*Exceptional Child Education, Tntrpersonal

DOCUMENT RESUME

'ED 035 144 40 EC 004 818

AUTHOP Pighv, Mary E.; Woodcock, Charles C. TTTLF Development of a residential Education Program for Emotionally T)eprived Pseudo-Retarded Blind Children, Volume T. Final Peport. TNSTTTUrrTON Oregon State School for the Blind, Salem. FfloNs AGENCY Office of Education (DHEW), Washington, D.C. Bureau oc Research. PUPFAU 1\10 BP-5-0400 PUB DATE Apr F.9. PPANT OEG -32 -4 7 -0 00-1007 !`TOTE 133p.

EPPS PRICE EDT's Price ME-50.75 HC-$6.75 )FSCPTPTOPS *Exceptional Child Education, Tntrpersonal Competence, Learning Activities, *Multiply Pandicapped, Physical Activities, *Program Evaluation, Records (Eorms), *Residential Programs, Pesidential Schools, Sensory Experience, Social Adiustment, Teaching Methods, *Visually Handicapped

ABSTRACT To design a residential school program for multiply handicapped blind children and to develop identifying procedures for prospects for this type of program, 15 children (ages 5 to13, legally blind, educationally retarded, multiply handicapped) ofboth sexes were enrolled in a 12 month program.The curriculum was based on a systematic presentation ofreal experiences to build concepts, continual participation in physical activity, on sensorystimulation and the encouragement of social interaction, and on anadaptation of the Montessori method. The children were evaluated at thebeginning and end of the program by a multi-disciplinary team. The results indicated that all children except one made some improvementwith the younger children showing most progress.Self care skills and social skills were improvea. Findings also suggested that a group offive would be the ideal size, grouping should be according tofunctional ability, parental visits and vacations are beneficial, records must he kept and consultants available for individual evaluations, personnel must be well trained and screened, and further studyis needed in like programs. Case studies are presented in twovolumes, FC 004 819.(Author/13M) 13R641;91(ed 1 17R-#0 61/3/e r4 LioN FINAL REPORT

Project No. D-071

Grant No. 32-47-0000-1007

VOLUME I

DEVELOPMENT OF A RESIDENTIALEDUCATION PROGRAM

FOR

EMOTIONALLY DEPRIVEDPSEUDO-RETARDED BLINDCHILDREN

May 1967

Amended April 1, 1969

U. S. Department of HEALTH, EDUCATION, ANDWELFARE

Office of Education Bureau of Research FINAL REPORT Project No. D-071

Grant No. 32-47-0000-1007

DEVELOPMENT OF ARESIDENTIAL EDUCATIONALPROGRAM FOR CHILDREN EMOTIONALLY DEPRIVEDPSEUDO-RETARDED BLIND

Mary E. Rigby,Teacher Charles C. Woodcock,Superintendent

(PrincipalInvestigators)

Oregon StateSchool for theBlind Salem, Oregon May 1967

Amended April1, 1969

to a reported herein wasperformed pursuant The research Education, U. S.Department of grant withthe Office of and Welfare. Contractors undertaking Health, Education, sponsorship areencouraged such projectsunder Government professional judgmentin the to expressfreely their opinions stated conduct of theproject. Points of view or represent officialOffice do not,therefare, necessarily of Educationposition orpolicy.

U. S. Departmentof HEALTH, EDUCATION,AND WELFARE Office ofEducation Bureau of Research

HEALTH, EDUCATION & WELFARE U.S. DEPARTMENT Of OFFICE Of EDUCATION

REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING REPRESENT OFFICIAL OFFICEOF EDUCATION STATED DO NOT NECESSARILY

POSITION OR POLICY. CONTENTS

Acknowledgments. 0 Summary OOOOOOO 3

Introduction , 3 3 Problem. 0 0 0 00 OOOOO Background of Problem OO O O OOO 3 Review of Related Research O OOOOOO OO . .. 4 Objectives 0 OOOO 5

0 0 6 Method . OOOOOOO OOO Population and Sample O O OOOOOOOO .6 9 Physical Facilities 0 OOOOO 010 Staff 0 OOOOO 4 OOOOO Staff Training . OOOOOOO .10 Methods Development: The General Approach. .12 Methods Development: The Specific Approach .14 .14 Records 0 0 0 0 0 Specifics of the EducationalProgram, 0 0 0 .15 .18 Language Development. 0 0 0 . . .19 Reading . 0 . . .20 Number 0 0 0 OOOOOO 0 .21 Arts and Crafts 0 0 0 0. Music and Rhythm OOOOOOO OO23 Health and PersonalHygiene 0 . 0 .23 Social Studies and Science . . .24

. 24 Eating . 0 OO 0 . . Physical Development 0 0 0 0 . . 25 O Sensory Training 0 , . 26 O Staff -Pupil Relationship 0 0 0 0 28 Integration With SchoolProgram . . . 0 29

Results OOOOOOOOOO 31 PlacementOOOOO at End of Demonstration . Program 32 Evaluation of theSchool-Residential Program. 32 Types of Children WhoBenefitted0 . 32 Grouping 0 . . 35 Housing 0 OOO 0 . 34

Time in School 0 0 0 . . . 35 Parent Involvement . 35 Pecords. OOOOO 0 Educational Methods, ,;taff Selection and Training 0 . . 37

Conclusions, Implications,(And Recommendations) 0 0 ,9 Conclusions 0 0 0 0 0 0 . 40 implications 0 . 42 rtecommendations 0. 0 0 0 0 ...

Bibliography. 0 0 . 45 ii Appendixes . .A-1 A. Map of OregonState School forthe Blind Campus History Form B-1-26 B. Developmental 0-1 Appendix 0 OOOOO C. Introduction to OOOOOC-2 Check List Forms . 0

D. Case Studiesof Children . ChildA . o 0 o OOOOOOO 0 ChildB . o . . Child C . gii Child D o . 0 . . D-21 Child E . 0 . . D-26 ChildF . o D-31 0 1$ ChildG 0 ChildH OOOOOOO ...... E:34(5) ChildI . 0 OOOOO . . D -44 Child J . OOOOOOOO 0 D-48 ChildK o . 0 o D-52 Child L . D-55 Child M . 0 0 . . D-60 Child N O D-65 Child 0 . o

. E-1 Conditioning Experiment . 0 0 . . .E-1 ProblemOOO 0 . . . E--1 Objectives. 0 0 0 0 . E -1 Material Used . . . 0 Method of Procedure . E -2 . . . E -2 Results . . O Discussion. 0 . Graphs 4 . ChildA 0 E-5 ChildB . 0 i -6 Child C 0 0 0 0 E-7 Child L. OOOOOOOOO E-8 ChildF . OOOOO E-9 ChildG 0 0 E-10 ChildM E-11 Child N . Child0 E-12 ERIC Resume Form . 7 Table I

iii ACKNOWLEDGMENTS

We wish to express ourgratitude to the parents of the childrenin the DemonstrationProgram for their coopenation, and fortheir acceptanceof the conditions impoz;e6 by the natureof the study. We appreciate their continued interestand support. We are indebtedto all the staffmembers of the OreGon StateSchool for the Blind onwhose patience and understandingof the specialproblems of multi- bandicapped blindchildren we depend. We are also 6ratefu1 to thefaculty and studentsof the several colleges and universitiesin this area,including the University of OregonMedical School Complex,and to both the professional andlay members ofthe community and surrounding area forthe many hours ofvolunteer service spent with thechildren. We deeplyappreciate the interestand support the multi- of all those concernedwith the welfare of child, who sogenerously sharedtheir handicapped blind contributed so ideas and suggestionswith us, and who much effort and timeto special projectsfor their benefit,

iv OUMMARY

A three yearDemonstration Program wasconducted at the Oregon State Jchoolfor the Blind to design aschool-residential program formulti-handicapped blind children,and to develop evaluationprocedures which would make itpossible to identify goodprospects for this type of program. Past experience of theschool indicated that some children who exhibited severesocial and behavioraldefects made improvement ifgiven highly individualizedconditions; others who had nodetectable neurologicaldifficulties other than their blindness werenot making progress. All were considered incapable ofresponding to academicmaterial and were disruptive ornon-participating in theclassroom. For this study fifteenchildren of both sexesbetween the ages of five andthirteen were enrolled in atwelve- month program. All were legally blind,educationally retarded, and had additionalproblems representing avariety of conditions. (See Table I, pp. 5 and6) All but two, who lived at home, livedin a family residence onthe campus, and were cared for by astaff of tenteacher-counselors, one of whom wasco-investigator. The superintendent ofthe school was the PrincipalInvestigator. A large number of volunteers worked on aregular basis. The program couldnot have been carried onwithout these additionalworkers. The children wereevaluated on entry intothe program by a multi-disciplinaryteam at the Universityof Oregon hedical School, and againjust before the endof the program. If indicated, repeatedconsultations were made. Assessment of estimated progressby the Department ofMedical Psychology is shown in AppendixD. The curriculum isbased on teaching whichemploys systematic presentationof real experiences tobuild concepts, by continual participationin physical activityand exercise, and by sensory stimulationand the encouragementof social interaction. Expectations were adjustedand modified for each individual child,always considering hislevel of function and additionalhandicaps. We feel that groupingshould be on functionalability, not chronological age orkind of handicap. There is value in putting a hyperactivechild with withdrawnchildren, and in having childrenof both sexes livein the same residence. Some instruction,both academic and inthe skills of living needs to be taught on anindividual basis, butinstruction in small groups isalso desirable. We felt theMontessori method could be adaptedwell for use withblind children. It can be combinedwith frequent fieldtrip experiences to make full use ofcommunity and area resources. A twelve-month program with four or morevacations not exceeding two weeks in length isadvantageous for the multi- handicapped blind child who profits frombeing with his family. A child whose problems are aggravatedby the home situation should remain at school until thesituation is improved. Weekly communication with parents is desirable, expecially for the child who spends weekendsat home, to insure as consistent a program aspossible. Conferences of a more formal natureto discuss long-range goals and objectives should be arranged every six months oroftener as the individual case demands. A multidisciplinary team ofconsultants experienced with the multi-handicapped blindchild should be available to make periodic evaluationsof the children, and to advise staff and parents in work with them. Cumulative records of the child's experiences, skills,hist,ry, and medical problems should be kept in detail and madeaccessible to all working with the child. Suggested forms in Appendices B and C need further study andrefinement. A training program is needed forboth teachers and residence personnel who work withmulti-handicapped blind children, either as a part of the training programfor the visually impaired, or as a separate program. Also a screening program for applicantsfor the training is needed. Factors of basic personality and attitudetoward difficult children appear to be moreimportant than age and experience. It appeared that the youngerblind child profited most from this program. Suggestion was made for a home "instruction" program, using the curriculumdeveloped as a guide, and adapted as necessary. Our experience also leads usto believe that a modification of the sheltered workshopmight be worked out which would provide the means for theseverely multi-handicapped person to contributeto his support and maintain a self image of worth and dignity. Much further study isindicated with the multi-handicapped blind. Fortunately many programs seem tobe developing. As a body of data accrues,tested methods of helping these children realize their potentialshould be found.

2 r

INTRODUCTION

PROBLEM: To design a therapeutic school-residential program for multi-handicappedblind children, and to I develop evaluation procedures which will make itpossible to identify good prospects for this special program.

BACKGROUND OF PROBLEM: For Eeveral years the Oregon State School for the Blind has admitted a number ofmulti- handicapped blind children. Some of these children have disabling neurological conditions, in addition to their blindness. Many, however, have no detectable neurological difficulties other than their blindness; yet theydisplay severe social andbehavioral defects. For example, many are unable to carryout the simplest directions. Some cannot dress or feed themselves. Some have no capacity to use language orpersist in echolalic utterances. Some are virtually immobile unless urged to change position. Some are unable to walk. Many are not toilet trained. Some are extremely sensitive to noise, while others vocalize or express non-purposefulmovements continuously. Typically, this type of youngster is excludedfrom schools for the blind. They are generally considered incapable of responding to academic materialand are disruptive of classroom activity, or they arenon-participants. The typical diagnostic label attached tothem is mental retardation. We believe that some of these children areemotionally deprived, pseudo-retarded children, who,given highly individualized care and attention, can be maintainedin schools for the blind rather than to be restrictedfrom school or admitted to institutions for the retarded. We have come to associate an underlyingdeficiency in early childhood with pseudo-retardationin blind children. Lawrence Caslar (89) has reviewedthe arrested neurological development in infants whose parents orcaretakers fail to provide adequate stimulation. Weiner (77) contends that all blind children inevitably suffer some degreeof stimulus deprivation. According to deiner(77) unless there is sufficient auditory and tactile stimulationin infancy to compensate for the lack of visual experience, ablind child is more prone than thenormal child to develop an inwardturning of behavior and thought patterns. As part of the annualenrollment experience in our school, we make a practiceof inquiring into parentalattitudes and patterns of behavior which occurin the family life of the blind child. Many parents report that theirblind child was a non-demanding,placid infant who also happened tobe especially frail and small. Consequently he spent much time in a crib. Others did not seem to enjoybeing cuddled, and 3 reacted negatively to parent stimulation. When these children arrive five tosix years later at the School for the Blind, many are excessivelywithdrawn and unresponsive. Some exhibit a severe aversiontoward any vocal or tactile stimulation; others tend to be hyperactive and noisy. Many respond so inappropriately that we have found it necessary, as have other schools, to exclude this type of child from the regular classroom. Until the beginning of the Demonstration Program reported herein, such children were given special classplace- ment, but lived in the same dormitories as otherresident pupils. REVIEW OF RELATED RESEARCH: Prior to the present decade, a survey oftheTFETTE:sional journals publishing material on the education of blind children yielded onlyfew accounts of work with the multi-handicapped blind child, and thosemostly with the deaf-blind. Recently, however, many pilot programs are being reported, bothin the literature and at professional meetings. Interest seems wide-spread. (3,13,16,17,27,34,36, 37) There is gener agreement as to the nature of the population. Any child dy ae regarded as multi-handicappedif he has more than ons physical or mental disabilitywhich requires special services. The many possible combinations of disabilities are legion, and the disability may range from mild to severe. It is largely those with severe impairment, and with more than one additional handicapto blindness with whom we are herein concerned. Among these children may be several who are blind, epileptic,hard of heal-ing, mentally-retarded, emotionallydisturbed, cerebral palsied, with speech problems, or any combinationsthereof. (3,13,17,24) Also, it appears that care for the severelymulti- handicapped is usually provided either byprivate and/or state residential schools. There are c'ome day-care centers, but the complexity of providing long-term,detailed, and complex training would seem to exceed areasonable expec- tancy of the public school program. (24) Another area of similarity in programs for themulti- nandicapped blind child, is the necessityof a diagnostic team approach, includingspecialists from medicine, psychology, social work, and education. Also there is a need for staff meetings to evaluate and make changes in theindividual program for each child. Agreement is evident that individual therapy and instruction is essential, andthat social and living groups must be kept very small. Generally, living quarters are removed from the areaused by the more normal children, but situated for easy accesswhen desired. (3,17, 24,34,69,79,98,116) Methods of approaching the education and training of the severely multi-handicapped blind child are not as homogeneous as are descriptions of the population. Since training programs offered to teachers or residence personnel wishing to specialize in this field are practically non- existent, the variety of methods being employed is not sur- prising. Nor is there a body of material available that has been tested. There is concensus of opinion that the severely multi-handicapped children do not profit from traditional methods and materials in the academic classroom. (3,13,17, 24,34,79,98) Frequently teachers take training in methods of teaching mentally retarded children in addition to the methods used with visually impaired children, or a team approach is used, employing teachers from both fiels. Modifications of the program may be suggested by theconsulting psychologist. Training in living skills such as dressing, eating, bathing, etc. are generally included. Pre-vocational and social skills are stressed. Often it is found that expectations are too high, that it is necessary to begin by establishing the simplest kind of relationship between the child andadult. (17) The program should be conducted virtually on aone-to- one basis and developedin terms of the individual charact- eristics of the child. (3) Based on the assessment of a multi-disciplinary team, the program is geared to encourage the child to function at his present level,and goals are changed as progress is made. Some use the Skinnerian approach--the experimental analysis of behavior andshaping techniques and the use of positive reinforcement.(85) Some stress developmental recapitulation throughmotor activity (94), and others rely on psychotherapeuticapproaches. (69) Many select from these programs and provide athera- peutic milieu designed to help the child achievestep-by-step progress in developmnt.(3)(13,76)

OBJECTIVES: The over-all objective of the program is to design a therapeutic school-residential programfor the multi-handicapped blind child. The purposes of this program will be:

a. To identify those children who canprofit from such a program from thelarge group of multi-handicapped blind children.

b. To develop evaluation procedures whichwill make it possible to identify good prospectsfor this special program.

c. To maintain these children in thespecial program only so long as they require itsprotective benefits, and to move them into regularschool classes as soon as possible. 5 d. Insofar as possible, to avoid the institutional transfer of the multi-handicapped child to the mental hospital or the home for the retarded.

