An attempt was made to assess results of counseling with fourth-grade students, using sociometric status as the criterion. A sociometric device was administered to four fourth-grade classrooms. Students of low sociometic status were randody assigned by CIassrwms to one of three treatment conditions: ( 1 ) counseling, (2) teacher guidance, and (3) control. When treatment conditions were compared, the evidence seemed to indicate significant differences in the relative frequency with which subjects increased or decreased in sociometric status, that the differences favored the counseling condition, and that these differences persisted over a period of seven months. The possibility of a temporary teacher influence on the sociometric criterion was indicated.URINC RECENT YEARS an increasing in-D t e r e s t ha^ been s h o~n on the part of educational authorities and the general public in counseling and guidance. services at the elementary schm1 level. One of the most recent manifestations of this interest has been the provision for the support of such services by the federal government in

Nineteen school psychologists assigned the 142 items in the Form L-M of the Stanford-Binet Intelligence Scale to the five Operations categories of Guilford's Structure of Intellect model, following flow charts prepared for this purpose by Meeker (1965). On the average, one rater agreed with another on about half the items, and their modal assignments agreed with Meeker's (1969) assignments on only 81 (57%) of the items. These levels of agreement are judged not to be high enough to justify classifying Stanford-Binet items in accordance with the Structure of Intellect Operations categories.

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