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The references listed are: (1) journals, (2) dissertation abstracts, (3) books, (4) reports, and (5) monographs. The main subjects covered are: (1) children's play, (2) psychotherapy with disturbed children through the medium of play therapy, and (3) various aspects of child development, both normal and abnormal. The materials listed date from 1925 to 1968. (EK)

There are many unanswered questions about play therapy. Monitored play therapy is an attempt to discover answers to these questions. The main emphasis is on quantitative recording and analysis of the process and outcome of play therapy. However, because of its newness, monitored play therapy also has some weaknesses. The main strong point is the conceptual and physical separation of the stages of play into aggression and construction. The use of separate play rooms for aggression and construction eliminates many problems. However, some of the weaknesses found in this framework are: (1) the equality of stimulus properties of the two rooms, (2) differences in times required to complete games in the two rooms, (3) the importance of a skill factor in playing games, (4) little opportunity to manipulate aggressive materials in the clients own way, (5) no opportunity for the destruction of objects, and (6) no creative outlet for aggression. The role and limits of playroom aggression are explained as being within the limits of social acceptability. Monitored versus traditional play therapy is discussed, primarily with respect to the conceptual framework, data, and value of play therapy over no therapy. (KJ)

This paper describes the processes of Monitored Play-Therapy, a method which seeks to measure the changes which may take place over a number of play therapy sessions. The laboratory is in use at Georgia State College in Atlanta and is designed for boys seven through twelve years of age. The Monitored Playroom Laboratory consists of a control booth and two connected playrooms, one with aggressive toys and games, the other with constructive toys and materials. The control booth contains dials which indicate: (1) the time spent by each child in a room, and (2) the time spent with various toys and materials. The control booth also functions as an observation booth and contains the necessary equipment. The major stages which children in Monitored Play-Therapy seem to progress through are: (1) exploratory, (2) aggressive, and (3) constructive. On the basis of these stages, it is possible to chart the process of Monitored Play-Therapy from session to session. These data can then be analyzed in many ways, including (1) number of shots fired from guns in aggressive room, and (2) change of conversation patterns. The next step will be to analyze therapists notes to determine the frequency of different types of activities from the shelf materials. (KJ)

PAPERS OR STUDIES CONCERNED WITH THE APPLICATION OF BEHAVIOR MODIFICATION PRINCIPLES TO CHILDREN AND RETARDATES ARE INCLUDED IN THIS ANNOTATED BIBLIOGRAPHY. AUTHORS ARE LISTED ALPHABETICALLY. A SHORT PARAGRAPH DESCRIBES THE GENERAL NATURE OF EACH STUDY CITED, AND BIBLIOGRAPHIC REFERENCES ARE GIVEN. THERE ARE 130 ENTRIES IN THIS BIBLIOGRAPHY. (MS)

This paper supports the hypothesis that picture vocabulary tests should not be used as interchangeable measures of intelligence for complex, lengthy intelligence tests (WISC and Stanford-Binet). In picture vocabulary tests assessing receptive functions (input), the child recognizes a word by pointing to or stating the number standing for an object. In WISC and Stanford-Binet tests assessing expressive functions (output), the child articulates the definition of a word. Subjects were drawn from three groups: (1) 56 retarded children from a psychodiagnostic laboratory; (2) 41 children from a child guidance clinic; and (3) 41 from multiply handicapped children. They were tested to see if differences in vocabulary input and output scores would vary according to physical setting, diagnosis, intellectual functioning, and educational achievement. The results showed that input-output differences may be predictive of educational achievement in children of borderline mentality but tend to be influenced by diagnosis, cerebral dysfunction or behavioral disturbance in children of average intelligence. Children's intellectual and educational potential is more precisely evaluated by judging both the input and output of a child's vocabulary. Correlations between picture and WISC vocabulary scores do not justify equivalence of measure and functions, especially with deviant groups of children. (DO)