METHOD

POPULATION AND SAMPLE: Fifteen children were enrolled in a residentialacaaTITEprogram designed as a twelve month experience on the Campus of the Oregon State School for the Blind. Youngsters were eligible if their parents were residents of the state; if they were between the approximate ages of four to twelve years;and if they had been rejected or excluded fromregular school programs because of physical, psychological, or learning capacity deficits which were of sufficient degree to suggest that the child would not be able to get along in the school prog.-m. The number was limited to fifteen. There were eight boys and seven girls. Nine of the children had been at the Oregon State School for the Blind for two or more years and had demonstrated theirinability to profit by regular classroom instruction anddormitory living. Two of the children had been rejected by other schools in the state. One child was not eligible for regular classroom instruction because of recent brain surgery. One child had been in Fairview Home for the MentallyRetarded. Two children entered the program at the beginning of the second year of the project. Neither was eligible for regular classroom instruction. The fifteen children in the demonstration program were from twenty-eight multi-handicapped children knownto us who had visual difficulty. Nine of the children had been admitted to the Oregon School for the Blind over aperiod of years. On demonstrating an inability to function inregular classes, they had been placed in special classes. One child had transferred from the home for the retarded on the schooldoctor's recommendation, and at his parents request. The other five children were admitted in order of application if theymet the conditions in the first paragraph ofthis section. All children had a visual problem, were educationally retarded, and had one or more additional problems. (See Table I, pages 7 and 8). While writing the proposal for this demonstration program, the matter of a control group was discussed. The small number of children involved precluded validrandom sampling. The factors involved in the multi-handicappedblind population are so varied andcomplex that they ruled out a matched sample. Nine of the children had already beenenrolled in special classes where some of the methods upon whichthis program is based had already been tried, so couldnot be equated with children who had not been so exposed. Each child, therefore, 6 CHART Or AGE TA'-=LE T ETIOLOGY AIT-JAr, .fs A'n _ .,-._DDI?I=L PRO9LR..3 i-CHILD AGEENTRY AT DEPARTURE VIS:ZJ PRO3LEM ...... A 5 5years mos. 8 1yrs. mo. -LghtRetrolental Perception Fibroplasia ? BehaviorRetard.ltionPreature problem, (triplet) (severe) ______:1 11i _ 7.:Ds. _ .. : vr;:c :o.L. -&F,.LI::.Le..;orin-.311.7,tal of 7:y.,ta7:2:u.3 -7131rwt PI-31,19r.:2':5: r oi" b::,lorce heqr2r1.1-: loss, Spec len pro:-;le:-. 0 13 yrc. 16 yrs. 1-1,;:'arRetrolental - poor Fibroplasia - fair Premature,Ret-.,,7-dion No(77.or.,--e) speech until j yrs. D 11 yrs. ,:rF:0 140 MOF. yrs. :0 Retrolental1 imht perception Fibropla3ia MenjngitisPremature,Retardation followinm Seizures-non(moderate) MUMDS, specific11-;457 7 mos. 3 mos. NoRetrolental light perception Fibroplasia Premature,RetardationMild spastic (twin)(moderate) diplegia, speech Behavior problem problem FE 9 9mos.yrs. yrs. 6 1112mos. yrs. N'oRetrolental light perception Fibroplasia RetardationPremature,Spastic parAegia, (Speech severe) defectemotional problem ? 1 mo. i LightCortical Perception Blindness ? RetardationSpastic parplegia, (severe) Seizures (grand mal) G 97 mos.yrs. 510 mos. yrs. LightCataractsOptic PerceptionAtrophy RetardationSpeechPremature,Cerebral problem damage Seizure(mdld) (athetosis in infancy ? 1959) A.GE AT A.GE AT VIS17AL PROgT.P-.: TA3LE I cont. ADDITTTIAL PRC3LEMS CHILD E::"R.IT 1 DEPA.H27RE -1,- f Premature (twin) 1.7t yrs. !i a. . H -,.10 yrs. m..c)s. . c... mos. . 11..a!:,coaRe, (st-zondarv) rolental Fibroplasia Psycholcrical chra,Iter changes 9 I seco"..o light pe-ception 1 Retardation (mild) ndary to blindness 1 Premature, Speech delayed I 12 yrs. 15 yrs. , Retrolental Fibroplasia 1 6 mos. . 2 mos. :o lirht perception BehaviorRetardatIon prOblem tz.-.7ere) . i . T 12 yrs. 15 yrs. : Retrolental Fibroplasia - Premature (twin) , 8 MOS° 5 mos. I Bilateral cataracts AtrophyRestriction of dorsal of flexion hand of opine musclat.ire t Light perception - right eye only Adjustment reaction of childhood i1 Retardation (moderate) a.7_:gravafed by blindness . 1 yr'.5.. i: Retrol-,1:tal -7.ibroplasia Prer.ature, mild 1-..eart mur mer, delayed 4 K 111C myro. os. -' m os. --.1..... - o 1.4. ht perception speech v.ith stammering,tiling. urinary Retardation (moderate) drib-I L 7 yrs. t:1 1.L ) : yrs. Optic Atropkv (onset 7 years) l'wo le fi- paretal cr,cniotomys for 2J. mos. 0 mos. , H-indCount noveentfingers -- rightleft eyee:ie cellulariiisi7oryhydrocerhelus, ependynomaof ulcer '3pasity Arrested lcwer leFs !r c., :,-rs. , !1 Cortif:al blindness due to Organic br!;.in damage front prolonged ; yrs. s 11 mos. 9 mos. s Count fingers at 2 ft. -t- anoxia,S. Seizure-co e c 1,dicorder-non-spec:Ifie, probl e:q tenof.cn AS --1- t birth ) l'imin"P.tardation (3orderline) when under -T 0 .5-os yr-i. , -.. a 7 yrs. vn.OFIr Noaetir.o1JcIsto.. light perception (onset Tald motor retardation C 9 yrs. 11:.: yrs. nos. Conn-eital7, P-laucona"h0 )1200 ,..., c pregnancy)Chara..-:ter(.Lo,,er,_ beha7ior --.1-..0 -_,:ningi'ds Pro'deu +.1,1ring was to serve ashis own control, as measured by the change in his level of functioning. PHYSICAL FACILITIES: The majority of the children lived in a former Principal's residencelocated at a distance from the other dormitories on the seven acre campus. This building was a short distancefrom the Infirmary, where four of the children slept. The children ate in the dining room where all the children of the school eat,but in a separate group. They were supervised by the staffof the Demonstration Pro- gram. During the first year of the programmost of the instruction was carried on outside theschool building. For the remaining two years of the program,classroom and office space was provided in theschool building. Basement rooms in the boy's dormitory were converted into aSensory Stimulation Center which provided new andinteresting areas for physical activity indoors. The architect's drawing provides forfour areas of activityincreasing in difficulty and providing many different texturedsurfaces, a variety of forms to be explored, ladders, enclosed spaces, mazeswith blind alleys, differing planes, hidden clues, lights,sounds, and even vending machines to provide rewardfor the accomplishment of feats of skill. This facility is not completed, buthas been partially finished and used fortwo years. The gymna- sium, including the heated swimmingpool and other recreational facilities, has been used duringthe entire three years. Since the Demonstration Program wasof twelve: months' duration, instead of the nine monthschool year, the entire infirmary sleeping quarters were used one summer,and a section of the boys' dormitory thesecond summer. Comparison of the merits of these differenttypes of housing units will be made in the section onDiscussion. An important feature ofthe campus of the Oregon State School for the Blind is thearrangement of buildings. Spacing and direction aid in teachingmobility and orientation. This is shown in the film, SHOW USTHE WAY, made as part of the documentation of the DemonstrationProgram, and on the map shown on page 1 of the AppendixA. The Oregon State School forthe Blind is located within the city of Salem whichhas a population of 60,000,and is situated in the WillametteValley. Extensive use was made of both central communityand surrounding area communities and recreational areas forconcept building throughfield trips, and for socialexperience. Access to farming, lumber- ing, and the racific coastal area, aswell as city experiences, was necessary to our program,as was the factthat we were within a seventy-five mileradius of three major universities and six smaller collegesinterested in education.

9 STAFF; The staff was composed ofthe Principal Investigator, who isSuperintendent of the Oregon State School for the Blind, thePrincipal Co-investigator and supervising teacher, threeteachers, three dormitory counselors, two child careworkers, and a part-time secretary. During the second year anadditional half-time position of dormitory counselor wasauthorized, and was filled by the person who wasalso half-time secretary. It seems pertinent atthis time to mention that atthe Oregon State School forthe Blind, the role ofhouse-parent is filled by both child careworkers and dormitory counselors, the latter being requiredto have two years ofcollege training or the equivalent inin-service training. Applicants for both positions must passexaminations given by the State. For our DemonstrationProgram we were mostfortunate to secure dormitory counselors who wereeither college graduates or had almost attained adegree. In addition to staffpaid from Federal funds,the school employs a trained socialworker, a clinicalpsychologist (part time), a pediatrician(part time), and maintains an infirmary and trainedstaff, a dietician anddining room staff, and other ancillaryservices. Consultative resources from the University of OregonMedical School were availablefor diagnosis and specialtreatment. Student speech therapistsunder the direction of the Oregon College of Educationworked with some of thechildren; studies of individualchildren were made by otherstudents or courses inchild development. Practicums in Departments of Psychology and Sociologyof Willamette University gave students experience withblind, multi-handicappedchildren, and provided the childrenwith individualizededucational experience. These students workeddirectly with staff members of the DemonstrationProgram. Also supplementing paidstaff, and workingclosely with them, were volunteersfrom Willamette University,Church groups, mothersof children in theregular school program, and other women ofthe community whooffered their services. All of these people wereinterviewed by the committee on volunteers consisting ofmembers of the schoolstaff, and instructed and supervisedby staff members andthe supervising teacher. They assisted withexercises, piano practice, field trips,singing and games,establishing condi- tioned responses, andthe establishing ofsocial relation- ships. (See AppendixE) They were very importantin imple- menting the Program asreported in the section onDiscussion.

STAFF TRAINING: The staff of theDemonstration Program except for the threeteachers who were hireddirectly by the superintendent of the school, wereobtained through thestate civil service commission. Open competitiveexaminations were 10 held, and lists ofthose meeting thequalifications were submitted to the school,who then interviewed theapplicants and selected fromthose lists. The examination forboth child care workerand dormitory counselor consistedentirely of a written testdesigned to measure thecandidate's knowledge ofchild development and growth, generalsociological concepts, andother areas pertinent to the dutiesof the positions. The duties are defined as assistingin guiding, counselingand training handicapped children inadjusting to group lifeand normal living situations; andto lead children inleisure and recreational activities; aswell as performing necessaryhouse- keeping duties. The dormitory counselorposition differs from thechild care worker inthat he is responsiblefor children when they are mostactive. He may have a limitedsupervisory responsibility. Minimum qualificationrequires that a child careworker be a high schoolgraduate, preferablysupplemented by one year of paidexperience in workingwith children. A dormitory counselor mustbe a graduade fromsenior high school and have two yearsof college oruniversity study with course workleading to graduationin the social sciences; or two yearsof child care experiencewhich must include at least one year ofexperience in theinstitutional care of physically handicappedchildren, supplemented byeither nine quarter hours of appropriatecollege credit or one-hundred- twenty clock hoursof a formalized andapproved in-service training program inchild care; or anequivalent combination of experience andtraining. Applicants were interviewedjointly by the co-investi- gators, who brieflydescribed the nature ofthe program and the characteristicsof the children. Of those applicants who continued to expressinterest in theposition, selection personality, and was made onthe basis ofexamination grade, previous experience. Prior to the beginningof school, membersof the staff training with spent approximatelytwo weeks in in-service the principalco-investigator and thesupervising teacher. During this timemeetings were heldwith regular school personnel, discussingpolicy and orienting newmembers to facilities, resources,schedules, and generalprocedures of the school. The purposes of the programwere discussed and the duties ofeach staff memberdefined. All staff members wererequested to studythe records of each child enrolledin the program,including information supplied by parents,referring agencies,social case history records, educationalrecords (ifany) and medical records available. 11 The type of reportsto be written onthe children's behavior was discussedand decided upon. In the beginning each staff member wasrequested to writeanecdotal records; a brief summaryto be entered in thedaily log, and a more complete statement tobe then written andgiven to the secretary to become apart of each child'sindividual record. The staff was providedwith books ondevelopmental articles were brought to psycholog, and various current their atte_rbionfrom time to time. The secretary procured books from state andcollege librarieswhich were reloaned to staff members. Professional materials,both books and journals, were madeavailable to volunteerstudents also. Pertinent ideas fromthese sources werediscussed.both amongindividuals informallyand at staffmeetings. As mentionedearlier, training programsfor teaching the multi-handicappedblind child arepractically non- Staff members hadall been trainedin working existent. Daily with children, butthe training hadnot been uniform. consultation and weeklystaff meetings wereplanned, a bullJtin board andbookshelf providedliterature in addition mentioned above. Group meetings wereheld to the resources staff. with consultants,and with membersof the general Members of the staffof the demonstration programalso attended local andstate meetings,conferences, and conven- tions on one or moreof the handicapspertaining to the They then reportedto the rest of the student population. at At times thechildren would begiven extra time staff. participate in meetings home so that theentire staff might at times staffalternated being on of especial value; or Co-ordin- duty and inattendance at meetings. The Principal supervising teachervisited other centersfor ator and the reported observations the multi-handicappedblind child and on theseother programs tothe staff members. The children METHODS DEVELOPMENT: THE GENERALAPPROACH: characteristicallyERTFient in their ability enrolled were activities. to identify andrelate to objects,persons, and children was tomake such The educationaltask with these identities useful anddesirable to thechild; to help him associate moremeaningful attributesof objects, persons, their name labels;to perfect his and activities with language recognition andretention capacitieswith respect to symbols, and to encouragethe realistic useof personal the child's daily relations, activities,and objects in adaptative behavior. with themulti-handicapped Theteacher-counselor's role needs blind child is a verydifficult one. For example, she children who arenoisy-yet she mustprotect some to accept the other children'snoise. She must welcome of them from restraint in her own children's embraceand yet exercise 12 affectionate impulses. She wants to be constantlyexamining her daily performancefor flaws-yet she mustcarefully shield the child from hisimperfections. During the firstmonths in the program thechildren were involved in the assessmentof their problems, inbecoming familiar with the staffand with considerableopportunity for free play in the companyof each other. As part of the formal assessment activity,the staff observed eachchild for his typical distressand pleasurable responses. Special attention was given todocumenting those stimuli whichtended to frustrate andirritate the child, aswell as those which made convenient rewards orreinforcing agents in theeducation- living training program. As with normal children,there were this grossdifferences in the kindsof stimuli which served purpose. The stimuli changedduring the time Epent inthe others. program. Candy might work wellfor one, but not for Some preferred a toy, or ascent; for another itmight be a sound, or listening to afavorite record. Social privileges had less utility inthe beginning, butacquired great use- fulness by the end ofthe program. In the educational programa generalstudy and living- experience plan wasdescribed for each child. Concrete experiences, repeated severaltimes, had value for most children. Others needed frei'dom toexplore for themselves. Verbal interpretation onthe part of theteacher-counselor, associated and concomitantwith, the experience orexplor- ation was generallyused to teach languageskills. As progress with thechild became apparent, or astime passed without suchevidence, the teacher-counselorneeded to remain hopefuland avoid frustration. This type of child appears to behighly sensitive totension in those abouthim. Unlixe the normal childwho can often usetension to his advantage, themulti-handicapped blindchild generally falters with the onset oftension. Therefore, insofar aspossible, the staff attemptedto avoid or minimizeincidents or curriculum materials whichhabitually built tension. For example, repetition was vital. Yet, if employedinappropriately it be was aevastatingfor these children. The dosage had to Yet, with skill theteacher-counselor couldintro- brief. within a duce a wide range ofobjects, actions, and persons single teaching episodeall addressed tothe same theme and retain pupil interest. Most effective wasusing some facet interest as thestarting point for de- of the pupil's own for example, veloping the teachingexperience. It was useful, with these children toapproach theidentification of an through different sensorychannels. With- orange or a shoe and out vision, theaditory, tactile,gustatory, olfactory, position senses haveto carry correspondingbehavior loads.

13 METHODS DEVELOPMENT: THE SPECIFIC APPROACH: The Demonstration Program wasstaffed by persons with a variety of background training. Thesupervising-teacher and three regular staff workers had been employed at the Schoolfor the Blind previously. Also during the summer months, experienced dormitory and teaching staff members supplemented and augmented staff. The first year on-the-job-training was regularly scheduled, especially in the area of living skills. (See movie SHOW US THE WAY filmed in the summer of 1965). The manner of approach to a problem was stressed morethan the particular skill being taught, as this generaltraining could then be transferred to other tasks. Also, those staff members who had already been employed in dormitories at the school were frequently consulted as to ways of teachingskills. It was felt that the children needed to be observed tofind which method was pest suited for each individual child, and that this should be consistently carried through byall staff. Also, that the approach should be gradual and well below the frustration level. Success was necessary to the development of a positive attitude on the part of the child. Staff members were encouraged to think through thesituations in past experience and base the approach to problems onsuccessful methods used. If new ways were discovered that were good, they were communicated to the rest of the staff.

RECORDS: In the beginning each staff member was requested to write anecdotal records; a brief summary tobe entered in the daily log, and a more complete statement tobe written and given to the secretary to become a partof each child's individual record. Each person was asked to report on the child's ability to attend to toileting, dressing,eating, orientation and mobility, and general socialbehavior with both adults and other children. The staff was asked to note especiarly the child's more typical distressand pleasureable responses, those stimuliwhich tended to frustrate and irritate the child, as well as thosewhich would make convenient rewards or reinforcing agents in theeducation-living training program. They were also to report reactions to newsituations and persons. When the children arrived at the schoolwith their parents at a designated time, they were shownthe residence, and each child was provided with an activitywhich he was known to enjoy. Only those children who had beenattending as members of a special class at the Schoolfor the Blind were admitted at the beginning of the school year. The other children came, one each week sothat they might be more easily assimi- JLated into the group. All the children had arrived by November 1. The parents of each child wereinterviewed by the Prin- cipal Investigator, the supervisingteacher, and as many staff members as were free to attend. The goals and purposes of the project were explained indetail, including the role of the school and that of theparents. Many of the children spent the week-end at homewith their families, either every week or at frequent intervals. Times for weekly conferences 14 and parents werearranged. For those between the staff inter- children who rodepublic transportation,the telephone generally used,supplemented by periodicconfer- views were child's home. Many of enceseither at theschool or in the called for thechildren Fridayafternoon and the parents morning. brought them backeither Sundayevening or Monday Parents were given adevelopmental historyform, more de- used for generaladmission to theschool, tailed than the one to the which they wereasked to fill outat home and return school. (See AppendixB) made for eachchild to be examined Arrangements were They were seen at the Universityof Oregon Medicalschool. who referredthem for specialtests first by Pediatrics, at our request to whenever indicated. All were referred Ophthalmology, andPsychology. In this way an Neurology, from the ones objective examination wasmade, quite separate staff. In a number of cases,medical made by the school prescribed and carried problems were found,and treatment was treatment. Many out involvingcontinuingre-evaluation and already, or are now,receiving medication. of the children were school staff. Routine medicalservices wereprovided by the in May, 1967, Six months beforethe end of the program for re-evaluationof the childrenat appointmentswere made Although a verbal the Universityof OregonMedical School. made that the samedoctor in training agreement had been re-evaluation, this wasim- would see thechildren for the death during thesecond year possible becauseof his untimely However, thedoctors in charge werethe of the program. referrals and returnvisits to same. Because of the many and the other departmentsduring theinitial examinations, sufficient time forre-evaluation, there was need to allow between first and an averageof less thantwo years time final tests onthe children. SPECIFIC; OF THEEDUCATIONAL PROGRAM: The term refers to both theformal classroom "educational progress" Curriculum program andto theliving-experience program. usual kindergartenand primary onein differed from the development of that specialemphasis wasplaced on the provision of manyand variedexperiences. concepts and the provided, and an large amounts ofsensorystimulation were unusual emphasis onphysical exercise wasgiven. children Because we hadfound in thepast that these assumed to be commonto all children, aseries lack knowledge Lists of ex- of activities tobuild concepts wasplanned. in the Stateadopted primarytexts were periences mentioned effort to provide This was followedby a systematic made. and provide abasis experiences thatwould build concepts the childrenmight be asked of understandingfor the stories For example,if a storymight be about to learn toread. to take the the making of anapple pie, wemade arrangements 15 able to examine children to asmall orchardwhere they were tree. Time was spent ona one-to-one apples growing on a much about thetree as basis, with eachchild explaining as pick severalapples, bothfrom the possible. He would then taken back to ground and from aladder. The apples were cut and bakedinto a pie. The the kitchen,washed, peeled, tasting and children alsohelped to makethe pie crust, ingredient as it wasused. They smelledit examining each Not once, baking, and hadthe satisfactionof eating it. they baked anapple pie, orgathered apples but repeatedly cooking and eatingexperiences. and used themin other simple slight The emphasis was onrepeating theexperience with sufficiently oftenfor somegeneralization of variations were madeof the exper- learning to occur. Tape recordings This providedlanguage iences relatedby the children. experience as well. could be usedfor listening training and children withspeech This wasespecially usefulfor those problems. field trip tothe For a pictorialdescription of a vegetables andthe subsequentteaching gardens to gather during the summer activities, pleaserefer to thefilm made of 1965, SHOWUS THE WAY. individual program wasplanned We have statedthat an with his listing realisticgoals in accord for each child, A groupfield trip seems particular levelof function. both the goal on anyparticular trip was contradictory, yet of a family on an general andindividual. Just as members their age andability, so these outing learnaccording to in the home taught. For Child A,who had been children were bus to a strangesituation for the retarded,the ride in a The immed- it causedhim to scream. was soterrifying that tolerate busriding. iate goal setfor him was tolearn to always beside anadult whom heknew In thebeginning he was help to over him specialattention and well and who gave shown the apple onthe tree in come hisfear. While he was time was spentjust helpinghim explore the orchard, more details. the newsituation withattention to with his family However forChild L wholived at home trips to newsituations, theemphasis and wasaccustomed to of trees, asimple ex- was onthe word"orchard" as a group function of partsof the treein the growth planation of the hands and body. while exploringthem with his of the apple and ability,the adult For childrenin betweenin experience child could be give just alittle morethan the would try to child! He may be expected tounderstand. Challenge the more ablethan you think. word children anattempt toassociate the For all the this was easy. He was made. With the apple with the object (if he haddeveloped could put hishands aroundthe apple touch an objectstrange tohim), far enoughthat he would 16 and taste it. The tree wasdifferent. He he could smell into must look at itfrom the rootswhich he felt go down the trunk, feelingthe branches go outfrom the the soil; up out to the trunk on allsides; following one ormore of them finally finding thepoint of attachment smaller twigs; and He would of the stem tothe tree branchand to the apple. concept of"treeness" but wouldneed a small still not have a He would alsoneed model that hecould feel withhis hands. and repeat theexperience to explore othervarieties of trees, many times. most of thechildren The moststrikingdifference between and a group ofnormal blind childrenhaving in our program to compel the same typeof experience, wasthe necessity children to explore. Their tendency wasto with- most of the body move- draw from thesituation byinattention, unrelated twirling, jumping,etc. or just plainresistance. ments such as to put them We used persuasion,and force when necessary, the action ofexploring, stoppingonly physically through of tolerance. when we felt theyhad reachedtheir threshold important that thestaff members remainencour- It was most enthusiastic in theirattitude, aging andsupportive, even protests. One important formof reward despite the child's time after he had was toleave the childalone for a short made upon him. At the beginningof complied with demands especially the program mostof the childrenresisted activity, By the end ofthe first ninemonths most newexperiences. places. of them were eagerto go on the busand explore new three-bedroom home Being a small groupand living in a atmosphere. We took fulladvantage we stressedthe family bringing in of our fireplace. The childrengreatly enjoyed helping to buildthe fire. They were quick materials and from varied fuels. to note differentsounds and odors cartons to burnstrengthened fingersand pro- Tearing waste contribution vided opportunityfor every childto make some toward makingthe fire. atmosphere was that we Another advantageof the home yard in whichto keep our pets. So many blind had a fenced animals and many are children have had noexperience with Popcorn, a maturewhite cat was reluctant to touchthem. all beginning. Myrtle, theturtle, lived with us from the She was caredfor by winter in a boxin the utility room. going to thekitchen to get the olderchildren who enjoyed hamburger for her,and giving her a panof water lettuce and long bathe. We had a crowfor a few days, in which to bird and seewhat it enough for thechildren to examine a was like. She had Charlie, the duck, cameto us thefirst fall. family pet and wasveryfriendly andallowed been raised as a in the bathtub pet her. She obligingly swam the children to the water. The pond while thechildren hadtheir hands in 17 1'

