko 'Tost Bokarior Oksorratioa Qaido,'" (2) "Stroagtks Oksorrod ky Toaekors,” aad (3) Sokool Booords of Uasatisfaetery Bokarior." irr of Higk sokool koys vitk lav sooiooooaoaio statas difforod froa kigk sokool koys vitk kigk sooiooooaoaio statas ia tko folioviag soroa vayst 1. Boadiag of aagasiaos. a. Boys vitk lov sooiooooaoaio statas spoat loss tiao roadiag aagasiaos tkaa did koys vitk kigk sooiooooaoaio statas. k. More koys vitk lov sooiooooaoaio statas tkaa ¥«j> vitk kifk •••iMantaio status rtai aar uagasiaes s««k as Mat lai. Mavis atteadaaee* a. Bays vitk lav seeieeeeaeuie status vaat ta tka asviss aara eftea tkaa AIM kays vitk kigk saaiaaaauaaia status* k* Mara kays vitk lav sssisaesasaia status tkaa kays vitk kigk saaiaaeaaaaia status vaat ta tka aavias vitk atkar fellevs ratker tkaa aleua ar vitk tkair faailiss ar dates* Jak prefereaee* a* Mara kays vitk lav sseissssasaie status tkaa kays vitk kigk saaiaaeaaaaia status plaaaed ta gat lav saeiaaeaaauie status jaks vkaa tkay fiuiskad sekeel* k* Mara kays vitk kigk saeiaaeaaauie status tkaa keys vitk lav saeiaaeaaauie status plaaaed ta gat kigk saeiaaeaaauia status jaks vkaa tkay fiuiskad soke el* Teaekers* apiaiaas aa aaad far iupreveaeat* Mara kays vitk lav saeiaaeaaauie status tkaa kays vitk kigk saeiaaeaaauie status vare tkeugkt ky tkair taaekars ta aaad iupreveaeat ia sakaal vark aad elassraau kekavier* Oitimeaskip grades* Mara kays vitk lav seeie— eeeaeuie status tkaa kays vitk kigk sooiooooaoaio l U t u r«e«ir«i uiaiiiftoitry oiiiaoaahip |rU«a. 6. Iaiarait dvriag iatarrlfvs. BiUrici kiji viik lov sooiooooaoaio oiotus apptarfi to iaior- ▼iovoro io karo looo iaiorosi 1 b aasvoriag iBtorriov |««itioB« abovi ikoaaolros ikaa did roiardod boys viik kigk ooeiooeoaoaie aiaiva* 7# foaokora1 opiaioBa rogardiag asaigaaoais* Favor roiardod boy a viik lov aooiooeoaoaie aiaiva ikaa roiardod boya viik kigk aoeiooeo- Boaio aiaiva voro ikovgki by ikoir ioaekors io kavo iko "siroagth" of doiag ikoir asaigaod vork voaily aad aeevraioly. Bdvoablo vovially roiardod kigk aokool koys difforod froa kigk aokool boya of avorago iviolligoaoo ia iko follov- iag ikiriooa vayas 1 • Doiag koaovork. a. Roiardod boya spoai loss iiao oa kovovork ikaa did boys of arorago iviolligoaoo* b. Fovor roiardod ikaa arorago boya spoai ikoir iiao afior sokool or ia iko oroaiaga doiag koaovork or roadiag* 2* Roadiag* a* Moro roiardod ikaa arorago boya foli ikai ikoy had prokloaa viik roadiag ai aokool* b. Roiardod boys spoai loss iiao roadiag books atkar ikaa sekool b*«ki tkam did kaya of araraga iatalligeaae. a. Mar* ratardad tkam araraga kaya aaaaidarad aagasiaaa ar aaaia baaka tka type af "kaaka" tkay read. Vatekiag telariaioa. Ratardad boya apeat aara tia* vatekiag talariaiam tkaa did baya of araraga iatelligeaee. fartieipatiea ia aakaal aetiritiea. a* Favar ratardad tkaa araraga kaya attaadad kigk aakaal aetiritiea. bt Favar ratardad tkaa araraga baya aad* kigk aakaal atklatia teaaa. Attitadaa tavard taaakara. Altkaagk aaat ratardad aad araraga kaya kad peaitir* attitadaa tavard teaekera, aara ratardad tkaa araraga kaya •xpraaaad dialika far taaakara. Job prafaraaoa aad praparatiaa. a. Favar ratardad tkaa araraga kaya plaaaad t* gat kigk aaaiaaaaaaaia atataa jaka vkaa tkay fiaiakad aakaal. b. Favar ratardad tkaa araraga kaya tkeagkt af gaiag ta aallaga ar jaaiar aallaga aa a vay af gattiag tka jak tkay vaatad. Bokarior dariag iatarriava. a. Ratardad kaya akavad paarar kakariaral ekaraeivriitiei daring i>t«rri«wi than did kqr* average intelligence* k. Retarded baya spoke less, skewed less self- eenfidenoe, and displayed less effert dnring interviews than did beys of average intelli gence* 8* Teachers' coarse reeonmeadations• Teachers recommended oemrses of a loss aeadonio nature for rotardod boys than for boys of average intolligenoe* 9* Physical odnoation grades* More rotardod boys than boys of average intelligence roooivod below average grades for physical odnoation* 10* Personality