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The rating scale of compulsivity was constructed by first perusing the interview records, categorizing all evidence related to compulsivity, then arranging a distribution of such information apart from the case records.

Final ratings were made on the basis of a point system which was developed after studying the distributions of actual behaviors recorded and assigning weight values to each type of behavior that was deviant from the discovered norms.

Children scoring high in compulsivity were those who gave evidence of tension or emotionality in situations where there was lack of organization or conformity to standards and expectations, or who made exaggerated efforts to achieve these goals.

The low compulsive child was one who appeared relatively unconcerned about such matters.

For instance, the following statement was rated low in compulsivity, `` She's naturally quite neat about things, but it doesn't bother her at all if her room gets messy.

But she cleans it up very well when I remind her ''.

Measurement of anxiety

Castaneda, et al revised the Taylor Anxiety Scale for use with children.

The Taylor Scale was adapted from the Minnesota Multiphastic Personality Inventory, with item selection based upon clinical definitions of anxiety.

There is much research evidence to validate the use of the instrument in differentiating individuals who are likely to manifest anxiety in varying degrees.

Reliability and validation work with the Children's Anxiety Scale by Castaneda, et al demonstrated results closely similar to the findings with the adult scale.

Although the Taylor Scale was designed as a group testing device, in this study it was individually administered by psychologically trained workers who established rapport and assisted the children in reading the items.

Relationship of Anxiety to compulsivity

The question may be raised whether or not we are dealing with a common factor in anxiety and compulsivity.

The two ratings yield a correlation of, which is not significantly different from zero ; ;

therefore, we have measured two different characteristics.

In theory, compulsive behavior is a way of diminishing anxiety, and one might expect a negative association except for the possibility that for many children the obsessive-compulsive defenses are not sufficient to quell the amount of anxiety they suffer.

The issue of interaction between anxiety and compulsivity will be taken up later.

Criterion measurement

In the primary grades, reading permeates almost every aspect of school progress, and the children's early experiences of success or failure in learning to read often set a pattern of total achievement that is relatively enduring throughout the following years.

In establishing criterion measurements, it was therefore thought best to broaden the scope beyond the reading act itself.

The predicted interaction effect should, if potent, extend its influence over all academic achievement.