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There has been some tendency to generalize, on the basis of individual case studies, that deviations of personality and behavior necessarily imply an impaired educational achievement. In order to investigate the reliability of this generalization, the authors studied the educational achievement and accomplishment ratios of 167 Los Angeles and 163 Philadelphia school children who had been referred to Child Guidance Clinics because they presented behavior problems. As a result of their study, they conclude tentatively that problem children show no general tendency toward low educational achievement, but that certain ones fail to rise to normal levels of achievement owing to emotional maladjustments. Although in many cases educational achievement is not being impaired to any great extent by their difficulties, these children are being ill prepared for adaptation to the economic and social demands that will be made on them in maturity.
Besides these important conclusions, the monograph contains many useful
A Study of the Educational Achievement of Problem ċhildren.. Arch NeurPsych. 1929;22(6):1320. doi:10.1001/archneurpsyc.1929.02220060217026