In this paper, the author will report the result of standardization of tactual perception test for the blind. After the preliminary experiment, as the subtests, the author selected the followings: form perception, length perception, size perception, roughness perception and weight perception. The subjects are 273 totally blind pupils, grade 1 to 6, in the elementary course of schools for the blind. As the control group, 60 normal seeing pupils (blindholded) of the same grade were employed. Results; 1) In the total score of the test, significant difference was found between grade 3 and 4, but no significant difference was found in grade 1 to 3 and in grade 4 to 6. In other word, the progress between grade 3 and 4 was remarkable. As for the subtests, the same result as in the case of total score was seen in the discrimination of form, size and roughness. So to say, in the discrimination of form, size and roughness, the significant progress was found between grade 3 and 4. In the discrimination of length and weight no significant difference was seen in grade 1 to 6. 2) Significant correlations were found between total score and each subtest. The correlations among each subtest were not so high as those of total score with each subtest. 3) As to sex difference, no significant difference was found in the total score, as well as, in all subtests. 4) The correlation coefficients between WISC IQ and total score were 0.23 in lower grade and 0.40 in upper grade. When the subjects were divided into three groups such as the high (25%), the middle (25%) and the low (25%) in the total score, no significant difference was found between the high group and the middle one, but significant difference was seen between the middle group and the low one. As for the relationship of subtests with intelligence, the correlation of intelligence with form discrimination was higher than those of intelligence with discrimination of size, length, roughness and weight. 5) In comparison with the blindholded normal seeing, the blind were superior in total score. As to the subtests, the blind got higher score than the normal in the discrmination of form, length and size, while in the discrimination of roughness and weight no significant difference was found between the blind and the normal.

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The course of study for special education was thoroughly revised in 1971, and a special area, "YOGOO. KUNREN", was newly established. The author questioned how this new special area was accepted at the schools for the deaf, how it was realized in teaching programs, and what difficulties there were in its practice. The questionnaires were sent to 108 schools for the deaf in Japan. The answers from the teachers in this special area in each school, and some information which the investigator collected from some of the schools for the deaf were analyzed. The data were collected in July and August, 1972. The main results were as follows: 1. The answers were sent back from 97 schools out of 108. 2. Among these schools, 52 had one or two teachers specialized in this area. 3. It was often the case that the teachers of this special area were those with long experience in teaching at the schools for the deaf, or in speech teaching for deaf infants, and those who had knowledge and skill in electricity, etc. 4. At most of the schools without specialists, all the teachers took part in this area because of the insufficient number of teachers or no specialists available in the schools. 5. Though the number of class hours assigned for this special area was different among schools and amongrades, less hours were assigned for it in higer grades. 6. There were three types of class hour arrangement: short-time system, long-time system, and the combined system. 7. Some schools took an individual instruction system, but most others a group instruction system. 8. Some of the programs included in this area were: speech training, speech reading, auditory training, sense training, composition exercise, conversation training, finger spelling, etc. 9. Most schools were on the stage of examining the ways of evaluation and recordings by making individual cumulative recording cards and check lists, etc. 10. A large number of teachers wers feeling strong dissatisfaction with their poor facilities and equipment. From the results above, it was found that there were various responses for this new special area among the teachers. In order to achieve the purpose of the area, individual and deliberate care must be given to each child consistently in accordance with the special need of each auditory handicapped child, and so it is required of every teacher in practice to adopt clinical attitude toward a variety of problems of the handicapped children.

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The purpose of this study is to prove the intellectual traits of children with 46/47 mosaic Down's Syndrome. Eight cases diagnosed 46/47 mosaicism by the chromosomal analysis using peripheral leucocyte culture were compared with eight trisomic Down's Syndrome controlling CA and sex on the Tsumori's Infant Mental Development Test. The results are as follows: (1) Developmental quotients of mosaicism (mean DQ 60.6) are significantly higher than of trisomic children (mean DQ 53.4). The majority of mosaic children belong to an intellectually borderline level or a mildly retarded level.(2) The developmental profiles of the mosaic children are nearer to those of normal children rather than of the trisomic. (3) Analyzing the relationship between IQ and the proportions of cells with trisomic chromosome with 43 previously reported cases of 46/47 mosaicism, the mosaic children with higher percentages of trisomic cells are more severely retarded. (4) The mosaic individuals having fewer physical stigma showed higher IQ regarding the relationship between the physical stigma and IQ.

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The present study aims at modifying an institutionalized profoundly mentally retarded boy's inappropriate mealtime behaviors and shaping his proper ones by applying the operant behavior modification techniques to him. The boy had been diagnosed as microcephaly with overall mild motor defects and was 10 years old when the present study was initiated. He presented such problems a playing and smearing himself with some feces and urine, tearing clothes, biting the ward attendants'legs, smashing his head against the wall and others'bodies, and eating inedibles. His vocabulary was extremely limited. The words he could say were MAMMA (means rice and foods), PAN (means bread), BU-BU (means a car), BUU (means tea and water), CHEE (means expression of bladder tension), and UN-UN (means expression of bowel tension). He could be, however, amenable to the attendants'simple instructions when fancy dictates. His intelligence level was untestable and estimated to be profoundly mental retardation. He was capable of feeding himself with a spoon, but in the ward he had to be handed the spoon full of foods and to feed himself under close controls of one of the attendants with his legs and his left hand binded to his chair because of his many seriously undesired eating behaviors. The 99 training sessions for the boy consists of the observation period in the ward (12 sessions), the first baseline period (5), the first training period (21), the second training period (13), the second baseline period (10), the third training period(10), the fourth training period (20), the fifth training period (15), and the sixth training period (5), in the training room. a) upsetting dishes full of foods and b) feeding with fingers were taken out as the target behaviors for the training at first, and c) striking dishes were added from the 27th session and d) dashing the foods againts the floor from the 80th session to them. Verbal castigation "Dameda" and the tray removal (timeout) for 15-sec were given to him contingently everytime when inappropriate behaviors occured and verbal approval "Jyozuda"and patting on his head and hands were following every two appropriate eating responses. The results were as follows: 1) The abrupt deceleration of each target behavior was shown and it continued to decline near zero steadily. 2) The data shows that each target behavior increased significantly during the second baseline period. So it may be considered that the present training procedures are highly effective in decelerating such undesired mealtime behaviors as mentioned above. 3) Temporarily the training procedures produced an increase in the rate of the boy's tapping dishes with a spoon, which was the only one undesirable side-effect occured, but it decreased to near zero during the first half of the third training period. 4) These training procedures produced an increase of desirable responses not only during mealtime but also in other social situations. The importance of rapport betweeen the trainer and the subject in the training by applying operant procedures was discussed for some length.

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