In his paper on the psychopathology and the education for the brain-injured child, Strauss described that "the therapeutic educational environment for the brain-injured child is planned initially to counteract as much as possible the general organic disturbances of behavior and attention." In our methodological study of the "Heilpadagogik" for the severely retarded children with behavior problems, we have experienced that we could sprout behavior in child under the therapeutic environment (we called it as "therapeutic situation"). We can hardly see organized behavior in severely retarded children. They only show simple "movement" or impulsive "action" When we try to set the therapeutic environment for such children, it is very important to prepare environmental conditions as to initiate the action or behavior in the severely retarded children. This study has been carried out to confirm the relationship between behavior of the severely retarded and the environmental conditions. Thirteen subjects were selected from 50 children whom I had been practicing training through gross physical movement, such as, for instance, walking on line, twice a week. Most of them are not only unable to speak but unable to understand spoken words. There are no remarkable physical disabilities. Their age ranged between 12:7 and 19:11, developmental stage were from 0:11 to 2:0 in DA. There are five deaf children. The experiments have been planned so as to see how the following five conditions affect children's behavior of the most simple type-walking;five conditions were, utilizing tools (cubic boxes), placing tools in certain way, combination of colors, giving gesture direction, and giving both gesture and verbal directions. The study was composed of seven series of experiments as follows: (A) The subjects were made to walk on straight line on the floor of the training room by gesture and verbal directions but there were no tools. (B) Fifteen colored boxes (wooden, 30×30×30cm) were used. Colors were green, yellow and red, five for each color. The subjects were made to walk on boxes which were placed in straight line in such a way that green, yellow, and red boxes come alternately in this order. Each box were placed with intervals of 10cm with each other. There were neither gesture nor verbal directions. (C) The subjects were made to crawl through a vinyl tube (one meter in diameter, six meters in length) which is colored by green, yellow and red in the same orden as in the experiment B. (D) The subjects were made to walk on the fifteen boxes placed in the same way as in the experiment B, but gesture direction was given. (E) The subjects were made to walk on the boxes placed in such a order that five green boxes come first, five yellow next, and five red follow, all of them are placed in the straight line with 10cm interval with each other. Gesture direction was given. (F) The subjects were made to walk on intervals. Combination of color were as same as in the experiment B. Gesture direction was given. (G) Verbal direction ("walk fast", "good" or "you're doing well") were given in addition to the experiment D. It means that gesture direction and verbal direction are given simultaneously. In experiments A, B, C and F, results of each subject were evaluated merely as to whether he succeeded (+) or failed (-). Comparisons have been made among the effectiveness of conditions in those experiments. (Tables 3 and 5) In experiments D, E and G, the time to walk through have deen measured in second for every trials of each subject. Comparisons have been also made among the effectiveness of different conditions in those experiments. (Tables 4, 6 and 7) The result of the study has been summarized as follows: 1) There were no certain tendencies common for all cases according to providing effect of environmental conditions

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[Purpose]Since primary school pupils are not yet so developed as to be able to introspect their own personality characteristics, we usually depend upon their parents' evaluation in order to estimate children's personality. Several studies, however, have proved that blind children's parents have various psychological and or social problems. It is somewhat of doubt, therefore, to accept their parents' evaluation as it is. In this study the parents' evaluation was compared with the class teachers' and the difference between them was investigated.[Method]Using "Diagnostic Test of Infant and Children's Personality" by S. Takagi and R. Sakamoto, the parents' evaluation was compared with the class teachers' of the children. Evaluation items of the test are; 1. self manifestation, 2. nervousness, 3. emotional unstability, 4. self control, 5. dependent tendency 6. regression, 7. aggressive and impulsive tendency, 8. sociability, 9. home adjustment, 10. school adjustment, 11. health. The subjects are 81 blind pupils (44 boys, 37 girls) of primary course of schools for the blind, and 57 seeing pupils (28 boys, 29 girls) of a primary school.[Result]1. Both parents and teachers estimate that in general, blind children are inferior to normal children. in adjustment. Both parents' and teachers' luation showed that no sex difference in total evascore was found in the blind as well as in the normal. 3. Teachers evalute children to be rather more adjustive than parents do. 4. The discrepancy between parents' and teachers' evaluation is wider in the cases of blind children than normal children. 5. Personal difference of evaluation is greater in the case of teachers of schools for the blind than teachers of a common primary school.