by laying eggs and was following springCharlie supprised us joined by a draketo provide somenatural sex education. Upon his arrivalthe first question was"What is his name?" When told that hehad no name, onechild suggested Edward, her father's name,and another "Quack". That is how Mr. Edward Quack became apart of ourfamily. The children enjoyed noting thedifference in tone oftheir "quacks" which encouragedsound discrimination. That spring weacquired Sugar, aCollie. She was most friendly andaffectionate. On our campus wealready had another Collie, wholived in the housenext door. Intro- ducing the two dogs was agood lesson for thechildren. Fortunately the twodogs quickly becamegood friends. They street. were oftenjoined by a GermanShepherd from across the learned to distinguishnot only the difference The children feet in their barks,but the differencein the sound of their as theytrotted along thewalks. We also had Poppins,the canary, rabbitsand guinea pigs. kindly Feeding and caringfor pets, learningto treat them and takingresponsibility for theirwell being widened the experience of thechildren. LANGUAGE DEVELOPMENT: Language development wasfostered throughout the totalschool-living program. As indicated, tried to develop thebest individual the teacher-counselor Words were means forencouraging languagewith each child. used singly, thenin phrases, associatedwith an object, action, taste, orodor. Especially during thefirst year thefield trips described material in the previoussection formed thebasis for taped made by the childrenand used forlistening at a later time, repetition of vocabularyand ways of describing thus providing incorporated experiences. A teacher led thediscussion and correction of pronunciationand grammar byrestating the sentence as a partof the discussion. Definitions of words were routinelyincluded. It was necessaryto do individual taping with somechildren9 while otherscould take part in groupdiscussion. Records and talkingbooks from theschool and regional to supplementrecords boughtexpecially libraries were used especially for blind for the program. Story tapes recorded children, and thosemade for sightedchildren were used These materials wereused by the staffin the extensively. the teacher used. living situationin the same manner as with the childrento ask questionsand An adult listened content. discuss the stories sothat they learnedto listen for Dramatic play formed animportant part ofthe language Here again thechildren needed anadult arts instruction. Dolls, playing with themto teach themhow to act a part. 18 toys, and other props wereprovided and the children encouraged to use them. Most important tothis development werethe formal planning sessionsby all of the staff,and the close cooperation and communicationof all staff members. Generally the plan originatedwith the teachers, buthad it not been carried through bythe other staffmembers the accomplishment would havebeen far less. Many of the details were improvised and createdby the staffnembersin the living kitchen of the cottage situation. Teachers cooked in the and the counselorsand child careworkers assisted in teaching in theclassroom. We felt it wasimportant that the children learnto concentrate on oneidea for several days, both in theclassroom and livingsituation. The use of thetelephone was encouraged. There was much practice onthe toy phones,planning what to say, and for those witharticulation problems,practice on sounds. As a reward thosechildren whose parentshad phones were encouraged to telephonehome once a week at ascheduled The time convenient toboth the schooland the parents. children worked hardfor this privilege. A Walkie-Talkie used outside wasalso valuable inlearning experience. Formal speech therapy wasprovided for some ofthe children throughstudents from the OregonCollege of Education. trip or READING: Written materialrelating to a field presented at regularintervals to all current activity was Children the childrenconsidered ready forthis experience. C,D,H,J,K,L, and M hadregular sessionsscheduled. In the beginning Children Land M were triedin regular classroom sessions while the otherswere givenindividual instruction. As the teachersreported their lackof success they were removed from the largergroup andshared instructionin pre-primer materials. Later they bothreceived individual instruction. given in The first yearindividual instruction was Noise proving too the bedrooms ofthe living situation. distracting, it wasarranged the second yearto convert a practice in the school small room formerlyused for piano building, into a roomfor individualinstruction. We were limited by the numberof small roomsavailable. Children L and M weregiven sevenmonths instruction both regular size and in Ginn pre-primermaterials using materials. The teacher madethe large large size braille Different size materialsand flash cardsin both sizes. in alternateorder the firsttime, sizes were presented vice i.e., either firstthe large andthen the regular, or presented in randomorder but versa. After that they were 19 The same method an equalnumber of timesduring each session. stories. There was nosignif- was usedwith pupil composed varied icant advantagefor either size. Word recall ability greatly from dayto day. Forgetting was rapid. they looked Partially sightedchildren were observed as which were keptavailable in both the at print material they were living and classroomsituation. At intervals pictures. Child L was changedto print tested with simple with instruction materials (Ginn)in June, 1966,and continued teacher-made materials. At in pre-primers,workbooks, and writing wasintroduced, followingGinn this time print from Heath pre- materials with somesupplementary material primers. fostered through- NUMBra: Arithmetic, likelanguage, was school-living program. Big, little,round, out the total part of every concepts of quanityand contrast were a square, for each sandwich; situation. Two slices ofbread are needed needed for fivechildren, two sheetsand five cookies are bed; it takesten onepillowship are neededto change the candy bar atthe store. Constant teaching pennies to buy a of the number using problems ofdaily livingformed the basis program. counting stepsfrom the Rote countingexercises came by crosswalk; countingthe five blocksleft to pick door to the times on the big up and putinto the box;by jumping seven innertube. of the The concept oftime, also, wasin inherent part told, "Breakfastis daily livingschedule. The child was get up to beready if you are at eight. How soon must you "The timer bellwill ring infive slow? If you hurry?" or is Thursday minutes and thenit will be yourturn." or "Today for you, to take youhome for and tomorrowMother will come the week-end." to the generalschedule of theresi- We had to conform learned to accept dential school sothat the children activities relatedto time. Within the living limitations of to keep it situation itself we weremoreflexible and tried We helped thechildren chooseearly on a homelike basis. winter or summer wrap, or latebathtime, long orshort story, they could makerelated to time,cal- or anyother decision learn to makechoices endar, or season sothat they might and a reasonfor making thechoice. beside theincidental one wasoften Classroom program with an objects. One child would go planned around real of paint ofeach adult to thestoreroom tocount the jars color, the numberof countingframes, etc. took a During the firstsummer oneof the teachers 20 of CuisonaireRods in teaching special coursein the use school Two teachersof regularclasses in the arithmetic. of them wasscheduled to took the coursealso, and one children assist in ourprogramif two othermulti-handicapped children in thedemonstration program, in the school,but not and L part- class. Children C,D,H,J,K, wereadmitted to the all in the groupat icipated in thisprogram,but were not that the group waskept to sixwith two the same time so explored Stern's materials wereavailable and were teachers. used themconsistently. by thechildren, butneither teacher the Montessoriteacher workedwith The following year such as popbeads small.groups ofchildren. She used objects materials.(112,113) The Stern in additionto the didactic length and similar to theten rods usedin teaching rods are dividing the rodsin a way have theadvantage ofthe grooves blind child can use. She also made more that a totally using money,reviewing methodical useof teachingnumeration by Much oralarithmetic wasused. the identificationof coins. Materials which arebeads showing ones,tens, The Golden useful. Colored hundreds and athousand concretelywere the materials)that hung on a beads (colorcoded throughout The cylinderblocks taughtdimensions. rack werealso helpful. symbol cards withboth the printand braille Teacher made of cork disksglued on matched by theappropriate number were usedfor independentstudy. one-to-one basis. Most of theinstruction was on a two or threechildrenfunctioning Toward the endof the period second level couldwork together. During the near the same too large andhad to be year ofthe programthe groups were reduced insize. be one ofthe areas ARTS AND CRAFTS: This proved to adapt to thechildren's additional difficult todevelop and a meansof self- Our goal thatit might serve as handicaps. Children L andM were ableto expression wasunrealistic. extent, butthe other activity foritself to some enjoy the social reward. children required anextrinsic or like 0 and N,did not wantto touch any- Some children, their hands They wouldnot holdmaterials in thing at all. As on thefield tripsthey nor touchanythingunfamiliar. physically throughtie motionsof squeezing had to be put paint, orglueing small a chunkof clay,smearing finger objects to paperto make acollage picture. such asplastics, with cleanfeeling materials We began varieties andkinds as we smooth cloth,nuts in as many found in aschool Added to thesupplies usually could get. of odds andends to befound supply closet, wefound a box buttons, plastic invaluable. Such items as in mosthouseholds box thathad beencleaned medicine bottles, acosmetic tube or brought in bythe staffmembers. and manyothers were 21 variety oftextured materialsof all kinds We used a The after the childrenhad begun toaccept smoothness. prepared boxesof many differentmaterials Montessori teacher inches. The child- cut intorectangles of aboutsix by eight materials. One of the renlearned to nameand match the in sample booksfrom an upholsteryshop, parents brought samples. drapery and curtainsample books, andfloor covering as We obtainedgrains of allkinds both on thestaff' threshed. We filled asandtable ~nth they grew and were the children to pourand wheat (untreated)and encouraged We also put aquantity into a verylarge carton scoop it. inside as in alarge sandbox. and allowed thechildren to get from one-fourth cupto one gallon We providedmeasuring cups Dry ccrn on in a number ofdifferent shapesand materials. the ear wasshelled in quantity. experience ofexploring kinds ofgrains Following the glue on paper,pouring the childrenmade picturesby smearing the wet glue,and then shakingoff the excess. the grain over be used in asingle picture Several kindsof grains could These and the producing a numberof colors andtextures. made by dipping anumber of smallobjects collage pictures provided many of glue andputting it on paper into a puddle the cottage,hang pictures whichthe childrencould take to take home. Lavish praisefrom on thebulletin board, or accomplishment, aswell everyone gavethe child afeeling of -1.n his ownhands that hecould make as theconcrete evidence have had tohelp with something. Even thoughthe teacher may each step, it washis picture! chocolate syrup, orJello* with For fingerpaintingwe used with the drygeletin. The just a little warmwater mixed the helped to makeit fun and toencourage odor and taste Leave the paintthick so child to get hisfingers messy. that it makes atextured surfacewhen dry. would have been potters wheeland feel this We tried a used was tooheavy a goodmedium exceptthat the wheel we for the childrento operateeasily. in accordwith develop- We proceededwith materials to de- for normalchildren. Success seemed mental sequence in devising agreat pend on thecreativity ofthe teacher simple skillscombined with number of waysto teach very results were motivate thechildren. Our best enthusiasm to adult to workwith eachchild. obtained whenthere was an withdrawing hands throughthe necessarymotions, She put his Volunteers fromthe com- gradually as hisskill increased. college studentsdid excep- munity did thiswell. We found tionally finework in this area.

22 Our children withhand dysfunction had aspecial need hand skill. for many relatedactivities to develop the same The addition of afew drops of perfume,spice, or flavoring extracts give varietyto materials forthe totally blind in the same way thatcolors make materials moreinteresting for the sighted. This also provides sensetraining. Step by step trainingis essential. The teacher needs to break down thetask into very smallsteps and structure her teaching to thechild's individualcapacity. The first year ofthe program, music MUSIC AND RHYTHM: D was informallistening or groupsinging, except for Child who received pianolessons at home and wasgiven practice sessions in the eveningusing one of thepractice rooms in the school building. The nine childrenwho had been a part of the special classin the schoolpreviously had had group vocal instruction. The last two yearsof the program allthe children but inte- three, who wereunable to functionin the group, were regular school classeswhere they could grated into the (who was function best. Child I was taughtby a volunteer student) to play a little onthe autoharp andpiano. a music teacher. Child N receivedpiano lessons fromthe school music The children inthis program likemusic well (except Child 0) and hadlistened since infancyto records and tapes. need not bestressed, but left forinformal We felt this area served enjoyment with theabove exceptions. In fact it often getting as a reward. It was also a mostuseful device for children. They would obey a sung com- cooperation from some word. mand or invitationmuch more readilythan the spoken Rhythm on a formalbasis was a partof the physical education program andis described inthat section. hygiene HEA:LJTH AND PERL;ONALHYGIENE: Health and personal fundamental part ofthe daily programand was taught was a This was acontinuation in conjunctionwith all activities. used in the totalschool livingsituation and of the program During had been worked outlargely by thedormitory staff. the summer monthsseveral of theseexperienced counselors worked with thechildren while programstaff members were instruction to both newstaff on vacation,and provided members and children° Appendix C, pages0-2 through C-17,whow the detailed personal hygiene skills. step-by-step approachused in teaching largely Classroominstruction in healthand safety was incidental and givenwhen the appropriateoccasion arose. records on mannersand health andsafety had been A number of "Basic purchased and wereplayed often forthe children. 23 Songs for ExceptionalChildren" (Concept Records) "GroupOne: Cleanliness" was mostuseful. The manual which accompanies the record hasdescriptions of motions usedwhile singing. The "Bath Jong" isgood for teaching bodyparts, and the song on "Why DoWe dash Our Hands?"leads naturally into adiscus- sion of germs andsanitation. There is even one fortooth brushing. After the above recordshad been used in theclassroom they were taken tothe living quarters andplayed frequently. Further instruction wasgiven as interest orneed indicated. Frequent field tripswithin the city and tomountains and seashoreprovided opportunity topractice safety pre- cautions. Special care was takento orient the children to sounds, odors, andguidelines or landmarks inthese For varied situations,and to teach them toexplore safely. example, before wevisited a plant wherePrestoLogs were made whan each we talkedabout conditions weexpected to find and child could expect todo and see. During the trip through the plant the staffmember responsible for aparticular child, would describe theoperation and help him tohear, touch, and smell in the way bestsuited to his capability,but also explaining what would notbe safe for him todo and why. As the children grew moreexperienced, they wereallowed to explore "on theirown" but were carefullywatched. Often it was only necessaryto call attention to somesound clue or landmark to enablethem to continue movingabout in a new area. SOCIAL STUDIES ANDSCIENCE: Social studies andscience instruction wasiTormal and made a part ofdaily living insofar as practical. However it served asthe topic on which many of thefield trips and languagearts experiences were During the first year wefollowed the usualpreschool based. holidays and kindergartenlevel activities.(b8) We celebrated food, clothing,animals, and community and stressed family, what we could helpers. The second andtnird years we learned and some of itsearly history, including about our community around the ocean a little onIndian life. One unit was built and sea life because wehad the opportunityto spend several days camping on theseacoast. Another unit on theforest and wood productsincluded fresh waterstreams and rivers. We felt justifiedin using thistraditional subject matter of the earlyprimary grades becausethese children and experiences commonto normal child- need to have knowledge much slower ren oftheir age. Their way ofacquiring it may be and more concrete,but the backgroundknowledge is necessary to being a partof society. kitchen, and EATING: Meals were preparedin a central the children wereserved in a dining roomin the same building. Demonstration Programstaff supervised thechildren during 24 for meals. The emphasis wasslightly different from that other pupils. Goals for each child wereindividual. Some children ate onlystrained foods in thebeginning, and did not know how todrink from a cup. Our approach was the gradual introductionof new foods, geared totoleration level. Insofar as possible the samestaff member helped the same childrenat the same meals sothat consistency was maintained. Table manners wereintroduced according to the stage in development. For one child finger.feeding was deemed acceptable, evendesirable; for another the useof the spoon and fork wasdemanded. All children were urged to eat a variety offoods, as many tendedto prefer only one or twofoods. Frequently the device wasused of withholding the desired fooduntil one, two, orthree bites of a dis- liked food was eaten. Diet needs were observedwhen necessary. Table conversation wasencouraged, with a staff member often leadingthe conversation andguiding it. Food was also providedin the residence forthe children to help prepare, serve,and eat snacks, specialoccasion meals, and for parties. Each day one or twochildren helped prepare some typeof food to illustrate alesson in progress, treat invited guests,and/or to provide an eveningsnack for the entire group. During the first quarterof the program, theolder children had goneshopping on severaldifferent occasions to buy neededutensils for cooking. A part of the cooking lesson was identificationof utensil and choiceof the proper helped in washing one forthe task at hand* The children also dishes and kitchenclean up, includinghelping care for the feeding of pets, andcleaning of the petanimal's dishes. For the few childrenwho could not returnto their homes during short vacations,the meals for them andthe staff member caring forthem were prepared andeaten in the residence. An unusual amountof time was spent onmobility and An absence of normalphysical activity physical exercise. tendency was seenin all of thesechildren. They exhibited a stand in one place,rocking, twirling orengaging to sit or unable to in otner purposelessactivity. Two of them were walk on entry intothe program, andanother of the younger children had a problemwith balance. Children were taught movementpatterns, firstthrough staff members movedparts of their bodies passive exercise as child- through patterns ofmovement, andthen encouraged the Progress was ren to movethemselves in this samepattern. volunteers helpedthe staff by veryslow, and groups of Games assisting thesechildren to acquiremovement patterns. and candy rewards weregiven for varyingamounts were played of the child. of movement,depending on thelevel of function 25 In some cases,following a moving sound was moreeffective. Later rhythm records andactivity records were utilized.

Mat work, walking,swinging, climbing and the useof playground equipment, swimming,and the development ofskills involving both big and finemuscle activity were outlined for each child in anindividual program. Those children most in need were given twentyto thirty minutesindividual instruction two or three times perday. To vary the program,the children werefrequently taken to one of two publicpark playground areaswhich were ad- jacent to the school campus. Here equipment wassimilar, but enough differentto stimulate interest. Some social action with normalsighted children was alsoexperienced. In these activities agradual approach to theacquisition of strength and skill was necessary. The first summer many of the children wereable to tolerate no morethan a wading pool; they had to betransported to the gymnasiumin wagons the or carried,and had to be helpedto walk and climb into small pools. Advantage was taken ofeach gain made until by the end of the programall were able to walkfor some distance, and all wereable to go into thelarge swimming pool, although only partof them had learned toswim. There is nothing new inthis approach exceptthat great care was used to lead the childat his own rate of progress,and at no time were anytwo children expectedto progress at the same rate. By the second summerthe children were ableto take quite long walks; theolder ones could go onback-packing hikes along mountainroads when supervised. Swimming in mountain lakes and streamsbecame fun, and theyenjoyed of boating. Coordination and strengthhad improved in most the children. This, again, is normal progress. It is possible to attain somelevel of achievementwith severely multi-handicapped blindchildren. sensory training wasstrongly emphasizedalso. The child was exposed toindividual and competitivesounds to help him identify anddistinguish between thesound patterns of ordinary living. Tactile stimulation andexploration were greatly encouraged, and abasic inventory of tastes,odors, and forms was used insharpening the child'sdiscriminatory faculties. Our methods of sensorytraining departed from thetradi- tional methods usedwith the blind in only afew ways. We encouraged the childrento go barefoot in warmbuildings, and outside in summer. We encouraged themto get dirty and play in and with manymaterials. This made more workfor the staff, but gavethe children theexperiences and 26 stimulation they needed. At first the childrenresisted getting sticky or messy. For example, we madetomato juice, then catsup, one oftheir favorite foods. There was much resistance to getting handsinto the tomato pulp andjuice, but repeated experiencesbecame fun. We did try to provide only experiences whichhad real meaning forliving, non- artificial situations. We felt that peelingonions to learn to peel onions was notthe way to teach; butpeeling onions to stuff a turkey hadmeaning and accomplishedthe learning in a more realistic way,expecially when we could invite pupil friends from anotherclass to enjoy roast turkeywith us. The second year ateacher trained in theMontessori Method was secured, andadapted this system to themulti- handicapped blind child. We were hampered by thetime required to procure theequipment, but feel thatthis system has great merit,expecially for young children. We also feel it most importantto have a trained teacherand the authentic "didacticmaterials". Substitute materials donot provide the same teaching asthose produced bycareful work- manship. There are a numberof books availableabout the Montes- sori Method and by Dr.Montessori herself.(112,113) Briefly, her method was designedto teach the totalneeds of the child. Children learn lessonsof cleaniness, manners, somegrace of action, somethingabout proper diet andthe preparation, serving and cleaning upafter meals. They also become acquainted with animalsand plants, and withmanual arts. The didactic apparatusgives the childrenboth sensory and motor training, andleads into the basicsymbolic skills of counting, reading and writing.