and behavioral strengths* a* Power rotardod than average boys voro thought by their teachers to have person ality and behavioral strengths* b* Power rotardod than average boys voro thought by their toaehors to show average or aoro than average maturity* 11* Teachers* opinions on need for improvement* a* More rotardod than average boys voro thought by their teachers to need improvement in suiting up for gym* b* Fever rotardod than average boys voro thought by their toaekors to need 330 iBfrmatit in study sutsids of olass* 12* Sekoel rsssrds of unsatisfactory bihtfi«r« a* Msrs ratardad tkan araraga kays kad sakaal raeards af uusatisfaotary kekarier* b. Mara ratardad tkau araraga kays vara sus pended fraa sokool* 13* Healtk* Mara ratardad kays vitk lav seeioeeo- aauie status tkaa araraga kays vitk lav secio- aeauouie status appaarad ta ikair taaakars to kara paar ar fair kaaltk ratkar tkan gaad ar excellent kaaltk* ▲ltkougk naitkar soeioaoanauie status alona nar intalliganea alana skovad significant coneeuitanea vitk any of tko fallaving tkraa typos af kekarior, eaneaaitanoa vas skovn vkan koys karing katk ratardation and lav seeieeoo- nouie status vara eeupared vitk kays karing katk araraga intalliganea and kigk seeiaaeenaaie statuss (1) Mora ratardad kays vitk lav saoiaaoanauio status tkan kays vitk araraga intalliganea and kigk saeiaaoanauia status axprassad dislikes akaut kigk sakaal* (2) Favar ratardad koys vitk lov sseieeeonsuie status tkan koys vitk araraga intalliganea and kigk saaiaaoanauia status tkaugkt tkay vauld attand a pap rally tkair taaakars urged tkau ta attand kut did net require tkan ta attend* (3) Favar ratardad kays vitk lav saeiaaoanauia status tkan kays vitk araraga intalliganea and kigk sooieeeeneuie status vara tkaugkt ky tkair taaakars 331 io have iho personality otroagth of alvaya being considerate and cooperative. Discussion This study found that anong rotardod aad arorago hoys vith lov and high soeiooeononie status, thoro voro noro likonossos than difforonoos in school hoharior and attitudes. This finding substantiates tho eoneopts of a high sehool adoloseont enlturo (Saith, 1962) and an adolos- oont soeioty vith a soeial status and valuo syston (Coleaan, 1961). Tho literature on retardation has shovn that tho nonintolloetual characteristics of tho rotardod nay bo influoneod by soeiooeononie status instead of or in addition to intelligence (President's Panel on Mental Retardation, 19621 California Study Coaaissien on Mental Botardation, 1964) Varner, Barighnrst, and Loob, 1944* MaeOonald, McGuire, and Harighnrst, 1949) lollingshoad, 1949f Coster, 1939f Bonsall and Steffire, 1953). Those findings suggest that tho sehool behavior aad attitudes of tho oduoablo ueatally rotardod aay actually bo descriptive of tho youth of lover seoieeeenenie status and not necessarily related to or influoneod by lov intelligence. In this study difforonoos in sehool behavior and attitudos voro acre frequently conooaitants of differing levels of intelligence than they voro eoaeoaitaats of 332 iiffiriig l m l s of socioeconomic itaiia* Vhtiktr iifftr- 9B09I vtn OMewiiMti of difforimg loro Is of intoll if one o or concomitants of difforimg Io toIs of sooioooononio status dopondod upon tko particular typo of bokarior or attitude under consideration. Some difforonoos voro eomeenitants of differing soeiooeononie status lorols in eoabination vitk differing intolligoneo lorols. Tko findings voro probably influoneod by tko definitions of "lev soeiooeononie status," "kigk soeioeeo— nomie status,M "mental retardation," aad "arorago intelli gence.” It is possible tkat tkoro vould bare boon noro significant difforonoos in bokarior along linos of soeio— eeomenio status if tko difforonoos in seeioeeoaenie status bad boon greater botvoon tko "lov" and "kigk" groups. In tkis study tkoro voro no subjects in oitkor tko Invest or tko kigkost elassifieations on tko Helliagskead scale. Tko lovost classification vould bare