Until recently it was thought widely that profoundly retarded persons could not benefit substantially from teaching efforts, regardless of the method used (Stevens, 1964). However, a recent study by Bensberg, Colwell, and Cassel (1965) has suggested that the profoundly retarded can be taught self-help skills by using a combination of operant and classical conditioning in a one-to-one technician-patient relationship. In this study, the tasks to be taught were divided into smaller, incremental steps for easier acquisition, and correct responses were reinforced systematically. The techniques employed are outlined in Bensberg’s handbook for ward personnel (1965).