I would Dike toreview briefly hereher philosophy of the role of the teacherbecause it coincides soclosely with our own, andis so intrinsically apart of our own. The teacher observes thepupil who must be freeto manifest the individual facets of his ownnature. Thus, each educational child as processisadapted to the needsof each individual revealed by himself. Also, the teachermust feel a deep respect for the manwhich lies dormantwith the child. She must not feel thatshe must descend to achildish level, ability of the chuad but rather awakenthe future potential and guide him toeducate himself. The teacher makes every effort to make herselfattractive in voiceand manner, and offers the utmost in egosupport to the child. She gives the child encouragement,comfort, love andrespect. Montessori2s teaching departsfrom that ofPestalozzi, in emphasizingthat the child should Frobel, and Rousseau criterion of success; learn for his own sake,to meet his own not for love of, orin fear of, theteacher. The message of the child is,"Help me to do itmyself." 27 organizes theenvironment so that thechild The teacher She eliminates may havethe necessaryliberty to learn. that work whichis orderly, complete disorder, but allows enthusiasm and manifestation. She keeps alive liberty of feel her presence too guides the childwithout letting him much° she would like to be The teachertreats the child as She does notdistrub him in hiswork, is treated herself. rejoice in ready to help intime of need,and is ready to She should be onterms of equalityfor the his success. (112) children so thatthere is mutualtrust and confidence. RELATIONSHIP: In addition to themethods STAFF-PUPIL special described above,another techniquethat was given was theindividualizing of methods attention in this program children and in buildingbetter relationshipsamong both staff. 41, There could be nogeneral criteria ofbehavior expected, different physiologicalproblems and was as eachchild had and at a differentlevel of functioningboth physically generalization made wasto take the child socially. The only helping him to where he wasfunctioning, and towork toward develop ego atrength. show acceptablebehavior and to those stimuli Special attention wasgiven to documenting the child aswell as which tended tofrustrate and irritate convenient rewards orreinforcing agents those which made reaction to peer in the day today situation. The child's was alsorecorded° At weekly stimulation and pressure modifying scheduled meetingsbehavior problemsand ways of them werediscussed° proposal we feltthat tension inthe As stated in our of child. teacher-counselor washighly contagiousto this type insofar as possible,to avoid Therefore thestaff tried, built incidents orcurriculum materialswhich habitually committed to a programof teaching tension. Yet we were dir- children who hadwell establishedhabits of resisting Most of themresisted anyactivity at all ected activity° commonly referredto as except thenon-purposive behavior thumping, "blindisms" such asrocking, twirling,head rolling, etc. was avail- An abundanceof educationaltoys and materials normal children,there was littlespontan- able, but unlike be "sold" tothe child eous useof them. Each toy had to needed. The staff members and generally manyefforts were playing frustrating to spendten minutesshowing and found it it the moment with a toy andchild, only tohave him drop the adult ceasedto work. that goodbehavior berewarded and bad It was suggested However onechild behavior be ignoredinsofar aspossible. 28 could not be allowed to injure another nor to disrupt the entire group. Therefore the agressor should be removed from the situation and given another activity, one he did not like so that he was not rewarded for aggressive behavior. If this was not effective he might have to be removed from the whole situation and put into a room by himself, or he might have to be physically restrained from his action. The way of modifying the behavior must be suited to theindividual child, and it must also be within the tolerance of the adult. Many times a "wait-and-see" attitude will allow the children to settle a problem themselves. INTEGRATION WITH SCHOOL PROGRAM: From the beginning an effort was made to incorporate some of thechildren into the regular classrooms for at least a portion of the day, providing staff to assist, or an exchange of time. The physical education teacher of the Demonstration Program spent an increasing number of hours per weekteaching children from the regular school, and in return teachers from the regular school program taught children from the Demonstration Program. Two children were admitted to the primary classes, but were later withdrawn forindividual instruction in academic work when they made no progress in the regular classroom. They continued to attend the social studies program in the regular classroom, and many joint field trips were made. The second year of the program, we combined the regular school staff of the special class with a group of the older children, especially on field trips. This encouraged social interaction. The children had developed sufficiently socially so that this was possible. The addition of six children and three staff members enabled us to keep the high staff ratio needed, and made possible experience-learning situations benefiting both groups. Main emphasis was on outdoor education which included a three day camping experience at thebeach, as well as many field trips. The children became familiar and quite good at helping gather wood for fires,cooking over open fires, and the use ofpublic recreation facilities. They developed concepts including that of a dustylogging road, the cold, salt water of the ocean, sliding in a snow storm on Mt. Hood, and a motor boat ride and swim in the Columbia River. We averaged one day per week on all day excursion planned within a unit system. The difference for these children as compared with the normal child wasthat they needed many similar experiences in orderto make a generalization. All of the staff worked on the same theme around the clock. A picnic planned for a field trip meant sandwiches for snack at the residence. By the third year of the program, onechild had shown such improvement that he moved into theregular dormitory to live, but continued to haveindividual academic instruction like the other children. Several more children shared music 29 classes with children in regularclasses, both for part of the second year and all of the third year. Children who were able shared inall-school assemblies, special day celebrations, and recreation activities. In the spring of the last year of the Program thechildren moved back to thedormitories to sleep. The girls, accompanied by a Demonstration Program staff member,lived as a unit withinthe girls' dormitory for two periods of the day - getting up in the morning and goingto bed at night. They shared night coverage with the rest of thegirls. Two boys, Child C and Child D became members of regularunits in the boys' dormitory. Children A,I, and M remained in the infirmary at night. Classroom teachers also exchanged time in greater amounts than before. We suggest that a training program isneeded both for teachers and residence personnel designedespecially for work with the multi-handicapped blindchild, and that careful study be given the Montessori method. We also suggest that a screening programfor applicants be developed, since factors of basic personality and attitude towarddifficult children appear to be of greatimportance. We feel that the demands made on personnelworking with these children exceeds that made by typicalchildren, and it would therefore seem that the eight hourworking day imposes a considerable hardship..Also, that since the training and work required of teachers and residencepersonnel is similar, that hours, status and salary be equal. Because staff cannot depend upon the supportgained by a sense of accomplishmentdue to the slow gains made by the children, training in methodology andrealistic expectations might compensate in part for the jobdissatisfaction. Psychological support for one anotherlearned in a training situation might allay anxiety inherent inworking with multi- handicapped children. We would suggest that thoroughstudy be made of the factors relating to the problemsof training and selecting staff for work with the multi-handicappedblind, and that a training coursebe offered, either in conjunctionwith a course for trainingin work with the visuallyimpaired, or as a separate program. RESULTS Approximately six months before the end of the demonstration program appointments were arrangedfor the re- evaluation of the children in the departments ofPediatric Neurology and Medical Psychology. Forms filled out by the Department of Neurology were returned to usimmediately after the examination was made, but thosefrom the Department of Medical Psychology were not available to usuntil after the end of the program. We had requested this so that thestaff members might not be influenced by ratings made onthe pre- tests. Appendix B, pages B-22 to B-26 show the formwhich was used by the Departmentof Pediatric Neurology and furn- ished by us. Appendix D contains copies of the reportof each child's psychological evaluation. The full report is included because it contains theobservations of the child's behavior by the examining psychologist, anddescribes in detail reactions on some of the test items. They are included in the child's record in Appendix D. Evaluation of the children's progress hadbeen made at nine week intervals throughout the program. Also four times per year the children wereallowed to vacation at their homes while staff members made moredetailed evaluations and plans. Summaries of these materials and checksheets are shown in Appendix D. Two weeks before the closeof the program the children were sent home andthe entire staff spent the timeevaluating each individual child and the program as awhole. Members of the regular school staff such asthe Director of Dormitories, the School Nurse, and thePrincipal of the School, were able to join in some of the discussionsof a general nature. The sessions were taped and latertranscribed and form the basis of the following discussion ofresults. Appendix I) contains a summary ofdevelopmental history provided by parents and/or socialworkers, medical findings, progress as determinedby staff records, and a copy ofthe psychologist's evaluation, and checklists* for each child. Statements made in this section arebased upon these facts. For children N,G,M,O,B,C,A,E, andF an explanation of a simple conditioning experiment and chartsof their progress are in Appendix E.

* Because these check lists weredeveloped during the program, entries aretaken from the daily log andreports of teachers and counselors. Exact dates were often notavail- able. Listed under May, 1967, wereitems from staff member's evaluations at the end of theproject.

31 PLACEMENT AT END OF DEMONSTRATION PROGRAM: Of the fifteen children who participated in the Demonstration Program, one, Child L, left the Oregon State School for the Blind when his family moved in September,1966. He is enrolled in Public School where he is doing satisfactory work. Two other children left the programbefore May 31, 1967. Child F returned to his home on our recommendation after consultation with the University of Oregon Medical School departments of Pediatric Neurology and Medical Psychology. Child I was transferred to the Fairview Hospital andTraining Center, an institution for the mentally retarded. At the close of the program, one child, A, wasreturned to Fairview Hospital and Training Center wherehe had been before the beginning of the program. The parents of Child 0 decided on the employment of a hometeacher. Children C, D,E,H,J, and K were ylaced in a special class in theSchool for the Blind. Children B and N were put in the kindergarten class with other incoming pupils, and children G andM were enrolled in a primary class with a modified program. EVALUATION OF THE SCHOOL-RESIDENTIAL PROGRAM: The over- all objective of this demonstration program wasto design a therapeutic programfor children who had experienced deprivation in the areas of concept formation, sensory.input, physical development, and social interaction. Study of the developmental histories of the children showsthat, with the exception of two children, L and M, grossabnormalities of development had been present sinceinfancy. L and M had experienced tramautic injury to the brain inchildhood. The children's rejection from school classes wasevidence that they continued to display severe social andbehavioral defects as well as learningdisabilities. The effectiveness of the programis apparent in the detailed materials on each child containedin Appendix D, and to a lesser extent in Appendix E. All the children made some improvement except F. The kind of improvement variedaccording to the individual child, as did theamount. This program was not designed to prove that this wasthe best method which would bring about improvement, but todemonstrate that these children with multi-handicaps could improvewhen subjected to the program of experiencesdescribed in the section on methods. TYPES OF CHILDREN WHO BENEFITTED: In our proposal we had stated that one of the purposesof this program would be to identify those children whocould profit from the program described. Child N made the greatest gain, asrecorded both on the psychological evaluationand from the staff member's records. Study of his developmentalhistory points to a child deprived of experiencesand overprotected, but 32 without gross neurologicalimpairment. He was one of the youngest of the children,had not been enrolled in other educational programs, had noovert emotional problemother than fear of newsituations, and had developedlanguage for communication. He could not walk, feedhimself or eat table foods, and had no self-careskills. The graph in Appendix E, page 11, showsthe rate at which helearned a simple condi- tioned response. Child L also had needed theprotection of a flexible, individualized, non-demanding programduring the time he has recovered from massivebrain surgery. How much his progress was the resultof natual recovery and howmuch had resulted from the stimulation of the programcould not be determined. He made good progressand is now doing well inpublic school. Study of his progress inAppendix D, indicates that in a regular public school programhe might have experiencedfailure during this time, or havebeen denied schooling. There is need for a place for achild during this time. This program filled that need. Children who exhibitedpatterns of withdrawal fromsocial interaction benefited fromthe smaller group andfrom staff memberst encouragement. C, who had not taken partin group classroom activity, graduallybecame a participant. E, who had bit her arm constantly asshe sat in a spot apartfrom others, began to join the groupvoluntarily, and her arm healed. Children C,H,J, and K showed anincrease in social poise noted by thepsychologist. (See Appendix D) Study of the developmentalhistories and early school experiences of these childrenindicate a need for a very early program of supportfor parents and theteaching of both parents and childrenhow to develop self-careskills and attitudes thatfoster learning. Many concrete experiences mustprecede meaningful reading,writing, and number lessons. We found that the timerequired to give the concrete experiencesleft little time forclassroom work.

GROU2ING: Staff opinion was divided onwhether children who display severeproblems, should be groupedtogether. In general it was feltthat Child N, who did notwalk or eat well, but who wasverbally competent, shouldnot be grouped with disturbed,hyperactive children. We felt he needed contact with morenormal children, buthis lack of mobility and self-careskills caused hisrejection from the normal situation. On the other hand,to introduce a hyperactivechild into a group ofwithdrawn, non-respondingchildren brings about natural stimulation,and benefits thewithdrawn child. It also seems to calm theoveractive child. Here again staff interaction with thechildren to help guidethe action is vital. 33 We felt chronological age upto the age of puberty was less important thanfunctional age. A number of the children in this program reachedthe age of beginning adolescence during the three year period. Personality and interest changes were noticeable. At least a portion of their program needed tobe adjusted. For example, Child 0 became interested in popular music. At the beginning of the program she would not tolerate musicof any kind. Whether this was the result of developmentof toleration or a factorconnected with age is not known. She did not like music ofkinder- garten style, but she enjoyeddancing rhythmically and singing popular tunes. All the adolescent childrenseemed to enjoy popular music, but thepreadolescent ones did not, except for Child N who enjoyedall kinds of music. We felt it was satisfactoryto have both boys andgirls in the same residence upto the age of puberty. After that interests were different eventhough the children mightbe able to function intellectuallyonly at the first gradelevel. We came to feel thatfifteen children of this type are too many for one unit. Five or six would have beenbetter. We found that foreffective instruction inself-care skills, arts and crafts, or academicsthere must be one teacherfor each child to get goodresults. After the child has acquired some independentwork habits and basicskills, small groups can functionwell, but our plans for oneteacher-counselor to two or tnree childrencut the effectivenessof the program greatly. Social skills are alsodesirable, and a part ofeach day should be spent in a group,even thoughthe children do not interact as yet. Our weekly field trips weretaken as a group, and eventhose children who seemedto react very little to others, displayedpleasure in participationby the end of the three yearperiod. There had been great resistance by most of thechildren in the beginning,but gradually the attitude changedand interest developed. This was probably the result of thestaff members' consistententhu- siastic support of theselearning experiences. They set an example of levely interactionwith each other as well aswith the children. An adult for each childis necessary for teaching in the field also. occupied HOUSING: We came to feelthat the residence we was too crowded. The first year whenthe children were quite inactive and did notsocialize well, wasdifficult, but with increasing activity ofthe children it became moreand more of difficult. We spent one summerliving in a wing of one the dormitories. Opinion was divided onthe part of staff as to itsdesirability. Some prefered the"home" atmosphere of the residence, somethe convenience ofextra bathroom facilities.' A "Children'sHouse" as described byDr. Montes- sori in her Handbook(132) would be ideal ifcombined with 34 building codes for residentialfacilities. Bedroom units would need to be added.

TIME IN :SCHOOL: All of us felt that a twelve month program was of greatvalue to the children. For those children who could not returnhome for vacations it offered the security of home. For other children a week, tendays, or even twoweeks seemed right. By that time they were eager to returnto school, and they didnot forget the skills they had acquired asthey did when home for a longvacation. All the parents but twoexpressed approval of schoolduring the summer. Many of the children askedwhy they could not attend school the summerafter the program ended. In summer we spentadditional time on outdooreducation and swimming. The entry of thechildren into the Demonstration Pro- gram situationshould be even more gradual than weused. It would be well tostart with no more than twochildren and add one at a time asthe children become comfortable in the new setting. It would also be desirableif the staff members working directlywith the child might visitin the homes of the children, aswell as parents visitingtitle school before the child comes. Where it is possible, itwould be wise to have facilities sothat the child and hisfamily might live on the schoolgrounds for a short time sothat they could all getacquainted with the schooland its policies, and the school staffobserve the interaction ofchild and family. PARENT INVOLVEMENT: The weekly or bi-weeklyparent conference seemed good to us; wefelt that in most cases we formed good relationshipswith the parents. At the close of the program the parents wereasked if they were satisfied with this arrangement,and if they could suggestimprovement. Most of them felt thisarrangement was satisfactory. Some staff members who were notscheduled to be on duty atthe time the parents came,would have liked to havebeen included. We felt that more visitsin the children's homeswould be nelpful.

RECORDS: We believe that arevision of the developmental history formwould be advisable. (See Appendix B) There were many additionalquestions to which wewould have liked answers, and somewhich were not usefulto us. A team representing allthe disciplines involvedin assessing the child, if giventhe opportunity, couldwrite a much better one. Our whole systemof records neededimprovement. We were aware of thisproblem, and tried a numberof systems. At one time regular"time-off-the-job" was scheduledfor writing records, butlittle improvementresulted. Various check lists were tried. Appendix C contains thoseadapted and developed fromseveral sources. These need further refinement and improvement. We are also aware that weneed 35 medical and psychologicalreports, but special forms for experts. that these willneed to be developedby professional EDUCATIuNAL MhTHODS: We felt that ourmethod of teaching concepts by using manyrelated, real experiences wasgood. much time. The children needto begin a However, it takes in ex- program ofstimulation, exercise,and participation periences as soon aspossible. It should be systematicand correlated with thedevelopmental progress ofeach individual child; also a cumulativereed/id that goes withthe child In that way theteacher-counselor need not should be kept. familiar. use time for askill or experiencethat is already We also feel wehave made improvementin the eating habits of thechildren although muchremains to be done in improving their manners. Child A and Child Nwho were on eat modified tablefoods and feed them- strained foods, now children in the selves. One of our cooksobserved that the Demonstration Programeat a greatervariety of foods than formerly; that theyhave developed goodappetites, especially They are eagerfor and enjoy theirfood. The for meat. children have dropped parents, also, havecommented that their their "picky" habitsin many cases. and mobility wealso feel thechild- In building strength not walk, ren haveimproved. Two children, Aand N, who could quite well. They can both go upand down stairs now walk ladder and goes down if there is arailing. One climbs the slide. Three of thechildren can swim the big playground skate. the width of thepool unassisted. Some can roller three mile hike atSilver Creek State Most of them made a and F, did not Park over mountaintrail. Two children, E Both have cerebralpalsy, but noconclusion can improve. and many variables be made because wehave no control group, need to be considered. children havelearned to get frombuilding Most of the Children H and J to building onthe campus verywell. continue to havedifficulty. If there are nodistractions, they have not beengiven verbalreminders just prior or if they appear toget to walking from onebuilding to another, It would seemthat they haveestablished there quite well. interference an unconscioushabit pattern;that any conscious results in confusion. experiences. Sensory traininghas been a partof all other that it shouldbe begun as young aspossible We feel strongly of the and plays a mostimportant role inthe development blind child, whether ornot he hasadditional handicaps. with central nervoussystem damage seem Some of the children We to be less awareof sensory cuesthan other children. to guard themcarefully from hotthings, found it necessary in the normal as theydid not draw back aswould be expected 36 when hurt or ill, child. These childrenalso tend to giggle sounding silly insteadof hurt. When badly hurtthey cry. Adaptations of theMontessori method seemwell suited and to young childrenthat are blind,both in materials approach. used, As stressed inthe description ofthe method we the attitude of the and in summarizingthat of Montessori, and the child isall important. We parent, the teacher, children feel we were ableto modify theattitudes of these by using themethods discussedin this paper. Proposal STAFF SELECTION ANDTRAINING: Not listed in the objective, nonetheless,findings concerningproblems as an members have beenof great of selection andtraining of staff importance and should, webelieve, be reported. had previousexperience inrecruiting The school had blind teachers andcounselors to workwith mult-handicapped children within theregular school setting. The Demonstration schedules and customsin Program departedfrom established personal relationshipbetween the child an effortto develop a child the security and theteacher-counselor, andto give the of discipline andinstruction carried of a consistent program the residential out by anunderstanding,supportive adult in setting. Immediately it becameevident that thechild must adjust time to all Members ofthe staff, eventhough he spent more The five-day weekand eight-hourday with some thanothers. the morn- meant that thechild had to adjustto one person in the evening, eventhough thisindividual ing, another in Any idea might assist orteach during themiddle of the day. quite unrealistic. of limiting thechild2s relationship was the part of To try to develop aconsistent attitude on meetings were heldin which methods weredis- all the staff, made cussed and defined,and writtencopies of which were child's file. However, eachstaff member available in the personality and made brought to the jobhis or her own interpretation of bothdiscussions and writtenprocedures.

Since no backgroundof training hadbeen experienced, occurred. Also, since these trial-and-error processes each children were sodifficult to workwith, and since only generalattitudes program mustbe 'lighly individualized, could be defined. Thus the programfell far and methods supportive, short of itsexpectation of ahighly consistent, positive attitude onthe part of allstaff members. approaches tothis program weretried. Many different with the of the program,after consultation At the beginning posted. psychologist, staffbulletins wereprepared and 37 Activities were quitestructured, the individual program being fitted into a largerwhole of the general theme. Each staff person had relativelywell defined duties to carry out with certain children atscheduled times. At first this seemedto be satisfactory, then asstaff members became betteracquainted with each child'scapabil- ities and problems, someseemed to desire greater freedom in making suggestionsfor activities and methodsof working with each individualchild. Except for group field trips and the physical exercise program,much greater freedom was given to staff members. Detailed bulletins were nolonger posted. It seemed wise topermit the staff to becomefree to be creative inhandling children's learningexperiences. Meetings were called lessfrequently, although the regular evaluation and individual programsessions were continued at intervals. Greater freedom in theless structured situation resulted in increased frictionwithin the staff. Differing opinions on handlingproblems, especially thoseof discipline, were expressed,not only by membersof the Demonstration Program staff, but byother personnel at theschool. Dissatisfaction among thestaff members of the program grew. Added to that feeling wasthe frustration engendered by the slow progressof the children, the egodrain experienced by individual staffmembers, and fatigueattributed to noise and crowedconditions. As tension developed inthe staff, the children sensedit and became increasinglydiffi- cult to manage. To improve communicationsboth within theDemonstration Program and with theregular school staff, aseries of meetings was held with apsychologist serving asleader and con- well sultant. Key members from alldepartments attended as as the membersof the DemonstrationProgram staff. Copies of the DemonstrationProposal were studiedand goals and objectives discussed. As the problems anddifficulties of workingwith the severely handicappedchild became betterunderstood by all the school staffmembers, comments weremade to the effect that personality plays anextremely important rolein being able to accept theirbehavior. The following Septemberthere was a new position on assisting campus andthe new Supervisorof Dormitories began with the details ofadministration in theresidence. There had also been somechanges in personnel,those members most dissatisfied having resigned.

