It was thought in the past that severly mentally retarded adult can not learn occupational behaviors for his severly mentally handicap. The purpose of this paper was to teach a severly mentally retarded adult to learn the behavior of polishing bicycle. A task was given to polish a quarter of back wheel. The verbal instruction was fedback to correct the wrong polishing behavior. The verbal instructions were given in the following conditions: When the trainee polished outside of the designated quarter, when the trainee repeatedly polished the part already done, when the trainee did not polish the designated quarter completely, or when trainee did not follow an instructed sequence of polishing behaviors. The frequencies of verbal instructions given to him outside of the designated quarter or inside of the desig. nated quarter or inside of the designated quarter were recorded, and the amount of time which it took him to polish the quarter of back wheel was also recorded. Reinforcers were given to him after training period, according to the baseline averages of these three indexes. The result showed that as the taining proceed, the frequencies of verbal instructions given to him decreased and the amount of the time which it took him to polish the designated quarter of back wheel decreased. His polishing behavior was shaped. During the training, his discriminative and selfreinforcement behaviors were also observed. Six months after the taining was concluded, a follow-up research was conducted. It was found that his polishing behavior was maintained. The result of training suggested that it was possible to teach the severly mentally retarded adult to learn the behavior of polishing bicycle.

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The purpose of the present study was to investigate the relationship between self-stimulated behavior(SSB) and autonomic arousal level in two autistic children. Self-stimulated behavior and heart rate (HR) were recorded continuously for several hours. Main findings were as follows. 1) Both children showed higher level of HR than normal during daytime, even in rest with eyes open. 2) In case 1, HR increased before the onset of SSB and began to decrease after that. It is considered that SSB has something to do with reduction of high level of autonomic arousal. In case 2, however, no such relationship was observed.

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Stimulus control and progressive relaxation have been demonstrated to reduce sleep difficulties. Although a combination of stimulus control and relaxation techniques was hypothesized to be the most 'effective, it has never been tested. In the present study, a multiple baseline across subjects design was used to evaluate the combined effects of stimulus control and relaxation on sleep onset insomnia. The design is an empirical method of testing the clinical efficacy of treatment. The results showed that a combination of stimulus control and relaxation reduced subject sleep onset latency to a mean latency below 30 min. per week. There was not a significant change in their feelings on awakening on a 5-point scale after a change of treatment.

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Fourteen clients, each complaining about a psychosomatic symptom of some kind or another, were given several sessions of reciprocal inhibition training. The kinetic response of gripping their right hand was used as a reciprocal response. An attempt was then made to connect this kinetic response with a quieting response by half-sleep suggestion. The result of this attempt showed that the symptoms of 9 out of the 14 clients were alleviated after one session of the training, which suggests that the training was effective. It was also suggested that during the process of the training, the connection of the kinetic response with the quieting response and the alleviation of the patients' symptoms acted positively on each other.

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VI, Therapeutic tranining for ideatory apraxia has not been established as well as its nature.Lehnikuhl and Poek (1981), using tasks in which patients had to arrange pictures in correct order suggested that ideatory apraxia was characterized by a disturbance in the conceptual organization of actions. A 42 year old right-handed patient with an ideatory apraxia was taught to arrange 9 sets of photographs in correct order. A multiple baseline design across behaviors was used to assess the effect of training variables on learning to arrange photographs correctly, and to assess the effect of the learning on performing the sequential actions. Training variable consisted of giving social reinforcement contingent to a correct arrangement, and pointing to a correct photograph in the case of an incorrect choice or a severe hesitation. The pacient could learn consequently how to arrange every set of photographs correctly in a day. For first five actions, the learning to arrange photographs correctly was followed on the first day by improvement in carrying out the sequential action. For other four actions, improvement emerged before the application of training variables. The effect of learning correct arrangement on performing the sequential actions and generalization to other actions were discussed.

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