ineluded subjects vkoso parents voro on relief, voro unemployed, or bad no occupa tion! vkile tko kigkost classification vould bare included subjects vkoso parents voro kigkor oxoentires, proprietors of largo concerns, or major professionals. Tko "lov socio economic status" group in tkis study vas not tko "lover class" as found in tko sociological literature on big city slums or among minority groups. Voitkor vas tko "kigk seoioeeoaemie status" group in tkis study tko "upper class" discussed in sociological literature. Tko findings migkt 333 hart kaca iiffaraat if ill* stady had baaa eoilaetai i> a eanonitj vher* than vere vider differeaees ia seeieeee- noaie aiatu aaomg the *da*akl* acntally r*iard*d atidaiii* Seeielogieal literature kas akova ikai ik* *ek**l r*fl*eis aiddle-elass ideal* (Varaer, Havighurst, and Leek, 1944) and ikai iadividaals vith lev soeioeeeaeaie siaiu* kar* varieas «karaei*ri*iie* ikai ar* less desirable than ikes* ef individuals viik kigker seeioeoeaeaie siaias (tfeagarten, 1949) Hellingshead, 1949) MacDenald, MeQuire, and Havighurst, 1949) Caster, 1999) Havighurst ei al.. 1962)* The liieratur* ea reiardaiien ha* sheva ikai retarded siadeai* are subjected ie greater frasiraiiea ikaa are average siadeai* aad that retarded individuals kar* varieas ekaraeieristie* ikai are less desirable ikaa these ef iadiridaals viik average iatelligeaee (Pearsen, 1942) Sarasen, 1943) Jehnsen, 1990) Martin, 1993) Baldvia, 1998) Hati aad Oibby, 1998) Jeaes, 1998) Jasiak, MaeTkee, aad Vkiieaan, 1943). Ia this study it vas feaad ikai reiardaiiea raiker ikaa lev seeieeeeaeaie siaias vas aer* frequently eeaeeai- iaai viik less desirable sekeel behavier characteristics• Many iiaes reiardaiiea aad lev seeieeeeaeaie siaias eea~ biaed ie be eeaeeaiiaai viik less desirable characteristics ia sskeol behavier aad attitudes. It is saggeaied ikai eae skeald be earefal aei ie aiiribaie ike less desirable er uasatisfaetery sekeel 334 bakariar of tilt rctardii te retardatiom par bat skaald rtaliii tkat tkia bakariar aay ba ralatad ta a oaabiaatiaa ef faeters, ineladiag retardatiea, aaeiaaaaaaaie atataa9 aad adalaaaaat celtare* Tkia eaaaaaitaaea ar relatieaskip af aadaairabla aakaal bakariar ta aaeiaaaaaaaie atataa aad iatalligaaoa aaada fartkar eralaatiea* Tkraagk fatara researek, edaea- tora aigkt fiad specific tkiags ia tka aaeiaaaaaaaie atataa baekgreamd af tka atadaata tkat eaa ba ekaaged ta aaka tka atadaata* bakariar at aekoal aara desirable* Alaa tkraagk fatara raaaarek it aigkt ba paaaibla ta fiad tka apaeifie iatallaetaal faetara ar dafieiaaeiaa tkat eaaaa tka ratardad ta kara laaa deairable aekaal bakariar* Tkia atady kaa praridad a aarraj af tka aekaal bakariar aad attitadas af fear graapa af beys ia a Seatkera Califeraia kigk aekaal diatriet* i kaavladga af tka aekaal bakariar aad attitadas af atadaata skaald kelp adaeatara aaderstaad tkeir atadaata batter* Tkia kaavladga alaa aay kelp adaeatara plaa far tka iapraraaaat af tka kigk sekeel9 s earriealaav aaaaaaliagv aad adadaistratiaa far tka fear types af atadaata stadied* ▲ kaavladga af tka apaeifie aekaal bakariar aad attitadas af diffaraat types af atadaata ia aasaatial bafara adaeatara aaa plaa ta ekaage aekaal bakariar aad attitadas* Far aaek type af aakaal bakariar ar attitade, adaeatara skaald daeida if tkia aakaal bakariar ar attitade 335 is acceptable for a partiealar type ef stadeat* If it is aot aeeeptakle, tksa sdasatsrs skeald plaa ways •f skaagiag tks spsoifis typs of kskavisr or attitade* If sdasatsrs tkiak tkat a ssrtaia typs sf kskavisr sr attitads is desirable, tksa tksy sksald plaa vays sf rsiafsreiaf sr aaiataiaiag it* Csaslasisas 1* Tksrs ars asrs liksasssss tkaa diffsrsasss ia tks sskssl kskarisr aad attitadss sf tks folleviag fsar typss sf kigk sskssl ksysi sdaeakls asatally rstardsd ksys vitk lev ssoissssasaio statas, ksys vitk arsrags iatslli- gsass aad lsv sseissesasaie statas, sdasakls asatally rstardsd ksys vitk kigk sssissesasais