38 CONCLUSIONS, IMPLICATIONS,(AND RECOMMENDATIONS)

CONCLUSIONS: As we have statedearlier in this report, our data wassuch that ourconclusions must besubjective. We had no control groupof matched subjects. We do have ratings made by theUniversity of OregonMedical School Department of MedicalPsychology, and theopinions of the staff who worked withthis group offifteen multi-handicapped blind children. Based on the abovekind of data, wefeel we can make the followingconclusions: in the 1. The school-residentialprogram described section on Methodsin this report iseffective with a majorityof blind,multi-handicapped children. It is based onteaching by using asystematic presentation of realexperiences to buildconcepts, by continualparticipation in physicalactivity and exercise, and by sensorystimulation and the encouragement of socialinteraction. in sensory 2. The young blindchild with deficits stimulation, physicalactivity, and experience,but without grossneurological defect,profits most from the type of programdescribed in this paper. Instruction in academicsand skills ismost effective 3. be kept on anindividual basis;social groups should small, not more thanfive to six childrenin a group. There should alwaysbe a least twostaff members on duty so that if achild needs individualhelp, another member ispresent to supervisethe group. ability, not on 40 Grouping shouldbe on functional chronological age orkind of handicap. There is value in putting ahyperactive childwith withdrawn children, and inhaving children ofboth sexes live in the sameresidence. with four or morevacations 5. A twelve-month program not exceeding twoweeks in lengthis advantageous for the multi-handicappedblind child, whoprofits from being withhis family. A child whoseproblems aggravated by thehome situationshould remain are when this at school. Parents shouldvisit at school can betolerated. desirable, 6. Weekly communicationwith parents is especially for thechild who spendsweekends at Conferences of a moreformal nature todis- home. be cusslong-range goals andobjectives should arranged everysix months of moreoften as the individual casedemands. 39 experiences, 7. Cumulative recordsof the child's skills, history,and medicalproblems should be kept and madeaccessible to personnelworking with Appendices B and C the child. Suggested forms in need further studyand refinement,but are workable. They are detailedenough to providespecific information. experienced 8. A multi-disciplinaryteam of consultants with multi-handicappedblind childrenshould be available to makeperiodic evaluationsof the children, and toadvise and supportthe staff in work with them. teachers and 9. A training programis needed for both residence personneldesigned especiallyfor work with themulti-handicapped blindchild. The Montessori method seemswell suited for youngblind children, both inteacher training andin materials and approach. for training in 10. A screening programfor applicants work with themulti-handicapped blindchild needs Factors of basicpersonality and to be developed. to be attitude towarddifficult children appear more importantthan age orexperience. the multi-handi- 11. Much further studyis needed with capped blind child. A plan involvinglarger numbers of children over aperiod of a minimumof five years is indicated. The methodologyworked into thecurriculum IMPLICATIONS: Demonstration for themulti-handicapped blindchild in the in this paperwould seem to beapplicable Program discussed with to all very youngblind children,not only to those In fact, such a programmight tend additional handicaps. retardation to preventsecondary problemssuch as educational and emotionaldisturbance. would be To implementsuch a program,additional staff This in turn,suggests a need for ascreening required. to such a program. program tobe developedfor applicants for themulti-handicapped shouldbe added Training courses impaired, to existing programsfor teachersof the visually should beinstigated. This need applies or separateprograms Our use of the to residencepersonnel as well aseducators. implies that theroles are of equal termteacher-counselor turn importance in theeducation of thechild, which in salary and status. implies equalityof preparation, suggests a program We also believethat this study throughout the year. Our summer program which continues the part ofthe children, resulted incontinual learning on 40 and eliminated the"summer lag" which had beenmanifest on previous records ofeducational progress. It also provided additional teaching time sobeneficial for the slow learner.

Another implication forthe continual program isthe added problem to thechild of enforced living infamily situations which aggravatehis problems. A continual program at theschool provides the stable, secureenvironment needed for this child. This is not to imply thateffort should be spared in tryingto bring about an adjustment between the child and hisfamily in this situation; but where this has not beenachieved, regression on thepart of the child can beprevented. Also, there are thosefew children who have nohomes to which to go, andthis provides a solution for them also.

Still another addedpoint in favor of theelimination of the long vacation isthe attitude expressed bythe parents of the children in theDemonstration Program. While they seemed eager for theshort vacations of a week ortwo, all but two expressed concern overproviding an interesting program ofactivities for the long summervacation. The children, too, expressedregret at separationfrom their friends and the staff,which seemed a mostgratifying indi- cation of social growthand awareness. However, in spite of ourfeeling that the children benefitted greatly by thecontinual program, thestaff, especially the teachers,felt the need of a longvacation, and of time to spend inadditional study. This points toward the need for someadjustment in a program asdemanding as working with themulti-handicapped blind child. Because of the recordskept on each child, itwould appear thatindividual instruction in someacademic areas is needed, and thatit is also necessaryin the teaching of skills such as toothbrushing, shoe tying, bedmaking, and other daily tasks. However, the Montessorimethod seemed apt for youngchildren in a group,working individually, but also independently;the teacher can movefrom child to child to give assistance, orwork with severalchildren. Group work also wassuccessful in this programin developing social skills, andin making field trips. This would imply a flexible programfor each individualchild providing the type of instructionneeded for theparticular task, but aiming toward groupinstruction as proficiencyincreases. Indications are thatchildren should begrouped according or typeof to functionalability, not chronological age handicap, both inthe living andacademic situation. We of staff is importantin deter- believe that the attitude and mining the attitudeof the childrentoward one another, that a break withtraditional age groupingsis needed. 41 This again implies that atraining program is needed forall personnel working withmulti-handicapped blind children. Also indicated is thepreparation of cumulative record forms which would go withthe child into all areas oflearn- ing. Our experience in this areainvolved much trial testing of different forms,and we feel a great dealof further work is needed todevelop satisfactory recordforms. Our opinion was that a checklist made at intervalssupplemented by the detailed log andantecdotal records might servebest. The parents of thechildren showed interest inthis, and felt that they wouldlike to both read and tocooperate in making evaluations oftheir child's progress. Appendices B and C are offered as astarting suggestion. We realize that much further researchby a multi-disciplinaryteam is needed. In working with thesechildren we became aware that our program oftraining must lead to somewell defined end for these children whenthey had become adultsand were no longer in a school. some may be able to meetcriteria demanded by the current labormarket for the blind or bythose for another area of handicap,but many will not. The children themselves express the needto have a goal; theyoften ask, "What can I do when I leaveschool?" Parents are also greatlyconcerned about the future placement of their children. They, too, would like to see their children making acontribution to society,neither sitting at home norcommitted to an institution..We believe they would assist inefforts to providemodification of some existingfacility or provide a new one,if given leader- ship and assistance. RECOMMENDATIONS: Based on the experiencepreceding this Demonstration Program andthat experienced duringthe program, we recommendthat further research beconducted on a larger number of blind childrenof pre-school age,beginning as soon as practicableafter birth, to testthe hypotheais that increased amounts ofstimulation, physicalexercise, concept building and socialsituations experienced byblind children will result in increasedability to function. We further suggest that themethodology worked intothe suggested curriculum for themulti-handicapped blindchild is applicable to all young blindchildren. Because children needto be rearedwithin their family, a pre-school programof home teachingwould be desirable with the program of"instruction" similar tothat of the home teacher forthe physicallyhandicapped. This would imply regularly scheduledhome visits, with aspecific work The teacher would space availablefor the teacher andchild. and work closelywith a multi-disciplin- be specially trained adjusted ary team ofconsultants through anorganized program 42 for the maximum benefitof each individual case.

As the childdevelops, provision should bemade for placement in groups of peers. The stimulation andmotivation of normal shightedchildren functioning at the samelevel would probably be mostbeneficial. The continued help of the home teacher toprovide support and stability seems reduced time basis, depending on 4 desirable, but perhaps on a the need of either parents orchild. Parent involvementcould take place in one ofseveral ways:

a. Teacher-parent conferences b. Parent observationsessions c. Planned tasks for theparents and/or siblings to carry out withthe child betweenteach-child sessions. d. Parent group meetings For those situationsin the family whereplacement outside the home seemsimperative, either a fosterhome or a small home-like residence onthe School for theBlind campus might be utilized. These suggestions aremade after consultationwith the preschool counselorsin Oregon, upon whom wehave relied for advice throughout ourexperience with blindchildren. Any additional program shouldsupplement and augmentexisting services and be undertakenonly with their approval. In addition,to providing aplus program for the very young blindchild, some provisionneeds to be made for the multi-handicapped blind childwho has not attained thelevel of function requiredto meet criteria demandedby the current labor market by thetime he has reached the ageof termination Sheltered workshops areprovided for many types from school. who have of handicappedindividuals, but few admit persons handicap. Either a separate workshopis needed an additional to admit the multi- or amodification of an existing program handicapped blind child.

Our experienceleads us to believethat if they were provided with supervisionand some help, bothin the living and workingsituations, these childrencould be taught to jobs selectedaccording to theirindividual do simple contract could well be a part capacities. Training for these jobs of the school program,if such a workshop wasprovided and the plans availableto school personnel. This would provide motivation for thestudents themselves whoconstantly ask, "What can I do whenI leave school?" A positive answerto the school periodwould assure thechild this question during might that he was a personof worth anddignity and that he contribute to both his ownsupport and to society.

43 Parents are alsogreatly concernedabout the future like to see their of their children. They, too, would children making acontribution to societyhowever small, neither sitting athome nor committedto an institution. We believe theywould support aneffort to study the practicality of such aventure, but are toofew to do this without assistance.

44 BIBLIOGRAPHY

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32. Dorward, Barbara, "AComparison of the Competencies for Regular. Classroom Teachersand Teachers of Emotionally Disturbed Children," ExceptionalChildren, 1963, 30, 67-73. 33. Dreyer, Jo,"Early Learning and the Perceptionof Space," American Journal of Psychology,1965, 68, 605-614.

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38. Foulke, Emerson, "TheRole of Experience in theFormation of Concepts," TheInternational Journal for theEduca- tion of the Blind,1962, XII, 1-60

390 Greenberg,Nahman, "DevelopmentalEffects of Stimulation During Early Infancy: Some Conceptual andMethodol- ogical Considerations,"Annals of the New York .Lcada)22 of 6cience, 1965, 118,831-859.

40. Hapeman, Lawrence,"Developmental Concepts ofBlind Child- ren Between theAges of Three and Six asThey Relate to Orientation andMobility," The InternationalJournal for the Education of theBlind, 19;7, XVII, 41-48.

41. Harlow, Harry,"The Nature of Love,"American Psychologist, 1958, 13, December. of 42. Hewett, Frank,"A Hierarchy ofCompetencies for Teachers Emotionally HandicappedChildren," ExceptionalChildren, 1966, 33, 7-11. 47 Stephen, "Psychoeducational 43. Hollister,William & Goldston, Processes inClasses for EmotionallyHandicapped Child- ren," ExceptionalChildren, 1962, 28,351-356, "Mental Measurement 44. Hopkins,Kenneth D., &McGuire, Lenore, The Validity ofthe WechslerIntelligence of the Blind: Journal for the Scale for Children,"The International Education of theBlind, 1966, XV,65-73. for Children WhoAre Blind," 45. Huckins,Rose L,, "Camping The NewOutlook for theBlind, 1963, 57, 91-94. Preparation of Educators 46. Jones,John 1/4.,"The .professional Handicapped Children,"The International of Visually 16-18. Journal for theEducational of theBlind, 1966, XVI, the SpecialEducation 47. Jones,Reginald L., "Research on Teacher and SpecialEducation. Teaching,"EEceptional Children, 1966, 38,251-257, Samuel A., &Bateman, Barbara,"Diagnosis & Remedi- 48. Kirk, Children, ation of LearningDisabilities," Exceptional 1962, 29, 73.-.78. With MaterialsCan Be of Value 49. Kurzhals,Ina W0, "Creating for Young BlindChildren," TheInternational Journal for the Educationof the Blind,1961, X, March. Opportunities for W , "Fashioning Learning 50. Kurzhals, Ina for the Childwith Impaired Vision,"The New Outlook the Blind, 1968,62, 160-166. L. & Vineberg,Shalom E., "Locusof Control 51. Land, Shirley Children, 1965, 31,257-260. in BlindChildren," Exceytional V., "The Influenceof HandicappingConditions 52, Lemkau, Paul 1961, 8, 43. on ChildDevelopment," Children, Techniques in Disordersof Concept 53, Levi,Aurelia, "Remedial Education, 1966, 1,3-8. Formation," TheJournal of Special Mother and Kata, "UnconsciousInteraction Between 54. Levy, Clinic, 1960, 24,250. Child," Bulletinof the MenninGer in Handling the'Human Element' 55. Mayer,Joseph, "Difficultieb Children," The in PsychologicalEvaluation of Blind for the Educationof the Blind, 1V,,International 9~ Journal Elizabeth, "Examiningthe Adequacyof Programming 56. Malotley, Outlook for theBlind, 1965 for BlindChildren," The New 59, 54-57. 48 57. Maxfield, Katneryn E. & Fjeld, Harriet A., "The Social Maturity of the Visually Handicapped Preschool Child," Child Development; 1942, 13, 1-270 58. Middlewood Esther L., "A Child Though Blind," The New Outlook for the Blind, 1954, March. 59. Miner, L. E., "A Study of the Incidence of Speech Devia- tions Among Visually Handicapped Children," The New Outlook for the Blind, 1963, 57, 10-14. 60. Moor, Pauline M "Blind Children With Developmental Problems," Children, 8090 61. Newland T. Ernest, "Prediction and Evaluation of Academic Learning by Blind Children," The International Journal for the Education of the Blind, 1964, XIV, 1-7. 62. Nolan, Carson Y. & Morris, June, E., "Variability Among Young Blind Children in Object Recognition," The International Journal for the Education of the Blind, 1960, X, 23-25. 63. Procopio, Mary A., "Considerations in Adapting Montessori System for Disadvantaged American Children," The Delta Kappa Gamma Llletin, 1967, XXXIII, 19-29. 64. Pfeiffer, Elsbeth, "A Modified Nursery School Program in a Mental Hospital," American Journalof Orthopychiatry, 1959, 29, 780-790. 65. Rawls, Rachel F. & Peeler, E. N., "Pre-Employment Training for Houseparents," The International Journal for the Education of the Blind, 1967, XVf, 83-87. 66. Richards, Joan Elicker, "Techniques Used in a School Pro- gram for Children Emerging from EarlyInfantile Autism," Emotional Children, 1963, 29, 348-357. 67. Root, Ferne K., "Evaluation of Services for Multiple- Handicapped Blind Children," The International Journal for the Education of the Blind, 1963, XIII, 33-38. 680 Rosenstein, Joseph, "Concept Development and Language Instruction," Exceptional Children, 1964, 30, 337-343.

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72. Sloan, W.,"Mental Deficiency as aSymptom of Personality Disturbance," AmericanJournal of MentalDeficiencz, 1947, 52, 31-36. Altered Levels in Blind 73. Stone, AlanA., "Consciousness: Retarded Children,"Psychosomatic Medicine,1964, 26, 14-19. Living," 74. Switzer, MaryE., "Assessment: Capacity for Useful Exceptional Children,1962, 28, 459-466. Program 75. Tisdall,William J. & Moss,James W., "A Total for the SeverelyMentally Retarded,"Exceptional Children, 1962, 28,357-362. Blind 76. Waterhouse,Edward J., "TheMultiple Handicapped Children," Proceedingsof the 47th Meetingof the American Associationof Instructors ofthe Blind, 1964, 273.757 Disturbed 77. Weiner, LawrenceH., "Educatingthe Emotionally Blind Child," TheInternational Journalfor the Education of the Blind,T72, XI, 77=7790

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123.Solomon, Philip; et al. Sensory Deprivation. Cambridge: Harvard University Press. March, 1961,

124.Spencer, Marietta B. Blind Children in Family and Community. Minneapolis: University of Minnesota Pres s. 1960.

125.Stern. Edith; Castendyek,Elsa. The Handicapped Child: A Guide for Parents, New York: A. A. Wyn, 1950.

126.Strauss, Alfred A.; Lehtinen,Laura E. Psychopathology and Education of the Brain -Injured child. New York: Grune and Stratton, 1947.

127. Vazuka, Francis A. Essentials of the Neurological Examination. Philadelphia: Smith Kline andFrench Laboratories. 1962. 128. Wexler, Susan Stanhope.the Story of Sandy. New York: Bobbs-Merril. 1955. FILM 129. Show Us The Way. 16mm Movie, Color, Produced atthe ---017egon State School for the Blind,Salem, Oregon, 1965.

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I. NAME OF PATIENT 2 NAME OF INFORMANT

3 NAME OFINTERVIEWER

4DATE OF INTERVIEW

1064 DEVELOPMENTAL HISTORY 0 COPYRIGHT, THE INSTITUTES FOR THEACHIEVEMENT OF HUMAN POTENTIAL, FORM 1AHP 001 PAGE 1 8801 STENTON AVENUE,PHILADELPHIA 18, PA, U.S.A. 13-1 ADMINISTRATIVE

1. PATIENT A. NAME 13. ADDRESS C. TELEPHONE D.BIRTHRATE E.AGE TODAY F. SEN___ G.RACE H.RELIGION

2.PHYSICIAN A. NAME B. ADDRESS C.TELEPHONE NUMBER DIAGNOSIS D.,.PHYSICIAN E.PREVIOUS DIAGNOSIS

3.MOTHER A. NAME B. ADDRESS C. TELEPHONE NUMBER .101111.14...1 D. AGE E. EDUCATION F.OCCUPATION

1.11. 4.FATHER A. NAME B. ADDRESS C. TELEPHONE D. AGE E.EDUCATION 110.11m.11.MMINNAM.,110 `7 P. OCCUPATION 40,

DEVELOPMENTAL HISTORY COPYRIGHT. THE INSTITUTESFOR THE ACHIEVEMENT OFHUMAN POTENTIAL. 1964 U.S.A. FORM 1AHP 0 0 1- PAGE 8 8 0 1STENTON AVENUE. PHILADELPHIA18. PA. B -2 rI.Tmwa.mrwwwsomwminspninimmi,v

FAMILIAL 113ARENTS)

NO s. PATIENT AN ADOPTEDCHILD YES IF YES, THROUGH WHATAGENCY; AGE AT TIME OFADOPTION:

(NATURAL FATHER ONLY) 6. FATHER'S HISTORY A.B 1RTHDATE B.HE IGHT C. WE IGHT D.HANDEDNESS E. BLOOD TYPE F. RH G.PRE SENT HEALTH H.MEDICAL HISTORY

(NATURAL MOTHERONLY) 7. MOTHER'S HISTORY A.B IRTHDATE B.HE IGHT C. WE IGHT D. HANDEDNESS E.BLOOD TYPE F. RH ...1=1.1..... 11 G. PRESENTHEALTH H.MEDICAL HISTORY

DEVELOPMENTAL HISTORY ACHIEVEMENT OF HUMANPOTENTIAL,1964 COPYRIGHT, THEINSTITUTES FOR THE FORM IAHP 0 0 1 PAGE 3 PHILADELPHIA 1 89 PA.U.S.A. 8 8 0 1STENTON AVENUE, 6°1'3 FAMILIAL (SIBLINGS)

8. LIST OF PREGNANCIES NOTE : (I)LIST ONLY PREGNANCIES INWHICH PAT IENT IS MOTHER IS THENATURAL MOTHER. (2)LIST ALL PREGNANCIES IN ORDER --INCLUDING MISCARRIAGES.

DATE OF BIRTH OR TERMINATION OF 1TION HANDEDNESS P R.F GNAN CY SEX AGE

A. 1ST PREGNANCY B. 2ND C. 3RD I D. 4TH f

E . 5TH F. 6TH G. 7TH I 1 011.1, H. 8TH II

I 9TH fI J.10TH K.11 TH L. 12TH I I 111.0. M. 13TH N. 14TH O. 15TH I I

WHO ARE ADOPTEDOR LIVING IN HOME, 9 IF THERE AREADDITIONAL CHILDREN LAST BELOW:

SEX HEALTH HANDEDNESS NAME AGE . A B. C.als1.1 D.