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The purpose of this study was to determine the effect of cue as to speech reading materials for its performance. There were two experimental situations. One is the face-to-face situation and the other is the silent film situation. A same male speaker made statement in both situations. In this study, Materials of speech reading consists in mutually unrelated sentences that give an explanation the picture to do duty as cue. Deaf subjects were divided two homogeneous groups A, B on speech reading ability by their teacher's rating. Group A did speech reading with clue and after three months, they speech read without clue. Group B reversed the order. These were practiced on both situations. The results were as follows; 1) The cue as to speech reading material takes positve effect for its performance. face-to-face situation P>.001 motion picture situation P>.05 2) There is a conspicious furtherance effect of clue to the underachiever more than the overachiever. 3) Regardless of the clue, The rank order of speech reading performance of same subject holds the consistency. Significant correlation was found between the two conditions. 4) The correlation coefficient between the speech reading performance on the face-to-face situation and the performance on the silent film was 0.699. 5) It was suggested the adequacy of Bunsetsu for analysis unit of speech reading performance. 6) Significant correlation was found between the scores of this experiment and the performance of our previous experiment with non-sense syllable lip reading materials. 7) The relative difficulty of speech reading considerably varies among the materials. It is our judgment that sentence length was this influencing factor. However, It came to no definite conclusion in this experiment.

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[Purpose]This study attempts to make a comparison between crippled children's parents and normal children's ones regarding their child-rearing attitudes.[Method]Subject-Subjects were 102 fathers and 124 mothers of crippled children whose grades were ranged from the first of primary schools to the third of secondary schools, and 154 fathers and 162 mothers of normal children within the same range. Incidentally, 87% of crippled children were cerebral palsied children and 13% were children of polio. The child-rearing attitudes were examined by the Diagnostic Test for Parents-Children' Rsrelation ship consisting of 100 items. The test was dcvided into 10 patterns cach of which includes 10 items. The patterns are as follows; 1. neglect 2. rejection 3. strictness 4. over-expectation 5. interference 6. overanxiousness 7. overprotection 8. submission 9. inconsistency of disciplines 10. disagreement between both of parents The results of this test are shown in terms of percentiles.[Results]The results are summarized as follows; (1) Mothers of crippled children tend to show "overanxiousness" and "overprotection" toward them, compared with those of normal children. (2) Fathers of crippled children tend to show "overanxiousness" "overprotection" "submission" "interference" "inconsistency of disciplines" and "disagreement between both of parents" toward them, compared with those of normal children. (3) The attitudes of the fathers toward their crippled children are likely to be more problematical than the mothers'. (4) On the one hand, mothers of crippled children in primary schools show more desirable attitudes than those of normal children by checking only 8 out of 100 items at the significant level of 0.05 or less than that in a more desirable direction, while this is more or less true also in the case of secondary schools only with 10 items in a more desirable direction on the side of crippled children's mothers. On the other hand. mothers of normal children show 48 items in a more desirable direction in primary schools and 23 items in secondary schools. (5) The results shown in (3) and (4) would be summarized in a way that the higher the age of the subjects in general becomes, the less problematical the parents are in their, attitudes, and that this is more true of mothers than of fathers. Here, it should be especialy noted that this tendency is clear even in crippled children's mothers. This would be interpreted in a way that mothers more frequently contact with school programs, teachers and other parents to gain proper knowledge for the realities of crippled children and to know adequate dprosects of their future. (6) There tends to be the less discrepancy between the child-rearing attitudes reported by the parents themselves and reported by their crippled children than that between the attitudes by the parents themselves and by their normal children.

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