statas, aad ksys vitk arsrags iatslligsaos aad kigk sssissesasais statas* 2* Seas diffsrsasss ia sskssl kskavisr aad attitadss sf rstardsd aad average kigk sskssl ksys ars ssaesaitaats sf diffsriag levels sf sssissesasais statas, vkils stksr diffsrsasss ars ssaesaitaats sf diffsriag lsvsls sf iatslligsaos* 3* Diffsrsasss ia sskssl kskarisr aad attitadss ars asrs frsgasatly ssaesaitaats sf diffsriag levels sf iatslligsaos tkaa ssaesaitaats sf diffsriag levels sf sssissesasais statas* 4* Seas diffsrsasss ia sskssl kskavisr aad attitadss ars ssaesaitaats sf diffsriag sssissesasais 33d iUt«« 1«t«1i in OMkiutiu vitk differing intelligene* lOTOlS. 5* Sen* lus itainbl* ohanoiariatioi ara found ua>| tiioakla raitriai beya, vkil* atiiar laaa itairabla eharaatariatiaa nr* found among boys vitk low oooiooeononie statu*• 6* Loss dosirablo ekaraetoristies ar* found nor* frequently anong rotardod kigk sekool boys tkan aaong kigk sokool boys vitk lov soeiooeononie status. 7. Botardation and lov sooiooeononie status sonatinas eonbino to bo eoneomitant vitk loss dosirablo okaraetoristies in sekool bokavior and attitudos. Recommendations Tko folloving roeonnoadations ars nado as a rosult of tkis study* 1. In tko literature tkoro is alnost no rosoarok doaling vitk sekool bokavior and attitudos of rotardod kigk sokool students. Studios sinilar to tko present study need to b* oonduetod in order to eenfira tko findings and eonelnsions of tkis study. 2. Tko four typos of students studied voro fron one sekool district. Tko results of tko study apply to tko sokool population of tko sokool district studied, and not nooossarily to students in kigk sekools in otkor oitios, sluns, or farm areas. Future studios skould use larger 337 iMflti frea larger pepulaiioas so that ike researek fiad- inge vill be aere aearly amirereally applicable* Tke variables frea ike differeai pepalaiieas eeald be iaielli- geaee, seeieeeeaeaie siaiasv age, sex, physieal eeadiiiea, perseaaliiy iraiis, edueaiieaal levels, eikaie groaps, aad sises aad iypes ef eoaauaiiies* 3* Tkis sivdy vas liaiied ie sekool-orieaied quesiioas aboai sekeel bekavier aad aiiiiades* Tkis vas so beeaase ef ike pesiiiea ef ike public sekeels ikai ii is aei ike rigki ef ike pablie sekeels ie iavade ike privacy ef ike iadividaal aad ike koae* Faiare siadies ia ike field ef ike soeial psyekelogy ef ike edaeable reiarded adeleseeai should, if possible, ebiaia sekeel disiriei aad pareaial pensissiea ie eeadaei psyekelegieal siadies ia greaier depih* 4* Tke preseai siady iavesiigaied developed aiii iades. Tke caergeaee ef aiiiiades veald be of iaieresi for faiare siadies* Faiare researek ef a leagiiadiaal aaiare is aeeded ie deieraiae kev ike sekeel bekavier aad aiiiiades ef reiarded ekildrea aad ekildrea frea faailies viik lev seeieeeoaesd.e siaias develop aad ekaage frea ike iiae ike ekildrea eaier sekool ie ike iiae ikey leave kigk sekeel* 3* Ia ike preseai siady, speeifie levels ef seeieeeeaeaie siaias aad iaielligeaee vere used ie deseribe aad group ike subjects* la faiare researek, faeieral aaalysis aad eerrelaiiea aeikeds skeald be ased ie siady 338 the specific fttitrs vhieh «Mpris« iBttlli|«u«} aad the r«Utiuskipi ef these faeton vitk school behavier ati attitadas* If a specific typo of kaaa aitaatioa or parental teaching eaa 'be foaad to bo influencing a specific typo of sekool behavier, then educators nay bo able to change tko bokavior by vorkiag vitk tko parents* If a apoeifio typo of inability on tko part of tko odaeablo mentally rotardod students is found to bo eausing a specific typo of sekool bokavior problem, then other abilities of the rotardod students nigkt bo found to compensate for tko area of inability* APPENDICES APPENDIX A SCHOOL BKHAYIO& AND ATTITUDES QUSSTIONNAIBE I 4 » 8 « $ B ft 0 * u S I B 4 > 0 H H 0 H ft 0 ) 4 R H ft ft * A 5 0 1 0 H > « I A 0 “ 1 * 0 0 r» 0 h I I ft 0 fi e * o i f \ in v v 4 s 1 1) X n . aohool X aa laarnlog aboul; 6) X talt t t t Inn oboud 3) Hr tMlaat sobool work is *) Hr bardast a iabo ol mzk 1 m ■ 5) Wiat X like beet about high eohool la 6) W»t X like least about high aOhool I s , T) Hr favorite school activity l a , 8) X tMnV a i o l a o o l zulaa a r e . 