STEPPARENT OF ANYOF THE CHILDREN, IF EITHER PARENTIS ACTUALLY THE LIST THE NAMESOF SUCH CHILDREN

VIN111111/IMMIMII1.110....11101011111, A.#0.0.01/01.1.5 .11.M411.1.11*1.110 B.11( C. D.

DEVELOPMENTAL HISTORY ACHIEVEMENT OF HUMANPOTENTIAL COPYRIGHT. THSINSTITUTES FOR THE FORM IAHP 0 0 1PAGE 4 PHILADELPHIA 1 8 PA U S A 8 8 0 1STENTON AVENUE. 9"114' PRECONCEPTUAL

11. IS THI PAT 11.NT ADOPTrD) (YES OR NO)

12. IS THE RE ANY aLoon rAcTou (RH, ABO, F:TC .) INCOMPATAB IL ITY BETWEEN NATURAL PARENTS? IF YES, DE.SCR IBE (YES OR NO)

13. WERE ANY OF THIS PATIENT'S SIBLINGS TRANSFUSED DURING THE FIRST WEEK OF LIFE? IF YES, LIST BY NAME (CHRONOLOGICALLY). (YES OR NO)

14. IS THERE A BLOOD RELATIONSHIP BETWEEN PARENTS? (YES OR NO)

15. WAS THERE EVER A NUTRITIONAL DEFICIENCY INEITHER PARENT? IF YES, EXPLAIN. (YES OR NO)

PREGNANCY? 16. WERE ANY SPECIAL MEDICATIONS TAKENBY PARENTS DURING THE THREE YEARS PRIOR TO IF YES, EXPLAIN. (YES OR NO)

PREGNANCY? 17. WCRE THERE ANY SERIOUS ILLNESSESIN EITHER PARENT PRIOR TO OR DURING (YES OR NO) IF YES, EXPLAIN.

.41.111...... 111. DEVELOPMENTAL HISTORY COPYRIGHT, THE INSTITUTESFOR THE ACHIEVEMENT OFHUMAN POTENTIAL, 1964 FORM IAHP 0 0 1 PAGE 5 8 B 01 STENTON AVENUE,PHILADELPHIA 1 8PA.U.S.A.

1.111111111111111111111111111101.1111101111111111111111111111.111111.1111.m..... PRENATAL (MATERNAL)

INFORMATION, SUCH AS INFECTIOUSDISEASE. SEVERE.: LIST UNDER TRIMESTERSANY SIGNIFICANT X-RAYS, MEDICATIONS,SPOTTING, EDEMA, TRAUMA, ABNORMAL BLOODPFZESSURE, TOXEMIA, ADDICTION TO DRUGS ORALCOHOL. COMMUNICABLE DISEASES,HEMORRHAGE, SURGERY, ETC.,

18. 1ST TRIMESTER

19. 2ND TRIMESTER

20.3RD TRIMESTER

DEVELOPMENTAL HISTORY ACHIEVEMENT OF HUMANPOTENTIAL, 1964 COPYRIGHT, THEINSTITUTES FOR THE FORM IAHP 0 0 1 PAGE 6 1 8 4 PA.U.S.A. 88 01 STENTONAVENUE, PHILADELPHIA B"°6 NATAL

WEEKS DAYS 21. DURATION OF PREGNANCY MONTHS°

22.DATE OF BIRTH

23.HOSPITAL OR HOME IF HOSPITAL: NAME

ADDRESS

24.TYPEorLABOUR (YES OR NO) A. SPONTANEOUS? . 0 (YES OR NO) O B. DIFFICULT? IP DESCR IBE:

(YES OR NO) C. PRECIPITOUS? (UNDER TWO HOURS) . . , O DESCRIBE:

(YES OR NO) D. PROTRACTED? (OVER EIGHTEENHOURS), , . DESCR IBE:

(YES OR NO) E. INDUCED? . OOOOO 6 * DESCR IBE HOW (FORCEPS,MEDICATION, ETC.) :

DESCR IBE WHY :

. (YES OR NO) F. DELAYED? ** DESCR IBE HOW:

DESCR IBE WHY:

I (YES OR NO) G. CEASAR IAN SECT ION? DESCR IBE WHY:

(YES OR NO) H. EP IS IOTOMY? * .. . DESCRIBE WHY:

HOURS I. LENGTH OF LABOUR? . OOOO O

OF HUMAN POTENTIAL,1964 DEVELOPMENTAL HISTORY COPYRIGHT. THEINSTITUTES FOR THE ACHIEVEMENT FORM IAHP 0 0 1 PAtilE 7 8 9 0 1STENTON AVENUE, PHILADELPHIA1 89 PA.U.S.A. B-7 NATALLagixthuizza

24. TYPE OF LABOUR(CONTINUED) (YES OR NO) J. ANESTHESIA? .... DESCRIBE TYPE; GENERAL,LOCAL, HYPNOSIS, SPINAL,NONE.

FOOTLING, ETC.) K. PRESENTATION (VERTEX, FACE,TRANSVERSE, BREECH, DESCR IBE:

ANOMAI. WES MULTIPLE BIRTH,ET L. BIRTH COMPLICATIONS(PLACENTA PREVIA, CORD STRANGULATION CESCR

M. NAME OFOBSTETRICIAN_

ADDRESS

N. REMARKS:

"11. 1964 DEVELOPMENTAL. HISTOF ACHIEVEMENT OFHUMAN POTENTIAL, INSTITUTES FOR THE FORM IAHP 0 0 1 PAGE COPYRIGHT, PHILADELPHIA 1 6,PA. U.S.A. STENT ION AVENUE, 8 8 0 1 B"8 IMMEDIATELY POST NA1 AL(THE F IRST DAY)

25. WAS BABY BELIEVED TO BE WELL AT BIRTH? (YES OR NO)

26. ANY STATEMENT MADE TO PARENTS BY HOSPITAL STAFF:

27. WHEN WAS THE FIRST T I ME EITHER PARENT SAW THE BABY? DAY

28. WAS THE BIRTH CRY IMMEDIATE? (YES OR NO) IF THE BIRTH CRY WAS DELAYED - -HOW LONG? MINUTES

2.9. WAS THE BABY CYANOTIC? (YES OR NC)

30. WAS THE BABY JAUNDICED? (YES OR NO)

31. WAS THE BABY PALE? (YES OR NO)

32. WHAT WAS THE BABY'S APGAR RATING? POINTS

33. WAS THE BABY GIVEN OXYGEN? (YES OR NO)

34. WAS THE BABY GIVEN TRANSFUSIONS? (YES OR NO) DE SCR IBE

35. WAS THE BABY TUBE-FED? (YES OR NO) DESCRIBE:

36. WAS THE BABY GIVEN SURGERY? (YES OR NO) DESCH113E:

(YES OR NO) 37. DID THE BABY HAVE SEIZURES OR TREMORS? WHICH? DESCRIBE:

COPYRIGHT, THE INSTITUTES FOR THE ACHIEVEMENTOF HUMAN POTENTIAL. 1964 DEVELOPMENTAL HISTORY 88 01STENTON AVENUE PHILADELPHIA 1 8PA.. U.S.A. FORM IAHP 001 - PAGE 9 B -9 IMMEDIATELY POST NATAL(THE F I RST DAY) (CONTINUED)

38. WAS THE BABY IN AN INCUBATOR OR ISOLETTE? (YES OR NO) IF SO, WHICH AND FOR HOW LONG? DAYS

39.CONGENITAL ANOMALIES OR DEFORMITIES (YES OR NO) DESCRIBE:

DEVELOPMENTAL HISTORY COPYRIGHT. THE INSTITUTES FOR THEACHIEVEMENT OF HUMAN POTENTIAL. 1964 FORM IAHP 0 0 1- PAGE 10 88 01STENTON AVENUE. PHILADELPHIA 1 8PA.U.S.A. B-10 POST NATAL. HISTORY (THE FIRST MONTH OF L IFE)

DAY 40.ON WHICH DAY OF LIFE WAS BABYDISCHARGED FROM HOSPITAL?

BE NORMAL 41. DID BABY MOVE HIS ARMS AND LEGSIN A WAY WHICH APPEARED TO (YES OR NO) IF YES, EXPLAIN.

42.DID BABY'S CRY SOUND NORMAL? (YES OR NO) IF YES, EXPLAIN.

43.DID BABY HAVE GRASP REFLEX? (YES OR NO) IF YES, EXPLAIN.

44.DID BABY HAVE A LIGHTREFLEX? (YES OR NO) IF YES, EXPLAIN.

DID BABY HAVE A STARTLEREFLEX? 45. (YES OR NO) IF YES, EXPLAIN.

DID BABY HAVE SKINREFLEX? 46. (YES OR NO) IF YES, EXPLAIN.

1964 DEVELOPMENTAL HISTORY NJ OF HUMAN POTENTIAL, COPYRIGHT, THE INSTITUTESFOR THE ACHIEVEMENT FORM IAHP DOI PAGE 1 I 88 01 STENTON AVENUE,PHILADELPHIA f d 9 PA.U.S.A. B.-11 POST NATAL HISTORY(THE FIRST MONTH OFLIFE) (CONTINUED)

47.DID BABY SUCH AND SWALLOWNORMALLY? (YES OR NO) IF YES, EXPLAIN.

48.DID BABY HAVE SEIZURES,TREMORS, ETC.? (YES OR NO) IF YES, EXPLAIN.

49. WAS BABY "TOO GOOD"? (YES OR NO) IF YES, EXPLAIN.

50. WAS BABY "TOOIRRITABLE"? (YES OR NO) IF YES, EXPLAIN.

DID THE BABY HAVE ANYILLNESSES? 51. (YES OR NO) IF YES, EXPLAIN.

TREATMENTS OR SURGERYGIVEN BABY? 52. WERE ANY SPECIAL TESTS, (YES OR NO) IF YES, EXPLAIN

DEVELOPMENTAL HISTORY FOR THE ACHIEVEMENTOF HUMAN POTENTIAL,1964 COPYRIGHT, THE INSTITUTES PAGE 12 PHILADELPHIA 1 8 t PA.U.S.A. FORM IAHP 0 0 1 88 01STENT ION AVENUE, B-12 EVELOPMENTAL HISTORY BY PARENTS' REPORT 3. OT ETHIS ADAPTATION OF THE DOMANDELACATO DEVELOPMENTAL PROFILE TO SERVE STRICTLY AS A PARENTS' TATEME:NT OF THE DEVELOPMENTAL HISTORY. THE PARENTS WILL PROVIDE AGES OF PATIENT AT ACCOMPLISHMENT OF EACH OF THEFOLLOWING FUNCTIONS ND THOSE AGES WILL BE WRITTEN IN THE APPROPRIATE BLOCKS. (THE INTERVIEWER SHOULD DESCRIBEFUNCTIONS HICH ARE NOT CLEAR. BUT SHOULD NOT TEST AT THIS TIME.) ALL HIGHER FUNCTIONS NOT YET ACCOMPLISHED BY PATIENT AS PER THE PARENTS' REPORT WILL BECROSSED UT BY THE INTERVIEWER. IF THE PARENT IS NOT AWARE AS TO WHETHER OR NOT A SPECIFIC FUNCTIONTOOK PLACE, INDICATE AS 'UNKNOWN' IIN APPROPRIATE BLOCK. IF PARENT KNOWS THAT A SPECIFIC FUNCTION NEVER TOOK PLACE, INDICATEAS ''NEVER ;' IIN APPROPRIATE LOCK.

MOBILITY LANGUAGE MANUAL COMPETENCE VISUAL COMPETENCE AUDITORY COMPETENCE TACTILE COMPETENCE

Using a leg in a skilled role Complete vocabulary and Using a hand to write which is Readies words using a dominant Understates of complete Tactile identification of objects which is consistent with the proper sentence structure consistent with the dominant eye consistent with the &anal vocabulary and proper sentences using a had consistent with dominant hemisphere hemisphere hemisphere with proper ear hemispheric dominance

Walking and running in complete 2000 words of language Bimanual function with one Identification of visual spies Understating of 2000 words and Destriptiom of objects by Ssimple satiates I cross pattern and short sentences hand in a dominant role and letters within aperient tactile means i T S I E T 1 T E I I I 0 II E r I 0,..--

Differentiation of similar but N Tactile differentiates of similar Walking with arms freed from 10 to 25 words of language Cortical opposition bilaterally oNP °Understandiog of II to 25 words the primary balance role and two word couplets and simultaneously S unlike simple visual symbols N and two word couplets 0but belie objects I I S T I I

Walking with arms used in a Two words of speech Isla Cortical opposition m either band Convergence of risen melting Understand* of two words of Tactile understanding of the primary balance role most spontaneously and meaningfully in simple depth NerCONtiN1 speech third Amnia in objects which frequently at or above appear to be flat shoulder height ....

Creeping on hands and knees, Creation of meaningful sounds Prehensile grasp . Appreciation of detail within a Peprodatimsof momeiggfel sounds Appreciation of grAstic sensation culminating m cross pattern coefigeatios cterpmt

1144 response to threatemng Perception of vital sensation Crawling m the prone position Vital crying m inane to Vital release Outline perception culminating m cross pattern threats to life Midi dieting

Weld reflex Movement of arms and legs Birth cry and crying Grasp reflex light rifles Stalls rifles without bodily movement

_ _ AUTO IF PATIENT DEVELOPED NORMALLY. ANDPRESENT PROBLEM WAS INCURRED LATERIN LIFE. COMPLETE FORM AND SPECIFY AGEAT TIME OF ACCIDENT OR ILLNESS. CC IDENT9 ENCEPHALITIS. ETC., MONTHS

ACHIEVEMENT OF HUMANPOTENTIAL. 1964 DEVELOPMENTAL HISTORY COPYRIGHT. THE INSTITUTES FOR THE FORM IAHP 0 0 1 PAGE 1 3 8801 STENTON AVENUE.PHILADELPHIA 1 8 PA.U.S.A. A 1;1"11.3 PARENTS' STATEMENT

5 4 .A. WHO FIRST DECIDED THIS CHILD HAD A PROBLEM?

AT WHAT AGE?

WHY?

B.CH II WS PRESENT PROBLEMS:

C. ANY OTHER STATEMENTS PARENTSWOULD LIKE TO MAKE:

1101010.111.10111.111100, HUMAN POTENTIAL, 1964 DEVELOPMENTAL HISTORY COPY R IGHT 0 THE INSTITUTESFOR THE ACHIEVEMENT OF FORM IAHP 0 01 - PAGE14 8801 STENTON AVENUE,PHILADELPHIA 18 0 PA. U.S.A. PO4.4 1111111:1111e1M1111.11pIPMPE111.111.111WM=1.9.1.P.1.11.11,11.11==1111.11111111

HOSPITALIZATIONS LIST ALL HOSPITAL IZAT IONS CHRONOLOGICALLY 5 5 . A. DATE LENGTH OF STAY HOSP ITAL ADDRESS REASON

TREATMENT DOCTOR RESULT

B. DATE LENGTH OF STAY HOSP ITAL ADDRESS REASON

TREATMENT DOCTOR

RESULT 1.1111=11,

C. DATE ,IMIIIMINEMIN== LENGTH OF STAY HOSP ITAL ADDRESS_

REASON11.0., 11111.11..., .....1111111.

TREATMENT

DOCTOR, , RESULT, m

tywommoommemo

VOIww.11*. ...11.01.=11.1.11116..E. COPYRIGHT, THE INSTITUTES FOR THE ACHIEVEMENT OF HUMANPOTENTIAL, 1964 DEVELOPMENTAL HISTORY 6s 01 STENTON AVENUE, PHILADELPHIA 1 PA.U.S.A. FORM IAHP 0 0 1 PAGE 1 5 B-15 OTHER REHABILITATIONCENTERS OR PHYSICIANS CARE LIST ALL ADMISSIONS (INPATIENT AND OUT PATIENT)1.0 FACILITIES FOR REHABILITATION AND LIST THEM CHRONOLOGICALLY 56 . A.INSTITUTION OR PHYSICIAN ADDRESS HOW OFTEN SEEN OVER WHAT PERIOD OF TIME DIAGNOSIS TREATMENT ,11.

RESULT'S

PROGNOSIS

B.INST ITUTION OR PHYSICIAN ADDRESS HOW OFTEN SEEN OVER WHAT PERIOD OFTIME 01AGZ-iOS IS TREATMENT 011111 RESULTS ., 0

PROGNOS IS

C.INSTITUTION OR PHYSICIAN ADDRESS HOW OFTEN SEEN OVER WHAT PER 100 OF TIME DIAGNOSIS, TREATMENT

'44.1.11.

RESULTS willImm.....111Yll.111.1.41.000 IMII10i ....11011 alwomamommommor..=1.1ag....el....

PROGNOSIS DEVELOPMENTAL HISTORY FOR THE ACHIEVEMENTOF HUMAN POTENTIAL.1964 COPYRIGHT, THE INSTITUTES FORM IAHP 001 PAGE 10 a a 0 1STENT ION AVENUE, PHILADELPH IS I s, PA: U.S.A. OTHER FACTS 5 7 . HIRSUTISM DOES PAT It NT HAVE.: EXCESSIVE HAIR ONBACK, L I MBS FACE, ETC.? IF YES, EXPLAIN. (YES OR NO)

5 8 . PERSPIRATION REGARDING PATIENT'S SWEATING, ARETHERE UNUSUAL ODORS, UNUSUAL AREAS,EXCESSIVE OR INSUFFICIENT QUANTITIES, ETC.? (YES OR NO) IF YES, EXPLAIN.

59. SLEEP HAB ITS ETC.? IS THERE ANYTHING UNUSUALREGARDING SLEEP HABITS, E.G., LENGTH. (YES OR NO) IF YES, EXPLAIN.

60. BEHAV IOR IS THERE ANYTHINGUNUSUAL REGARDING BEHAVIORPATTERNS? (YES OR NO) IF YES, EXPLAIN.

61. APPEARANCE APPEARANCE, I.E., ANOMALIES,FLACC (CITY, IS THERE ANYTHINGUNUSUAL REGARDING PATIENT'S SPAST !CITY, RIGIDITY,CONTRACTURES DEFORMITIES,ETC.? (YES OR NO) IF YES, EXPLAIN.

em.ol1011.0.111111 golelsi.ses DEVELOPMENTAL HISTORY INSTITUTES FOR THEACHIEVEMENT OF HUMANPOTENTIAL,1964 COPYRIGHT, THE FORM IAHP 0 0 1 PAGE Z 1 PHILADELPHIA 1 8 PA.U.S.A. 8 8 0 1STENTON AVENUE, 13 -17 SEIZURES

6 . A. DOES HE HAVE, OR HAS HE EVER HAD, SEIZURES?

B. TYPES OF SEIZURES:

PREC IP ITAT ING TYPE FACTORS F'REQUENCY SEVERITY DURATION SEQUE LAE (1) GRAND MAL

(2)FOCAL (JACKSON IAN)

(3)PET IT MAL

(4)PSYCHOMOTOR

(5)MYOCLON IC JERKS

(6)AK INET IC

C.OTHER. ALSO, IF CHILD HAS HAD SEIZURES, AND THEYHAVE NEVER BEEN SPECIFICALLY D IAGNOSED DE SCRIBE:

0.HISTORY OF ALL ANT I ...CONVULSANTS

E. HAS THERE BEEN ANY INCIDENCEOF POST -ICTAL PARALYSIS? IF SO, EXPLAIN.

DEVELOPMENTAL HISTORY COPYRIGHT, THE INSTITUTES FOR THEACHIEVEMENT OF HUMAN POTENTIAL,1964 FORM IAHP 0 01 - PAGE 22 88 01 STENTON AVENUE,PHILADELPHIA 1 8PA. U.S.A. B1.8 rtt

EDUCATIONAL HISTORY NOTE: IF TRANSCRIPT. REPORT CARD, PROGRESS REPORT OR LETTER(S) FROM THE PATIENT'S SCHOOL EX 1:3T-ATTACH COPIES TO THIS PAGE.

6 3 . A.HAS THE PATIENT ATTENDED A SCHOOL? (YES OR NO) IF YES, WHAT TYPE(S) OF SCHOOL (S):(LIST SCHOOLS CHECKING TYPE OF SCHOOL. LISPING THEM CHRONOLOGICALLY):

(I)TYPE OF SCHOOL (REGULAR OR SPECIAL) NAME CF SCHOOL ADDRESS NAME OF TEACHER ENROLLMENT FROM TO

(a)TYPE OF SCHOOL (REGULAR OR SPECIAL) NAME OF SCHOOL ADDRESS NAME OF TEACHER ENROLLMENT FROM TO

(REGULAR OR SPECIAL) (3) TYPE OF SCHOOL . NAME OF SCHOOL . ADDRESS NAME OP TEACHER. ENROLLMENT FROM TO

B.IF SCHOOL IS GRADED SPECIFY THE PRESENT ORMAXIMUM GRADE ACHIEVED: GRADE

GRADE C.SPECIFY READING LEVEL ACHIEVED:

GRADE D.SPECIFY ARITHMETIC LEVEL ACHIEVED:

E. DESCR VIE MUSIC AWARENESS ANDABILITY:

F. COMMENTS:

..E11. ° COPYRIGHT, THE INSTITUTES FOR THE ACHIEVEMENT OFHUMAN POTENTIAL, 1964 DEVELOPMENTAL HISTORY FORM IAHP 001 w PAGE 2 3 88 01 STENTON AVENUE, PHILADELPHIA 18PA. U.S.A. PREVIOUS NEUROLOGICALAND NEUROSURGICALTESTING NOTE : BURR HOLES, CRANIOTOMY, LIST ALL SKULL X -RAYS,EEG'S, PNEU MOENCEPHALOGRAMS BIOPSY AND PHYSICALNEURO- ANGIOGRAMS, SPINAL TAPS,CHEMISTRIES, BRAIN SCANNING, LOGICAL EXAM INAT IONS ETC.

