Reprinted from CHILDREN, Nov-Dec 1967.

Thirty-eight institutionalized severely and profoundly retarded blind students (11 to 26 years old) were given a 100-session taped treatment program to increase vocal utterances both qualitatively and quantitatively. Ss made significant gains in quantity of utterances as reflected in a median test. (A categorization schema for quality of preverbal…

The literature on symbolic forms of communication was reviewed, and an experimental program was designed to teach a single set of vocabulary to a group of four institutionalized profoundly retarded blind/mute adults through the use of gestures. Literature about deaf/blind persons suggested the use of coactive movement techniques and facilitation…

Research and application of principles of behavior modification with visually impaired and blind children are reviewed with particular attention to lower functioning multiply impaired children. (Author)

In a single-subject design with replication across Ss, teacher prompts were used in an attempt to increase the rate of social behavior of three severely and profoundly retarded adolescents who were legally blind. Training took place in the classroom on successive school days with the teacher prompting each S to engage in positive social…

This case study examines the effects of a systematic functional communication training program on the self-injurious behaviors of an 8-year-old girl who is blind and has severe disabilities. The girl was offered choices among preferred activities and learned to use a communication board. Self-injurious behaviors decreased. (Author/SW)