9) Xn sports I . to) Nbat X like beet a i ' b o u ' f e my olaaeee I s , 11) What X dlalike about my olaeaoe l a , t#>15 Inolualve i Tfhloh of the following phraaae do you think best fit most of the toaohare at your sobool? ta) Host taaohars are ( s i ) frlandlv (b) not fviamdiy | m 13) Most tsaehers (a) give easy sobool work (" b ) give hard sohool work id) Mood teaohers are (a) Interested In teen-aaers (b) uot Interested la teen-agers MU o« m 8 6 ) W h a t a o h o o l a o t l v l t l « a m o h «■ a t h l a t l o m n t * . p l a y a • P « P n X l l a a P » U a 4» t 1 a a « 5 2 ¥ : a * o ¥ a s 2 » t 5 H 0 • ¥ h 1 I £ ► H 9 S I 4 * a •o f a a fi a a s 0 a s rt g fi s I CD N I ¥ h * 9 * 1 A a A h 0 £ a a u 1 A ¥ 9 ¥ a r l *• 0 a* I < 9 1 H 0 to 0 ¥ 9 A *4 a fi ¥ 0 a *4 « 4» i 0 i $ t 1 » A 3 2 a 8 * h H « H a I o to fi i fc A 4 * s a u 0 1 u 0 M 0 to S a p H 0 $ M 0 4 * a 0 a 1 t % s n H 9 9 a «4 4 * 2 ¥ a fi 0 w 3 A A A i ] a a o 9 W W W 2 1 • a *1 afi fi * o 4 * a 0 1 3 a a H 3 0 • a W 2 3 a fi 1 I * > z S n a ll| d * • * 0 w w w ! fi* a e 9 fi 0 • 0 a 3 9 2 1 3 2 0 a 4 > a o a a i i h a « 9 9 9 2 k a a m - a . a o 04 l » N ¥ 9 1 % a 0 ¥ % 1 H M 0 “ a H A ¥ a I 0 t a * 1 £ I M a a 0 k f s R X p* H 0 0 A o a b a 5 a J 0 H a 9 P . a s ► > 1 a s a «4 « ► a a i a 9 a ¥ b i 9 I S \ I a H I r s I p* a « 9 9 ! 8 a a 4 * b 8 h < 0 a 9 8 t I a r l I fc p » a o H 4 * 0 a ► b a ! \ 9 I ► » * s P i a I * a «4 I 8 0 * ® n ; f i i i 4 * H I M I S a ? « 341 I ( a) ntnr (d) about onoa a montl (b) alaoat navar (a) about oaoa a uael (o) aararal ' t i m e s a ye ait (f) more often than one* 44) mwn you go to the aovlea, you uaually go ( a) t o y Touraalf ( o) with o - f c k e r felloes (b) w i t h , your fanllr (d) with a data 45) Who Is your favorite almcer? . . 46) How nany reoorda do you own? ( a) none (o) ten ' t o thirty . (b) nine or fewar (d) more - t k s m thirty. 47) What kind of nnxslo le on moat of your raoorda? 46) WhAt nagaainaa do you reed? 49) How mu ah time do you spend esok week reading nagaclnes? ( a) Almost no - t i m e (d) under two Hours (b) under fifteen minute a (e) under three houra. (o) under one Hour (f) more than three H o t 50) HOw muoh - t i m e do you spend eadh week reading Hooks other than sokool Hooks? ( a) almost no • t i m e (d) undsr - t w o houri (b) under fifteen minutes (e) under - t k r e e H < (o) under one Hour (f) more than three H o t 5? ) 1 1 1 1 0 4 Hooks do you m a d ? do novt, S3) ShaW job would you like Wo have whan you 54) How Will you get this lob? 55) WhaW courses have you had thaW will help woo eat o . lob? 56> bbat ioba do won do around Who houoo? 57) So you raoalwa «n allovmnos? Too H o . 58) Bow a utih allowsno* do you gat p*r w o s a c ? 59) So you hare » part-tlma job outoldo of your houo? Too Ho 80) WhaW . i o h T . _ 61) What ia your rate of pay par hourt 62) Art your paranta aatieflad wltb tho aohool you attend? To^___Ho. 65) Shy or why net? _ _ 64) Hould you quit sahool now If you had Who of for of a full tlaa job you l l l c o d aad you did not noad any more education Whan you now have Wo Qualify for 1W? Too Ho 85) Why or why net? 66) or «b»t t»1q« &• school for you? 67) Mi»t art your plans for finishing high aohool? Do you plan toi (a) sraAMto (b) finish tha alarranth grada (o) finish tha tanth grada (d) flnlah tha ninth grada 68) What ars your problaua at aohoolT 69) Bow oaa your aohool bo luprovadt 70) HOtr long hava you llvad In tha Huntington Baaoh High Sohool aroa? 71) Whara did you llva before you oaaa to this area? APPENDIX B TEST BEHAVIOR OBSERVATION GUIDE ■azno h o i i t a h h s s o at o e s si ! 3 I j ( si ! i j \ t gti $ o • 8# ■ 1 ■ a a o o M3 H P ■ to S 0 i|l l s |7 W r N D 0 ' *«*«■ 8 » r . s r 8 .