Abrams, LaurenceJohnson, Dale2022-06-282022-06-281969196911861728https://hdl.handle.net/10657/10017Forty seven male first graders, predicted by their teachers at midyear to fail first grade, were randomly assigned to two therapy groups and a control group. One therapy group (PS) met for two hours a week for three and a half months and stressed occupational therapy projects and perceptual motor exercises done in a Kephart tradition. The other experimental group (S) met at comparable times and stressed occupational therapy projects and recreational games without any attempt at perceptual motor training. Both groups attempted to provide a success experience. The control group (C) did not meet at all. Results of behavior rating scales done by parents and teachers done pre and post-treatment and report cards and Stanford Achievement Tests done post-treatment did not show any difference among groups. The S group made significantly more progress with their activities, according to therapists' evaluations, than the PS group. Implications for further research were discussed.application/pdfenThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.Slow learning children.Child psychotherapy.Thesisreformatted digital