6 4 .

A. PHYSIC IAN 1111}...... 11 INST 1TUT ION ADDRESS DATE LIST TESTS:

RESULTS:

13. PHYSICIAN INSTITUTION ADDRESS DATE LIST TESTS:

RESULTS!

DEVELOPMENTAL H I STC 1964 «, ACHIEVEMENT OFHUMAN POTENTIAL, COPYRIGHT, THEINSTITUTES FOR THE FORM 1AHP 001 PAGE PHILADELPHIA I 8PA. 8 8 0 1 STENTON AVENUE, B - 2 0 PREVIOUS PSYCHOLOGICAL TESTING

6 5 . A. NAME OF CLINIC IAN INSTITUT ION ADDRESS TYPE OF TEST DATE RESULT

B. NAME OF CLINICIAN INSTITUT ION ADDRESS TYPE OF TEST DATE RESULT

C. NAME OF CLINICIAN IN ST ITUT ION ADDRESS TYPE OF TEST DATE RESULT

D. NAME OF CLINIC IAN INSTITUT ION ADDRESS TYPE OF TEST DATE RESULT

DEVELOPMENTAL HISTORY FOR THE ACHIEVEMENTOF HUMAN POTENTIAL,1964 COPYRIGHT, THE INSTITUTES FORM IAHP 0 0 I- PAGE 2 6 18 PA. U .S.A. 8 8 0 1STENTON AVENUE. PHILADELPHIA B-21 NEUROLOGICAL -- NEUROSURGICAL EXAMINATION Pages B-22 to 3-26 were 66. filled out by the PART I.NEUROLOGICAL EXAMINATION Department of Pediatric Neurology of the Uni- versity of Oregon A.OBSERVATION OF BEHAVIOR AND AFFECT Medical School.

B. GENERAL APPEARANCE (1)APPEARS SICK (YES OR NO)

(2)CONGENITAL ABNORMALITY (YES OR NO)

(3)DEFORMITY (CONTRACTURES, ETC.) (YES OR NO)

(4)ATROPHY (YES OR NO)

(5)DYSTROPHY (YES OR NO)

(6)HYPERTROPHY (YES OR NO)

(7)SYMMETRICAL DEVELOPMENT (YES OR NO)

COPYRIGHT. THE INSTITUTES FOR THEACHIEVEMENT OF HUMAN POTENTIAL. 1964 DEVELOPMENTAL HLSTORY FORM IAHP 0 0 1- PAGE 28 8 8 0 I STENTON AVENUE PHILADELPHIA 1 8 PA.U.S.A. B-22 -"."1.9.1.1.1.11..1.

NEUROLOGICAL-NEUROSURGICAL EXAMINATION (CONTINUED)

PART I.NEUROLOGICAL EXAMINATION (CONTINUED)

B . GENERAL APPEARANCE(CONTINUED) (8) NORMAL NUTRITIONAL STATE (YES OR NO)

(YES OR NO) (9)NORMAL STATION AND GAIT

C GROSS MOTOR EVALUAT I ON (I) GENERAL AND SPECIAL MUSCLE TONE

(2) GENERAL AND SPECIAL MUSCLECOORDINATION

(3)SPECIFY THE PRESENCE AND SITE OFSPAST IC ITY RIGIDITY AND FLACCIDITY

D. GROSS SENSORY EVALUATION (1)LEVEL OF CONSCIOUSNESS (YES OR NO) COMATOSE (YES OR NO) STUPOROUS (YES OR NO) OBTUND ED ALERTNESS (NORMAL,EXCEPTIONAL) (YES OR NO)

(2)KINESTHETIC REFLEXES

DEVELOPMENTAL H I STOr Y COPYRIGHT, THE INSTITUTESFOR THE ACHIEVEMENT Or HUMANPOTENTIAL, 1964 FORM IAHP 0 01 PAGE 2 9 8d 0 1STENTON AVENUE, PHILADELPHIA 18 PA. U .S.A. 13'm 2 3 NEUROLOGICAL-NEUROSURGICAL EXAMINATION(CONTINUED)

PART I.NEUROLOGICAL EXAMINATION ( CONTINUED)

D. GROSS SENSORY EVALUATION (CONTINUED) (3) PROPR IOCE:PT I VE

(4)VIBRATORY

E . EVALUAT ION OF REFLEXES (1)PATHOLOG I CAL

(2)PHYSIOLOGICAL

F. EVALUATION OF CRANIALNERVES

IV.

DEVELOPMENTAL HISTORY COPYRIGHT. THE INSTITUTES FOR THEACHIEVEMENT OF HUMAN POTENTIAL.1964 FORM I AH P 0 0 1 PAGE 30 8 8 0 1 STENTON AVENUE. PHILADELPHIA 18PA.U.S.A. 13 -24 NEUROLOGICAL-NEUROSURGICAL EXAMINATION(CONTINUED)

[1 PART I.NEUROLOGICAL EXAMINATION (CONTINUED)

F. EVALUATION OF CRANIAL NERVES (CONTINUED) V.

1 VI.

VII.

VIII.

IX.

XI.

X I I.

G. OTHER

H. SUMMARY

I.CONCLUSION

1 (, POTENTIAL, 1964 DEVELOPMENTAL HISTORY COPYRIGHT, THE INSTITUTESFOR THE ACHIEVEMENT OF HUMAN FORM IAHP 0 0 1- PAGE 31 8 8 0 1STENTON AVENUE, PHILADELPHIA 18 9 PA.U.S.A. 25 SUMMARY OF SIGNIFICANT FACTS 6 7 . A. POSSIBLE ETIOLOGICAL FACTORS

10.

B. CONCLUSION

LEVIL6. DEGREE

CORTEC

M 1DBRA IN

PONS

MEDULLA-CORD

C. REMARKS

0 COPYRIGHT, THE INSTITUTES FOR THE ACHIEVEMENTOF HUMAN POTENTIAL, 1964 DEVELOPMENTAL HISTORY FORM IAHP 0 0 1.- PAGE 32 8 8 0 1STENTON AVENUE , PHILADELPHIA 1 8 , PA.U.S.A. 13 -26 INDRODUCTION TO APPENDIX C

The check lists inAppendix C were designed to give thee teacher-counselorof the DemonstrationProgram at the Oregon State Schoolfor the Blind a detailed,stepby- step method of evaluationof skills in several areas. Many of the items were formulatedby the staff of theschool before the beginning ofthis particular program. The ratings can be made by theteacher-counselor or by the parents, or by both, After experimenting with manykinds of records, a check listseemed fastest and mostaccurate. While cumbersome in length,it seemed to us to be necessary to mark each small step. The multi-handicappedblind child progresses soslowly that sample techniquesdid not seem feasible at this point. As these check lists areincomplete and need to be furtherdeveloped, refined and tested on a large number of children,sampling techniques maybecome practical. It may even be possibleto use a computer for determining a profile offunction on any child for any date. We regret that these werenot developed before the beginning of the DemonstrationProgram so that wemight have computed profiles foreach of the children. The ratings are easilymade. If the child can perform the skill an X isplaced in the appropriate space under the date on whichthe child is rated. All items are checked if there is changesince the last rating. A check is made only if therater has observed thedescribed behavior, and if the descriptionis typical of thechild's usual behavior. Each item is consideredseparately and independently of all otheritems. NAME I. PERSONAL HYGIENE WASHING 1. 0 I 1.Child Can: Hold hands under water in basin E-I-P A jai0 0 c-4 Cri RubReachTurn hands foron together watersoap andfaucet under rub itwater on hands c-a 14...6.54 Wash and rinse hands Turn. off water faucet 8.7. DryRub hands on towel in any fashion 10. 9. ReachGet towel for towel and use 11.13.12. Wash WashMash hands handsand dryif without reminded reminder to do so hands without reminder NAME I. PERSONAL HYGIENE c ont. ra 1 I A. WASHING Child can: rd 41) r-iE-1 o (3) (1) T-IE-co 0 0 E-IA ell 05 f-t e el r-4o w 14.15. HangPut towel towe 1 on rack after(paper) using in wastebasket rg z A Z al Z A :4 E-i al AE-HA 16.17. Wash par Wash par of face with handswashcloth handed him- Q 19.18.20. WashWring whol wa Dip wash e hclothfaceloth with inand water wash and wash washcloth handed 'him face 21.23.22. Wash nee WashWash arm ear o and area just behind ears 1.NAIAM PERSONAL HYGIENE cont. B. BATHING1.Child Can: Sit in bathtub of water without fear 1..2.3. PlayPlayCooperate in in bathtub bathrub in beingof water of water with toys washed while in tub 6.5c73 WashHelpHelp use selfuse washcloth soapwith andverbal directions washcloth 11.10. 9.8. Wash self adequately without WashWashHelp with self dry help independently part in ofshower self in shower direction 12.15.1L..133 Dry self independently HelpPutClean soileddry tub whole towelafter of inselfbathing designated place NAMEI. =111101MMIN.,11N1.1M.041.1101.111111.Personal Hygi ene cont. . C. CARE OF El Erig rdft: r-I 0 tIII ID 110r-I 10 :-.4 P. r-ni 0 10 r.--4 0 1 1.Child Can Coope: rate: in having teeth brushed PG g i:: A 0 A Vi A 0 4 0 ir4 A A 0 ill A 0 A 0 i'l A 2.3. HelpSpit butbrush toothpaste teeth and water 5. o BrushPut ti bothpasteteeth on brushindependently adequately 4 6.8.7. lash RinsePut t toothbrushteeth and mouth independently 10. 9. FindPut c bothbrushpima toothbrush in proper place tube , 11.12. CarePut t bothpasteapfor on teethtoothpaste tube without in designated verbal reminder place ..=ii NAMEI. PERSON NT, HYGIENE cont. ______. ro c. 1 D. ER CARE 4c/.,J rei (1) I 0 ' -' 0 1. 7 I). 0 3s : d& . :-en f - ld. Can; __. cd i E-4 alt0 1 ils4 ca4,1 E-4 , i - i:CI 1 E-4 4 laA . El 23.A i 1.Ch2. i BrushComb hair I Z Z : 3- PartCooperate hair in shampoo hair of hair 6.7- HelpShampoohet shampoo hair hair style independently E. CC REild OF Can:NOSE 12 HelpCooperateHelp wipe blow innose nose wiping nose 1435 BlowPut nose used when tissue handed in -hastebasket tissue or handkerchief NAME migymstsamma.cilwRlimilmd.OraWY,C+.21141..04.,17.4.W.amlos064mirs- I. PERSONAL HYGIENE oont... -= IC.aanicI=...... E 1 A 1 1 1 1 4. I1 ±= No z.?, ID 6 i1 PIAg' t1; 1 E. Care ,I I :t"/. CI; 1.- 1 tri i'D S.,' ETr--1 49 Child Caug -__ -r, t4 ?,3g.--4 T0 '33 g. :!1 104-4, 0 -1G7. 11 P! L31 ' r-5 0 4, i 4) -1 li , 60 Put nR:16.1hlei' in 11,1fikut: r , 8. GetsGet tisnsus a, andfrom put d esiaaad ply.away ;e used tissue or handkerhi-af 9. Perform #8 quiet y and quit3kly _ . 0 F. TOILETINGChild Can: 1.2 CooperateCooperate in in 8itt usin ingg toileton to for la.m. seat for 5 minutes 3. c CooperateCooperate inin usi-usi .g toilet for urine (standing)(sitting) 6.5. AskPull to clothinguse toile do n to use toilet A 7.8. UnfastenPull clothing snap upon clothingafter use of toilet , F:71--

NAME .0 I. PERSONAL HYGIENE cont. c 1 ... F. Toileting :Ito i - i cd .r4 al ft-I A.ctl .11 (Si W 41-{ w 9.Child Can: Unbutton 5lothin Et , HA __H ... HA Z H . lio10. FastenZipper f rontLothingront snap button (jean on jeanson jeans or or slacks} slacks (girls)_ 12.13. FastenBuckleFasten f b s °Itide zipper and button or snap 15.14.16. UseUse toil toil etat paper paper with when help reminded _ 4 G. 17. SANITARY EQU Use toil IPMENTot paper independently 2. UseproblemCoopera toil e etin whilewearing wearing sanitary sanitary equipment equipment without ___..., 30 Change unitary equipment with help 1 NAI. NE PERSONAL HYGIENE cont. -e G. Sanitary Equipment cont. edXI (L) (1) (1) cr) 71, 1 ci: 7.a4 2 43f-4 4(13 Child Can: 4 )A g VE-4.e_i Cs4:3 0c9 EIrdt'i A4:1 14§ E4z-4 fa-4cd 2g EIg-1 4)t=scd 14g: ei -,-1 as cd 5. WrapChange and placesanitary used equ padspment in independently designated place Z z . 6.7 e WashCare soiled for selfclothin durin '.. menstrual period independently H. CARE OF FINGER1. AND TOE N Clean fingernails w .ILSth nail brush 3.20 CleanClean toenails fingernails with mi thnail file brush tip 4. UseClean emery toenails board withon 'ingernailsfile tip 5- ITseUse emerynail clippersboard on s AWLy;oenails 1,.."Z=INIER"w""TIMMISIMIrwm""ripesiorwm"'"7=====7"-".r