-©IHVfiWONDOs - N K W t f V O N C O O \ ’ 'NI^WlAVND °M»0 ¥ 8o«8S IS. V B rfttcttiwoMXh 8 ■ 4 » _ • fc^OiWiWOMHh « » t t * V * l A W M O O S a5oS* z 343 APPEHDIX C TEACHES OBSEEYATION AH) EATING SHEET APPENDIX D INTEBTISVES'S EVALUATION SHEET mmnmm m 3 « ! % 3 U n I' I h " 0 t s 5 9 t t o H 0 H !! |S n !!l si If 3 N 3 a H h 0 n 3 t o o • 8 g I I *3 i§ i 347 4 » s $ 4 4 0 t 0 s H H 0 o H 6 4 n g H H H <4 A 4 A o H > a A O 1 4 * 0 • « f i A 1 « * o E in H 4» 0 I 0 I 0 8 rl 4» 0 • i 5 n 4 4 0 I * i $ * s 4 » < 4 8 4 * ! 4» a *4 a 8 H 4 » B • O ' 1 * % i n H 0 t 4 * A 0 fl t IS a «4 A H 2 5 4 » 8 f r t A 8 A H H B < B A o « 4 8 8 0 o A 4 » « 0 0 A < H 0 A & 8 4 4 0 h | 8 X s 4 * 0 1 3 0 B t 9 I h H 0 0 0 B 0 0 H A s : n ill I 1) In aobooX X am learning at>out 2) X t a zif to l«un about 3) Hr Moioat aobool work la . *) Hr hardaat aohool work la_ 5) Wat X like beat about high aohool l a i 6 ) m ia t X I l k a l a a a t abou-t > « * g * * a o h o o l I s , 7) My fatorlta aohool aotlvlty l a . 8) X tMnlr aohool xulaa are 93 In aporta X. to) Vhat X Ilka boat about ar olaaaoa l a . 11) Wat X diallka about ar olaaaoa la tO>15 InolualTax lihioh of tha following phraaoa do you think boat fit 4 . aoat of ' t h a toaohara a - f c your aohool? ta) Moat toaohara an C a t ) frlandla (b) not frtmair 13) Moat toaohara (a) glva aaay aohool work (b) glva hard aohool work 14) Moat toaohara are (a) lntaraatad In taan-aaara (b) not lntaraatad In taan-aaara . . APPENDIX S INSTBUCTI0M8 TO IXTEBYIEVEB8 g H 8 to g S m s B 1 n i ! I I % . r 3 2 ! 3 > * g 1 1 i § i s 5 « < < v a a * • { « :ja 2 8 # J R I . ! ! ! s i i l i i l 349 APPENDIX P DISTRIBUTION OP RSSPONBSS TO THE QDESTIOVVAIBE QUE8TI0N3 01 LENGTH OP BESDSVCE IV THE SCHOOL DISTEICf AND PLACE OP POBMEB RESIDENCE (TABLES 119 AND 120) 331 TAILS 119 fbsquiici distbibutiov of bssfqisss so gossvioisAiBE QUS8TI0M 70s "HO¥ LOW MATS TOU LITSD IV VII 1QVTIVOTOV BSAC1 HlOfl SCIOOL ABBA?" Type ef Rtifmn (lukin 4«si|uic Mi«|»ri«a) 1 ■ First year k«r« 4 ■ Fearth year kart 2 ■ Stetii year ktrt 9 ■ » Fifth year kart 3 ■ Third yaar hara 6 ■ Hart firs years or sera Type ef Sespease 1 2 3 4 5 4 Cells 1* BOUlev ses (17 sahjeets) 3 4 2 2 1 3 2. Al-lev ses (17 sahjeets) 1 1 0 3 3 7 3. SMB-high ses (15 sahjeets) 4 2 4 2 1 2 4* Al-high ses (15 sahjeets) 0 6 2 1 2 4 (142) BiB-lev ses + ▲1-1ev ses (34 sahjeets) 4 5 2 7 4 12 (344) SMB-high ses 4 Al-high ses (30 sahjeets) 4 8 6 3 3 4 (143) EMB-lev ses 4 SMB-high ses (32 sahjeets) 7 6 6 4 2 7 (244) AI—lev ses 4 Al-high ses (32 sahjeets) 1 7 2 4 5 11 ▲11 sahjeets (44) • 13 8 10 7 18 Vete* Biffereaees ista| sells sr hetveea esahiasd «rs«ps were aet sigaifisaat at the *05 level* l o i r o l (a) nanr. (b) almost navar. (A) about onos a . aontl (a) about onos a mol (f) more oftan - t h a n onos a wei (©) aaroral times a rear 44) Khan you go - t o tbe movlas, you usually go (a) t o y yoursalf (o) with other fallows, (b) with your fsml I t (d ) with a data 45) Vio I s your favorite slaaar? 46) H i o i r many raoords do you own? (a) none (o) tan - t o thirty (b) nine or fewer (d) more than thirty. 47) Vhat kind o £ muslo is on most o ± your raaorda? 48) Hhat aagaslnaa do you road?. 49) How auoh time do you spend eaoh (a) almost no time (b) undsr fifteen ml mi tea (o) under one hour . . 50) How n u o l i - t i m e do you spend eaoh sohool booke? (a) almost no tine (b) under fifteen minute a (o) under one 51) Vhat hooka do you read? » e k reading magaslnea? (d) under - t w o hours (e) under three houra. (f) more than three h o i ek readings hooka other - t h a n (d) under two hours (e) under three h e (f) more than three S 3 ) V h a t J o b w o u l d y o u l l k o t o b a v o w h o n y o u f l n l a h aehool?, ► A 0 n ¥ t o H 3 I I 9 * A 0 n A t o i Pi H H H S ¥ I • 0 i s B 0 a in in I I t < i o I I H 0 5 A * a b A fi I H 0 1 a I $ t 0 a 1 s K o a n * 4 ¥ ¥ a ¥ ¥ I I h o US! A M A A A A H 5 ; X 8 8 ; 8 8 I 341 352 TABLE 120 FKBQUOCT PI8TBIBUTI0V 0V BE8P0V8BS TO flUKTIOVKAIBK flCBSTIOV 