This study was concerned with determining the effectiveness of play therapy as measured by behavioral changes in interpersonal relationships, mature behavior patterns, and more adequate use of intellectual capacities. Client-centered play therapy appears to have grown out of the concept that it is the relationship between the therapist and the child that brings about change and growth. Rather than diagnostic or as preliminary to therapy, the relationship itself is seen as therapy. Problems are seen not in terms of their historical past, but rather as they exist in the immediate present and in terms of the child's own means of expression. The relationship offers to the child the opportunity to experience growth under the most favorable conditions. Like its adult counterpart, client-centered counseling, client-centered play therapy is based upon the hypotheses that the individual has within himself the capacity for growth and self-direction, and that these growth impulses are released within the therapeutic relationship established between the therapist and the child. This study was conducted to investigate changes in behavior which occur as a result of play therapy and to determine that such changes do not occur in the absence of play therapy. It was a direct outgrowth of an …

The purpose of this study was to investigate the comparative effectiveness of three out-of-class procedures designed to augment a conventional classroom instructional method in a course in the fundamentals of music for elementary education students. The procedures examined were (a) conventional out-of-class study assignments; (b) out-of-class individual use of a programed textbook; and (c) out-of- class individual use of a teaching machine program. This study was concerned with measures of achievement in fundamentals of music as taught to elementary education students at North Texas State University, Denton, Texas, during the 1963-1964 school year. The measures of achievement in music were limited to the pre-test of fundamentals of music and to the post test, interim test, and retention test of fundamentals of music.

The problem of the study was to investigate the comparative effectiveness of two methods of teaching harmonic dictation to beginning college music students. The methods were (1) the conventional teacher-classroom approach as suggested by Robert Ottman's Elementary Harmony, and (2) a linear programed book to be used in conjunction with a series of tape recordings.