In our review of literature pertaining to the training of the mentally retarded
child, we were unable to find in one place sufficient suggestions that we felt could be
of universal help. It occurred to us that assembling this information together with
our own experience would be useful to those concerned with the care and develop-
ment of these children. We trust this material will be of assistance in formulating
what can be expected of a child in the continuing stages of growth and development
according to his mental age and using this in the application of proper training
techniques for his stage of development.

In training a child to meet the expectations of his potential, this material should
be helpful to physicians, nurses, teachers, social workers, psychologists as well as
parents and others interested in the training, stimulating, and motivating of the
child to his best performance. Accordingly, we are making this compilation avail-
able. We will be glad to consider any suggestions or additions you may wish to offer.

This material was prepared by Mrs. Elsie Blanton, PHN, Richmond Consulta-
tion and Evaluation Clinic, Richmond, Virginia.

GENERAL RULES FOR TRAINING

1. Readiness—Look for signs of readiness in the child. Be sure you as parents are ready to assume training. Learn to relax. Be firm but gentle. Three very important requisites in teaching are patience, perseverance,and affection.

2. Repetition—This is the means by which the child acquires the skills of self help.

3. Praise—Be generous with praise—"you ate well," "you put on your shoes like a big boy." You do not want him to look to you for praise for every little thing, but praise should be given freely when he deserves it.Special rewards should consist of some sweet or money in hand and a trip to the store. Money in his bank means nothing to this child. A bright, colored chart with colored slickers may aid in teaching. These children are very perceptive and will recognize quickly if praise is genuine. Do not praise for something not done well, but help him look for improvement on the next trial. "Well, that's not so good, but we'll do better next time."

4. Teach one thing at a time. Be sure he is watching and listening.

5. Be calm and pleasant regardless of the number of mishaps.

6. Drills for self help should be short.

7. Allow plenty of time. Don't rush but don't let him "fool around."

8. Stimulate speech while going through the motions with him—"we are putting on your red socks," "let's put on your brown shoes."

9. Do not assume that a skill learned in one situation can be applied in another. If he learns about hot
matches, he will not necessarily know about a hot stove.

10. Help him only when he needs it. It may take longer to get the task done, but it is the only way he can really learn.

11. Be consistent—Establish routines and do not deviate from them. Same place-same time of day.

12. Avoid teaching in distracting surroundings. Consider child's well-being both physical and emotional.

13. Have him finish tasks. Things should not be left half done. Tasks should be short enough to hold his interest until he is through.

14. Show him how to do things. Teach by example—politeness, way of greeting people, etc. If you plan to take him out, practice at home. Give him money and allow him to pay for any candy or gum you let him pickup so that he learns that anything taken from the store must first be paid for.

15. He can learn best if he is made to feel loved and wanted and is included in the things the family does.