71 s " Y U M BIB 100 LITE BBVOIB 100 OiMB TO T1I8 ABBA?" Typo of Itipoait i (laalira A»ii|ui« 1 ■ Alvajri beta im ikia arta 2 m Otkor ftrii of Oraaft Cauty 3 - California (azelaAiaf Oramfo Caiaiy) 4 ■ Vaatara or Midvaatara Unitod Stataa 5 ■ Boatkora or Baatora Ikitod Siatoa fyyo of Boopoaoo 1 2 3 4 5 Colls 1 • BOb-lov oos (17 oakjooto) 4 7 4 1 1 2. AI-lov aios (17 oakjooto) 1 4 8 1 3 3. BflMifk oos (15 oakjooto) 1 4 7 2 1 4. Al-kigk ooo (15 oakjooto) 1 3 8 2 1 (142) BNB-lov ooo 4 AI-lov ooo (34 oakjooto) 5 11 12 2 4 (344) BMB-kigk ooo 4 Al-kigk ooo (30 oakjooto) 5 7 15 4 2 (143) BNB-lov 000 4 BMfr-kigk ooo (32 oakjooto) 5 11 11 3 2 (244) il-lov ooo 4 Al-kigk ooo (32 oakjooto) 2 7 10 3 4 All oakjooto (04) 7 1S 27 0 0 Vo to a Bifforoaooo m o m aolli or kotvooa ooakiaoA oro not oigaifiooat at tko .05 IlTal. B I B L I O 0 B A P I I BIBLIOQBAHT Akrtkiutiy Stapkaa* "Oar itotu lyit** «al libluiie T#1* irtku, 8t m «« "Baa* Ikittrs C«ttrikiiii| it Intn im ikt Bitfitaii tf Vttklraiaitlitai.* iatriw Jaiml tf BtfltititT. Tal. 94 (ApriiTllw/wI 4*9- Baldvia, Villi* K. "ft# Saaial Ptaiiiti tf ikt Uttaklt Mtiiallj BtitiitB Child ia ikt Etnlaur flrtita ia th* ■u«7* -wwaia an vanaauxtj m wt vrv •f Iatalligaaaa frta Birth it Zightaaa Taars," 79 (1949), _• "Oa th* Irtwik tf Iatallifaaaa," /hfTl f“ faytk^|t^ai. Tal. 10, V*. 12 (Baaaafar, 1#99), Baasall, Marttllt, aad StaffIra, Biftri. "Th* Taaparaaant Btwtr, Bli M. (prtjtti tttrtiuitr). Th* Bdaaatiaa af i ^ ^ p ^ a g r ^ g l i S l r ^ *■ Stfkriatai if Bdaaatiaa. IttrtMaita Califaraia 8tat* Priatiaf Offiaa, Mar ah, 1901* Caia, La* I,, aad Dalay, Tiara. "Maatally Batardad Btadaats ia Califaraia Baaaadary Sakaala," Ballatia Cali- faraia Stata Bapartaaat af Bdaaatiaa, Tal. 1X11, la« T (Oatabar, 1993), 200 pp. Califaraia Stady Gaaniasiaa am Maatal Batardatiaa« Taata- '‘h i m . 394 355 Charles, Sam C. "Ability amd Aesemflishmemt af Persema Earlier Jmdged Maatally Befiiiemt," gametie Payshalemy Mwamito. Tal. 47 (1953), p». 3-71. Clarke, A. B. B., Clarke, A. M., amd Balaam. S. "Cefmitire amd Saaial Ghamges im the Peebleaimded— Three J"*k« f * " " . ’ ft U n W t P i ▼•1. 4* (19M), n . 144-57. Coleaam, Jamaa 8. The Adalaaaemt Seoietr. Itf Tarkt Tree Praaa af Olemeee, i9tl* Gollmamm, B. B., amd Vevlym, B. "Bapleyaemt Smaaasa af Idmaatiamally Smbmeraal Ex-Pmyils im Maglamd," c— »‘> J"“ to— ♦»»!>, lav Tarkt MeOrav-lill Beak Ce., Ime», 1959. Caster, Jahm. "Attitadea tevard Sakaal af High Sakaal Pmpils fram Tkraa Imeama Larala," Jamrmal af Edmaatiemal Payeheleay. Tal. 49, Be. 2 IlfH), If. 41-45. "Same Charaoteristies af High Sakaal Fmyils fram Tkraa Imaama Levels.* Jamrmal af Bdmeatiemal Payakalarr. Tal. 50 (Agn;""fTO7r»" Hffl. DaTii’ Bamyam, Elisabeth. "Saaial Statma amd Smaaasa Stririmg," (SarSS^ f«nii*itcr»V*X* 52 Edgartam, Eabart B. "A Patiemt Elite* Btkmegrayhy im a leapital far the Memtally Batardad," Aaerieam l^ f^ a*;>l|itr> T#1* * '*#T,rt,r» Balia, Kamatk, ktAL* W t l U l W f mi a m i t? sages waiversi i 356 VlitgltXi Ltiii I* "A Stndy of ls}r«if«i I»t«rMti of tht Ibiiftlly Iciultii A CM|«riin Stndy of Iiitvtiiif OMtinif Viiku. BialilMi. Bappioot Tims tf tht Maatally Itiaritc i> flkllt Sthttli aad Iastita- t i m t* Bititriitiii ihilrtcii. Tol* XT, Itv Itrkt Itv York liiTtraiij, If53, |p» 227—28* Qiasborg. Eli, aad lrtjr. Doaglas V* Bit Pit4«ttitd» Mow Yorks Colombia UaiToraity Frtia, T O . Guilford. J. P. Paadauoatal Statistics ia PsTokoloffT and. fa.atiM 7 T a!fi.tl.iuB.£Bii. < w T T 1 — Haggard, Braost A. "Soeial-Statas and Iatolligoaoo s Aa Bnporiuontal Study of Coriaia Caltaral Botoruinants gjsas! W i 5 K 6tiee » * « * £ . ^ f y » Barigkarst9 Robori J». and TAbat Hilda* Adaloaaoat Oharao- t.i uijjr.mlltr. tiw T.rk, j X lllg l J ATfcarte- Holliagskoad9 August B., and Rodliek9 Frodriak* Soaial Class and Moatal Illnoss. Bov Yorks John Vilay and Soas9 1P5B* Hutt, Max L*. and Gibby, Bobori Gaya* Tha Maatally Botardod BSa.*g W i i £ r f e ay**"* Jastak9 Josopk, MoPkoo. Halsoy, and. Vbiioaaa9 Martia* IU*»r*.tl».