. I NAME . 1. PERSONAL ITGIENE 011.+: 0 ,L2 t'a 4 / (D. I. DRESS A E-I +0'3 7j :;-1--E-4 fd :E'-2tas ' 4Ei 1.Child T Ike offCan: underpants...... _ f. A . Z A 'BAH Z l et, 3- ake .ke off jeans off jeans or slaoks independently or siewks (if u:,,..fastem-71) 14-06. T akeake off off T shirtshirt off shirt if unfastened 708. Intie'ake off and socks take off shoes off shoes if untied or s1 3p-on 10012.11. 9 Jnfastenake and off dress if unfastened take off dress (front(back buttons)buttons) 13.1L. ffrminnerInzipper andand take off dress take off dress (front (back zipper) zipper) NAMEI. HYGIENE cont. . 1 I I PERSONALI. Deess irag Qu.: 1OA 15.16.Child Take off sweaterslip (slip over) Z E-I Pt E-+1:4 E i M F-+A `BHA 17.180 UnzipperTakeHang off jacket andbuttoned takeor coat offsweater onjacket or or hook anyway jacket sweaLcir 11111 1920.21. HangHang jacket jacket or or coat coat on on hook by armholehood 11111 22.23, HangHang jacket jacket or or coat coat on on hangerhanger (with independently hcip) Pull up shorts or panties if above the knee w . 25,,24. Pull up shorts or panties if above feet . I 11111 26.27. PutPickof on clothing upundershorts and put laid on orready undershorts or panties panties if handed garment from pile NAMEI. PERSONAL HYGIENE cont. I. DressingChild Can:cont. -00aS 1--1 28.29. PutIdentify on undershorts back or panties from fron-t, of undershorts or pantiescorrectly 30.31. CooperatePut on undershirt in putting if on handed garment undershirt 32.33. laidPickIdentify readyup and back put on from front of undershirt undershirt from pile of clothing 34.35. Put on undershirt correctly withand verbal independently direction FOR36.37. GIRLS ONLY PutCooperate slip on inif puttinghanded garmenton slip 38.39. laidPickIdentify upready and backput on slip from front of slip from pile of clothing 1 IPERSONAL HYGIENE cont. Dressing cont. rti..0 (1)1;4 a) a) i--;: I CP a) 0) 41) t--i a) as Child Can: AP -pr-1E-!A Pa) AOAA1.1, r-1 P Pa) ai LI il -1.-:: a) ZETA .4ri 4 AE-g .p AP 41,40. PutPutCooperate on on slip clip correctly incorrectly putting with on and dressindependentlyverbal direction . . 42./Of.430 PickPut on up a and ready dress put if on a dress handed garment a from a pile of clothing 45.1L6. laidIdentify a dress back from front withof a dressverbal directions 48.L7. FastenPut on on a adress dress whichcorrectlycorrectly zips and independentlyin front front L9.51.50. FastenFastenFasten a adress which dressdress which zips buttonsbuttons in in backin back 54.53.52. FastenFastenTie belt in sash in a side zipper back front .,*. VANEI. PERSONAL HYGIENE cont. 11.1=1111111.11 I. DressingChild Can:cont. for the occasion 0 0 d -14 d -5-4 P -1-' 0 0 f-.4 a) 0 55 56cChoose57. clothing suitable Put on and fasten longfoundation stockings correctly garment independently FOR59.58. BOYS ONLY ButtonPut on shirt correctly withdown verbal the frontdirection 61.60. Button cuffs of long-sleeved Cooperate in putting on trousers shirt 62.63.04. Put on trousers FastenZip trouserstrousers at waist 65.66.67. FastenPutPut belt onbelt throughtie belt loops NALT I. PERSONAL HYGI CIE cont. ______,JD I. Dressing c in ed-Po U) r-4 o CC) CD 10c-i 4) CD r-1 o 0) (I) 1-1 0 U) 4) :11-21r--t (I) 4) Child Can:8. Knot tie correctly 4 Zg E-1.!-34 CA Zg E-I ldA g rtEt A4C3 ZHag t14 4c Zg E-i CI 69.FOR BOTH s MatchCoops DESrate incoat putting and trouserson socks of a suit correctly t t 70.71.72. PutPull o apa socksock thatif handed has been put over toes to him 73.75ILL. TurnPickPut o sockapn andsocks so put heel correctly on is in correct sock and independently position 76.78.77. PutCoope os nrate hoeshoes inon puttingwithcorrect onfoot shoes independently verbal direction 80.79. FullCross laces tightlaces in shoeto begin tie ____ -1 82.81. Tie bs owimple knot knot I CaNIOM INIM/M101=ri r 11 A. EATING 4ND TABLE SKILLS -P a) I f--to (1) 10 r-1 0 r-I0 0 (-4 CD 0 0 I-1 0 4 0:13 Child C an: 4 g0 :',-1F-4 fisca 0 :4g-4 elfs0 5 '-- E--fl.,-i 0 F-I.44 (I.Id zE-.1.-1.gt 1.3.2. FiSitSit d place at downtabledown at at table table with without help help Si quietlyquietlyquietly for for for part all all ofof of meal meal with supervisionmeal with supervision 6.7° SiCa . feedfood self only somehow with fingers 10. 98. EaEaEa ;without -,duesome persuasion foods with fingers 11.12. EaCh ; w.only food soft partially_ foods 13.1). EaCh ;fft only a food well few foods a NAME *MEC 1111F" , ... A. EATINGChild AND Can: TABLE SKIL,LS ^ont o 15.16. EatEat most whatever foods., is offered 18:17.19. UseUseUse spoon spoon fork with independently help 21.20. UseUse knif knife :? forfor spreadlncutting 2322. UseDrink fork from edge cup for withalone clitting help 24.26.25. LeaveDrink fromnapkin glass on 23.27. UseUse napkin napkin withwhen help::=minded -,---___ 1 k1 Cd Q ii-si . c., I EATING AND TABLE SKILLS ,:.ont. Pc) -P o -P (T) 1 i I- r- - ,) 0 al 29. d C611: Use napkin. without reminder 1:(14 ga ) r-1El..-i caWas I 4 HQn-i5 3 4 CIS ZHi 14.e.-1 C=1 035 4 `HAi -Ft 03 ZPi r4Et cl0 nil31.30. FoldEat withoe;tnapkL4 spilling c-n floor, 33.32. EatUse without bread spillingor finger on for table pusher" 34.35. AskRequest for secondssecondG quietly 37.36. Wait quietly for service._ Raise hand for service 38.39. SaySay please thank you /41..40. Maintain good posture Wait patiently until excused r.1 NAME OdI A. EATINGChild ANDCan: TABLE SKILLS cont. p-1-1 dw 8N 4-31---i.riE-1 4-3 1=1 cd rA cd 42.43. UseWashRefrain appropriate after from eating impropertable with help noisesconversation zNa 45.46. WashWash after after eating eating with independently reminder \SD 48.47. UsePass appropriate bowl of cookies silverware . 49.50. ServePass plateself andof drypass food bowl .of fruit 52.51. PourPour milk syrup on oncereal hot cakes, etc. 53.54. ServeServe self self and and pass pasd platter dish of juicy food of meat NAMEIII. PSYCHOLOGICAL ADJUSTMENT ..0 A. SELF ADJUSTMENT (t) a) I-1 a) U. 4-)r-i -I-) Q.: (1) ;.,. -P :zi) a)C:1 61-4-I-),..4 -1-2 a) a) ...._1-P -P cd0 Child:1. Seems depressed during ucep a3tivities tZ CC! "" 5ad -r-4-PE-I -PCI W ZHAel0 -e-1 cd z5 ..pigd H E-I CIal 5 HA cd ZHA -I i c.3. Seems depresseddepressed inhen evening left t own devices 45. SeemsSeems depressed depressed on returning when going to to school fromschool from reside ------hom 0 6.Seemsdepressedwhengoingfromresidence4sc7. Cries with no observable reason meo o3. 8. Can explain reason for crying for crying 4 10.11. 9. GivesAppearsAppears inappropriate to to feel reason feel unwanted by unwanted by family adults at school 12.13. AppearsDaydreamsare halted.to to the point feel unwanted by where routine other children activities i NANE III. A.PSYCHOLOGICAL ADJUSTNENT cont. Self-Adjustment cont. 14.Child: Giggles when nothing seems funny to observer 16.15. DoesUsesGiggles not foul explainwhen words obviously whatto get is hurtattention funny when he giggles 18.17.19. Curses toothers express to showfrustration anger 21.20. PurposelyPurposely injures injures self self by by bitingtearing parts clothes of body 22.23. PurposelyThrows tantrums injures self by banging head hard 25. Seeks affection from adults III. PSYCHOLOGICAL ADJUSTMENT cont. ..1.M. IIMMILNIIIInna&... -- P 1 B. HONE ADJUSTMENT 42115 0 Cl) k,7;g4ci Cl) tal 'pg. -r ; 1 0 ..-4 0 iii 1.Childt Expres:4es fear of er 1 . L i Z 1 E441r i cl aS z1 E444 C4 as P4 EqZi C4 l s d Z CD riE4 r44) cd Pqi ETV al al 2.3. Expresses fear of othemoth fath rer family member 4.5. mis-behaviorExpresses fear at ofthatsclhool puni p rentsshment will at punish home for 6.7. IsIs homesick eager to and go crieshome, litto doesgo home not cry 9.8. DisplaysIs well littleadjusted anoti to se ,hool-home,n about visits changes home NAME INamlialic24,0...../r...0=va=ratr.r....omeessa--va, ------0! . III. PSYCHOLOGICAL ADJUST/MIT -.-bo . / C. `1:11, 1 3) !.,-, 0.1 Cp: I 5- 4 I) ! 1) .,, f---4 ,- :.i-2 . SOCIALChild: ADJUSTMENP AI V..- i W reA §.. -t4' IrIS r.4i / C4 'A ;; ri 1. Z i'..-1 jr r I mot' 4:3 4) 'Air ti.i-i Te App.:.'oache-, other ildreu with hostile inteA PI 4 . g 4:: t' 0 g A 1,3.c_ o RsjeotsIsTri.es oruel fri=2,ndiy to tohti animalsu youngap p-oaer children-h of other child o Ojet:3 to taking t ay from others 7.68. TakesTakesTries food playthg:to awayplay frwith at m othersothers 10. 9. Is acceptedrejected by othe rs in informal play in informal play 12.11. AvoidsRemains other near childgroup but endoes in notinformal participate play 1/4.13. InitiatesCan carry conversation a con ersationon 1111 1 NAME "NOMMIVMOINuat faratt=0.01 V.11:7.4,w4t1mfew III. PSYCHOLOGICALC. ADJUSTMENT cow t. SOCIAL ADJUSTMENT oont. )3: 41.; 4 ai g. I .e-t e 15.16. AnsweraAnsvm.s que-ttons questLans asked by *sked by adult3 another child E--1 A Z E-1 18. 7 Itcypet3Uses nog: se:word ur phras a a mad-.)-up words sa51 by aa...-.th5r 19.20. ShowsShow., affaatiort affe:-.T.iort fox= for some some adultsother Ihilaren 22.21. AsksSiz.y abt:,Wk; .. he absentdislikes or aill certain tthild child 23.24. DeniesSays he havingdislikes done a 3ertainsomething adult for which he- t)^, expectsSeeksIs eager a.,:ceptanoe punishment for recognition fram peers from adults 27.28. SeeksSeeks protection to play with from child adults of either sex NAME III. PSYCHOLOGICALC. ADJUSTMENT cont. SOCIAL ADJUSTMENT cont. Child:29. Seeks to play with child of same sex 30.31. ArguesSeeks to when play he with does child not getof hisopposite own waysex C) 33.32. IsIs courteous considerate to adultsof other children I 35.34* EnjoysCooperates "rough" for play praisereward 36.38.37. JoinsShows peers strong in self-assertioncommon cause 40.41.39. IsKnowsTattles self- honesty, confident but is not (less self-assertive) always honest NAMEIII. PSYCHOLOGICAL ADJUSTMENT cont. C. Child:SOCIAL ADJUSTMENT cont, e g-r4 0 or-4 4'./.4E-4 4) GS 0 I-1 0 Z-f-i 0 GS g0 r-I 0 0 43.42. ShowsBites self-control nails Z El A Z A Z El A Z E-I A J.115d Has a short attention span Is noisy R3 14746. UnderstandsIs developing the a sensemeaning of ofhumor responsibility /49./48. RespectsRespects the the rights feelings of othersof others 51.50. RecognizesSettles arguments the abilities quietly-with help of others 52.553. 4. UnderstandsSettlesIs responsible arguments and followsfor quietly equipment simple without rules help NAME III. PSYCHOLOGICAL ADJUS WENT cont. .11A/ cm C. SOCIAL ADJUSTW, liT cont. 4) o al so r-4 0 0 :;s.-'4.,-. I a frs0 0 r-I - 1;i'0 0 r-I o 4:3 0 a) 'n-1 .1-I -P005 55.Child: Understan s and follows simple directions _ A Zg HA4 Z E-1 A ZHA 4 6 Z 4E-1 A Zg PE-4 A -.War 56. Can make uggestions t 58.57,. AsksIsSees aware "Why' the 'allibilityf time but ofignores adults it 60. Has limit ;ementd reasoning ability 63.62.61,, LacksIs Canconce jud antic _pateLed only with the immediate 66.65.61..67. CanIsIs indeci punctumakeiniti LteLecisionsrivea a game or play with another child I NAMEIII. PSYCHOLOGICAL ADJUSTMENT =.) ont.---___ An -.ce 1 i c j i1 ii) f A I 1 41 ,---1 C. SOCIALChild: ADJUSTMENT cost P4 T 0 tr?4EA1-4 131 e g0 -4113fA 0 a= 10--::{e4 -'c M :1411Et 0 5 E.-4 M g CI z F-4 A . g A Z A B A 68.69. ShowsGives sex antagon ertcour-agme Iannt toelect one or two th.-,rs ftntimate friends 70.71. SeekIs Isbeginning praiseself-consciou tofor things Well done 714_.73. KnowsCan finishright fromtask wrong,r project 'tin spite of" frustration I NK6-EIV. PHYSICAL DEVELOPMENT A. MOBILITY rj 0 0 0 4-) 1.Child Can: Crawl in any fashion 03 .1-4 El-p -P A BHA at at 03 .tr, at E-1 A at 4.2.7 CrawlCrawl in in homologous homolateralcross pattern pattern pattern ro 6.5. Creep in homologousany fashion pattern 5 7. Creep in hamolateral pattern M 9.b0 StandCreep withinwithout cross support supportpattern 12.11312, Walk Welk holding holding hand to furniture(another person's) Stand up without help from sitting position NAME IV. PffiSICAL DEVELOPMENT '""a A. MOBILITY 41:1 tD ri 0) I AS 0) t r44-1 fr: t g. 43 cd 0 r-I 4, -P 14.Child Can; .&.lk following wail 1:4 -PL-4E-, -P f4-P E-1 AS-P AS t-{ E-4 A E-1ft A Z E-1 ri 15.16.17. Walk Walk Walk alatp-1 alone down. on step sidewalk inside building with help ca0 19.18.2O. Walk down step Climb steps with(both help feet on without help each step) 22.21.23. ClimbClimbClimb steps steps flight (one by ofwall foot steps without on with a railing each step) another person' s help 25.21.x.26 . WalkWalkClimb up down rampa flight ramp of steps without using railing NAMErr0 PHYSICAL DEVELOPMENT A. MOBILITY ,c1,ri . Child Can: o36 0 f-4 0 0 tr),r--4 fd (D f--4t t's CD 0 tr-3if-i tr)3 0 0 r--i .1 0) 27. Climb up 1 add, r '-i-I g E-4: t' CIfi P; P E-4 Q 7 F-4 ca Z g E-i CZ1 Z g P-4 Qt 28o . Climb down lad der 29 . Wal k forward o n command 3031 . WalkTurn backward head from on commandside to side 3233. . TurnTurn head head to to r 1 afti ght side si de on on commandt3.ommand 34.35 0 NodNod head head forwabac kw ardrd on on command command 36.37. MoveMove arm(s)arms) s to) to leftright 39.38. Move arms) dou wn -77 NAMEIV. PHYSICAL DEVELOPMENT A. MOBILITY g 16) 4:3 t' m r.-4 t-1 40.Child41. Can: ClapClKp hanii3 ham (on to rhythm 6,.-Jmmaud) A ZHA 42.43. StampJump footfoot (get (on. both feet offto floor)rhythm command) )01.46.45. BroadHop onjump one fock 47.4130 HopHop on (alternating either foot feet) 49.50. SkipGallop 51.52, RunSlide with help 1 NAME T.: .,1rip 1 , I 1 IV. ) ,y) ff.,- !fp PHYSICALA. DEVELOP MOBILITY -P ai Fi@ t-1 -P -i-{ @ -P t3S@ P:@ -P.r-1r-f @ -I) 05LP czID4 ,;-1.2),:f +1 _ m 4)

PROBLEM At the time when thechildren's hearing was being evaluated several childrencould not be tested becausethey did not give an adequate responseto the tone stimuli when it was presented. We knew from daily contactwith these children that they couldhear and did respond toverbal requests. Apparently there was aproblem of the children not knowing what to dowhen the stimulus, a tone, was presented. It was decided to try aconditioning program to see if thesepupils could learn to givethe proper response to the tone stimulus. A senior student inpsychology at WillametteUniversity undertook the task as afield study in experimentalpsychology. Another student served ashis assistant.

OBJECTIVES

1. To get the child, at averbal command, to place his hands and forearm on atable that was in frontof him. 2. To raise the hand and armwhen the tone stimulus was presented. MATERIALS USED

1. Low chair for the child. A low table in frontof the child. 2. two feet 3. On this table andfacing the child a board square is placedin a vertidal position. In the center of the board is a holeabout one and one-halfinches square. Through the hole aninclined trough is placedwith its low end towards the pupil. The low end of thetrough is blocked so thatitems placed in thetrough will remain in ituntil removed by hand. The board and trough areplaced so that the chad can placehis hand and arm onthe table in front of the board andyet reach the troughwithout moving from the chair, in 4. A code practiceoscillator, such as is used teaching radio operatorsthe morse code, wasused to produce the tone stimuli. The tone could bevaried in pitch and volume. 5. A supply of M&Mcandies. 60 Record forms showing: a. Name ofpupil b. Date c. Thenumber of the trainingsession, i.e., first, second, etc. d. Name of person or personsdoing the training e. Anyunusual behavior onpart of pupil during training session. f. A place to note anyuncontrollable stimuli, as noise outside of building. g. A space torecord twenty-five presentationsof the stimuli and to notewhether the response of pupil was immediate or delayed.

METHOD OF PROCEDURE

1. Child was placed in chairin front of table with board on it. 2. The child was then shownhow to place his hands on the table. 3* Then as the tone wassounded the experimenter very quietly placed an M&M candy in thetrough and at the same time moving oneof the pupil's hands to the trough and getting theM&M. Both right and left hands of pupils were used. 4. Then the experimenterremoved his hand from the pupil's hand and the pupil wasallowed to reach for the M&M without help. 5. To put the results on achart a point system was devised. One point was given for properplacement of hands on the table and onepoint for immediate response to thestimulus. No points were givenfor delayed response, but the pupildid receive the M&M. The stimulus was presented25 times during each session. 6. Pupils C and M had passedtheir hearing test previous to the conditioningexperiment and were used as checks.

RESULTS On retesting withaudiometer, all the pupils but F were able to properly respondto the tone stimulus. Graphs showing the numberof points earned at eachsession are included onthe following pages.

DISCUSSION This simple conditioningexperiment was designed for the practical purposeof teaching the childrento respond to a tone stimulus byraising a hand. These children had been unable to obey directionsgiven at the time audiometric testing was first tried,except for C and M. Several techniques of teaching the response weretried at the time- - showing the child how todrop a block into a metalwaste- basket when the tone washeard was one. These failed com- pletely. These charts wereincluded in this reportbecause the up-and-down scores illustratethe type of daily performance of these children, andto some extent thelevel at which they E-2 M, N, function. The task was toosimple to adequately test and C. Child N's initial verylow score and subsequent consistently high performanceis indicative of hisfear in a new situationand rapid learningwhen the fear is overcome. It is interesting tospeculate that a similarexperiment involving wider spreadof level of functionmight serve as and a quickprediction of ability tolearn simple responses, be used as onetechnique of evaluation. S/° sf 8 1'6

401 it 0 35 36

30 2 6

24/

L 20

Number of sessions. 10 1(7 r6 to22 a9. 2.6 eg30 ga 39 34 6 E-.4 Chiid13 50

Lif3

1/6 qv

'to 38

3g/

21/ 22 ao 18

sessions. Number of 30.34 0 2 Lt. 6 8io 1 /it /& 03 2022 2V 20 28 E-5 Chd C .4):0 it 6 q6

17L0 is

.3 if

3 '2_

_JO

20 le lb

ric?)

I a) a

Numberof sessions. I /6 /s 20 21 26 es 0 2 6 5 /a I2 E-6 1H) gK

1710

_16

90 28

zNumber of sessions. 0 /6(62.0 a4 24/ 26ae 3L 3a 314 6 3/°/a E-7 Ci1d F 50

'to 'a

\ 30 \I

2.0

rd a) 1 2-

cd los

4-3 0 6 cf.-4

a 9ro ZNumber of sessions. &O 22alt462.6 .W3 a.3 6 e) 16) /a0, /6 /8 P.- E-8 41111111111111101.

C I G

32 :30

Iv / 6

rd 0 F-1 ct /6)a)

4.4 0

CH0

F-4

Number ofsessions. 2 302 3 4/ 0/-E296la 20c2c1 c2 Lt 1 !d1\/1

,90

311

IC,

Pt.

P Z7 I

'4 Number of sessions. 2.a aif 2.62.e. .30 A/ LI 6b /0is 1 /0 i a° E-10 0

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Number of sessions. 2,if .90_3& ./iV36 s E3 tot /11 /6 8ad 22. E-3.2 OE 6000 (REv. 9-66) DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ERIC ACCESSION NO. %.,f. 1, W. C.1.0,0,..,1,01, (TOP) ERICREPORT RESUME CLEARINGHOUSE IS DOCUMENT COPYRIGHTED? ACCESSION NUMBER P. A. T.A. YES 0 NOEgj 001 ERICREPRODUCTION RELEASE? YES0 NO ra -'1TITLE 1.00 Development of a Residential EducationalProgram for Emotionally 101 Deprived Pseudo-Retarded BlindChildren 102 Final Report 103 PERSONAL AUTHOR(S) 200 Mary E. Rigby, Teacher- Charles C. Woodcock, Superintendent INSTITUTION (SOURCE/ SOURCE CODE 300 Oregon State School for the Blind. 310 REPORT/SERIES NO. OTHER SOURCE SOURCE CODE 320 330 OTHER REPORT NO. OTHER SOURCE SOURCE CODE 340 350 OTHER REPORT NO. 400 PUB'L. DATE 4 CONTRACT. GRANT NUMBER I.E .W. 32 47-0000-100 PAGINATION, ETC. 500 720p. 501 RETRIEVAL TERMS 600 Blind Children Multi-Handicapped 601 Emotionally Deprived Preschool Blind Children 602 Pseudo-Retardation Sheltered Workshop 603 Personnel Education 604 A twenty minute unrehearseddocumentary film, "Show Us the Way," 605 depicts daily activities and 606 some staff in-service training. IDENTIFIERS 607 ABSTRACThe project consisted ofan intensive twelve month per year 800 residential program. 801 The major componentswere designed to over- 802 come deprivation experienced in theareas of concept formation, 803 sensory input, physical development, and socialinteraction; thus 804 each child's programwas designed after evaluations and inventories 805 revealed the nature and impactof the program. 806 The experientially deprived blindchild without other 807 physiological handicaps profitedmost--younger children seemed to 808 show greater improvement; theneed for careful recording of specific 809 information and analysis of thisdata is indicated; several staff members assigned to theprogram experienced feelings of frustration 810 and fatigue. 811 812 Preschool programs may need to beintensified to prevent what may turn out to be irreversible damage toego structure and self- 813 concept. 814 Selection and training of staffneeds to be without 11815 restrictions imposed by current employmentpolicies. Constant 816 support and in-service reviews coupledwith seminars on communica- tions and working in close cooperation f 817 with others plus constant 818 and careful review of ideas must bestressed. 819 Pupil-staff ratios thatare currently in vogue are not 820 acceptable. Present per pupil costs need to berecognized as 821 inadequate. New ways of measuring severity ofhandicap and 822 computing it into an educational prescriptionare indicated. GE 6000 (Rev. 9-66)

INSTRUCTIONS FOR COMPLETING ERIC REPORT RESUME

The resume is used to identify summary data and information about each documentacquired, processed, and stored within the ERIC system.In addition to serving as a permanent record of the document inthe col- lection, the resume is also a means of dissemination.All fields of the form must be completed in the allotted spaces, but inapplicable fields should be left blank.The following instructions are keyed to the line numbers appearing in the left margin of the form:

TOP LINE.ERIC Accession No.Leave blank. A permanent ED LINE 330.Other Report No.Enter document number assigned number will be assigned to each resume and its corresponding by the second source. document as they are processed into the ERIC system. LINE 340.Other'Source.Use only when a third source is asso- LINE 001.Clearinghouse Accession No.For use only by ERIC ciated with the document.Follow instructions for Line 300 above. Clearinghouses. Enter the alpha code and 6-digit document, Source Code.Leave blank. number. Resume Date.In numeric form, enter month, day, and year Enter document number assigned that resume is completed.(Example: 07 14 66) LINE 350.Other Report No. P.A.Leave blank. by the third source. T.A.Leave blank. Copyright.Check appropriate block to denote presence of LINE 400.Publication Date.Enter the day, month, and year of copyrighted material within the document. the document.(Example: 12 jun 66) ERIC Reproduction Release.Check appropriate block to indi- Contract/Grant Number.Applicable only for documents gen- cate that ERIC has permission to reproduce the document and erated from research sponsored by the U.S. Office ofEducation. its resume form. Enter appropriate contract or grant number anditsprefix. ( Example: OEC-1-6-061234-0033) LINES 100-103. Title.Enter the complete document title, including subtitles if they add sibnificant information.Where applicable, also enter volume number or part number, and the LINES 500-501.Pagination, etc.Enter the total number of type of document ( Final Report, Interim Report, Thesis, etc.). pages of the document, includingillustrations and appendixes. ( Example: 115p.) USE THIS SPACE FOR ADDITIONALIN- LINE 200.Personal Author(s).Enter personal author(s), last FORMATION PERTINENT TO THE DOCUMENT, such as name first.( Example: Doe, John J.)If two authors arc given, publisher, journal citation, and other contract numbers. enter both.(Example: Doe, John 3. Smith, Ted).If there are three or more authors, list only one followed by "and others." LINES 600-606.Retrieval Terms.Enter the important subject LINE 300.Institution (Source).Enter the name of the organiza- terms (deferiftiors9 which, taken as a group,adequately describe tion which originated the report.Include the address (city and the contents of the document. State) and the subordinate unit of the organization.(Example: Harvard Urn:., Cambridge, Mass., School of Education.) LINE 607.Identifiers. Enter any additional important terms, Source Code.Leave blank. morespecific than descriptors, such as trade names, equipment LINE 310.Report/Series No.Enter any unique number assigned model names and numbers, organization and project names, to the document by the institutional source.(Example: SC-1234) discussed in the document. LINE 320.Other Source.Use only when a second source is Follow instructions for Line 300 LINES 800-822.Abstract.Enter an informative abstract of the associated with the document. Its style and content must be suitable for public above. document. Source Code.Leave blank. announcement and dissemination.

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