< rtf *IJ fttilf*B*TT f P P " tf f f W M p i — »t. »«"’>■ B»l«Wl Unirarsity of Bolavaro Prota9 1f63* Johaaoa9 Claroaoo J., and Porroira9 Josopk B* "Sokool Attitados of Ckildroa ia Ipooial Glaasos for tko B33^!ga^» : , w i a a j ! T O i ! t J«i t. . Jokaaoa, 0« Orrillo* •A Study of tko Soaial Pasitioa af Maatally laadiaappad Ckildraa ia tko Bagalar * U K W H V Hf a+m tm M MM 5 * * r 5**W • t • 61 • »• iln 9 H* H- 9 K & g>| « 1 I f *1 H M 8 as bp Hut • • * * " 3 • aH» P H* S C S? :»c » M • • . _ »* M H- fpH.? 5*M M M M M 2 s.-:i 9j:i 5 Ess* M P» • ?*2l r* ib M • ••«*- airs S’JJ-N-* « |H • H* V M 0 O ! v « j ?{;** *4f h" m l ^ S lb? E§ # 0 «H>ri 7 m VI •« M»«M • • MM. H*M ?[rf : ■ K M • i • H»M .'"W s;r. mn p H sa s i n ; • 3-f MR M «►©• M « IHH • *i m “ US'! m g p x t { 5-S 5’2-r ' Tfti 337 Sakaal Distriat, u i Bmatiagtaa Basok Baiam ligk 8akaal Siiiriti* Mliskti by tka (fn«nii| luvis •f ikt partiaipatiag itkttl distriats, Juif 1963. Mtretrf Jam* Bass. "ia Aaalysis af lititri ia ikt Faaily"s Vitkdraval af a Fstiaat fr*a a laspital f«r ikt M*atally Batardad." hfibUiktl A»>« dissartatiaa Bt|ari>tai af 8aaialagyy Uaivarsity af Saatkara Califaxaia9 Jaamaryy 1963* Baugartaa, Baraie* L. "8aaial Class aad Friamdskip aaaag Sakaal Ckildraa." Aaariaaa Jamraal af 8aoialaar. Yal. 51 (1945-194dT7»;i«W4. Hya9 Iram. "idalasaaat FSraat Adjmstaamt.., .8aai*aoamoaic Laral as a Tariabla." Aaariaaa Baaialaaiaal Bariav. Yal. Id (Jaaa9 1951), ». /SfM9. Grpat, 8. 8.. aad Mayars9 C. 8. "Faotarially Sstabliskad Bmbries af Oksarvatiaas af Tast Bahariar." Jamraal 3 U J * Fapag*argisy Daaatrias. "Psamda-Faablaaiadadaass aad tka a< Maatal Pafiaiaaoy. Yal. 68 (Bavaabar, 19*3), FF« 340-44. Faaraaay Garald. "Tka Psychopath*lagy af Maatal Bafaet," Tka Iwrtia Child. Yal. 29 Ma. 1 (0atabar9 1942), Biassaaa. Vraak. Tka Caltmrally Bavrirad Ckild. Vav Tarkt marpar aad Bav, 1962. Sarasaa, Saymamr B. "Tka Baa af tka Tkaaatia Apparaaptioa Tast vitk Maatally Bafiaiaat Ckildraat lit A 8tady af ligk drada Bays." Aaariaaa Jfarmal af Maatal Betij^EMZt 4i (Baiabar, liiy J 9 »». Sarasaa, Pi.f.i, J.»m. ft I»t.Utgt|«« ♦ Bav Tarkt Iataraatiaaal Umirarsitias Fraas, 1952 Baaaars, B. 8.y aad Badlary B. 1. Tka Aaariaaa Taaaasar Bav Tarkt Babbs Marrill Ca*. 1957. 359 1959. Skttlii Ktrtli M* *1 Stady af tk« Iffttia »f Bifftrratial 8tiaalatiom am Maatally l i i u M Ckildraa," ftgtatiOTg « 8kMli| lartli M., u A b n i | Iraaa. "Ckilirra vitk Iafariar Saaial Bistariass fkair Maatal Baralapaaat Tal. 72 (1948), pp. 383-94. *■144, Irnrt A. . t r l w lwtt C»14»r»i J * « » W | *» Tt^yna laaiatT. lav larka Fraa FTaaa ar iiaaaaa. Staaay, C. L., aad Daaartiaa, M.V. Caaaaal^aa firtka- Staia, 2aaa, aad 8assar, Marrya. "Tka Saaial Biatrikatian T*rau, LnliM. , »4 ■1.8»».41« 84»41«» ■£ M « f W 1926. U.S., Frasidaat'a Paaal aa Maatal Batardatiaa. Baaart ta frrtygjf f4C.ytIajwi Aatlaa ta Caakat Maatal Batardatiaa. Vaskiagiaas ^•8. Oavaraaaai PriaiiagWrioa, dotakar, 1982. Varaar, Villiaa Llayd, Havigkarat, Bakart J., aad Laak, Martia B. Vka Bkall Ba Bdaaatadt Bav Tarkt Harpar aad Bras., 1944. Xaaaaaa, X. Oraat. "Oeeapatiaaal Xxpaatatiaas af Tvalftk b U , l l l , U | U J l M M l r f t e w t t o w t t l **»«»*!»■• T«l. 24 1*5*), n.

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Creator Weiler, William George, Jr. (author)

Core Title School Behavior And Attitudes Of Retarded And Average High School Boys Asconcomitants Of Intelligence And Socioeconomic Status

Degree Doctor of Education

Degree Program Education

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), McIntrye, Robert B. (committee member), Wagner, Elmer E. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-184617

Unique identifier UC11359625

Identifier 6600584.pdf (filename),usctheses-c18-184617 (legacy record id)

Legacy Identifier 6600584.pdf

Dmrecord 184617

Document Type Dissertation

Rights Weiler, William George, Jr.

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