There has been limited research conducted on the use of fine and applied arts as a therapeutic and educational strategy in the treatment of emotionally disturbed, low-functioning children. This population is comprised of the autistic, the brain injured, multiply handicapped and severe/profound mentally retarded individuals. Several writers have described programs that utilize both psychotherapeutic and educational interventions with this population. However, the majority of reports limit discussion to the milder forms of severe developmental disability with a noticeable lack of literature pertaining to clients functioning with emotional handicaps at the profound level. Wilson (1977) has reported on the therapeutic effects psychodynamic-based art therapy with severely retarded adults. Wilson and her coworkers’ attempted to foster body ego maturation by tapping into the stereotypical forms repeatedly drawn by the patient. These forms slowly evolved into figurative selfportraits. Gitter (1975) has described the use of art-therapeutic interventions aimed at neutralizing obsessive compulsive behavior in Down’s syndrome children, while Anderson (1978) has offered the practitioner both therapeutic and art-educational strategies. The study was conducted at a large residential institution for the severely and profoundly developmentally disabled within the institution’s adaptive learning center. The author’s program centered upon devising an eclectic approach which utilized and integrated concepts of art therapy and adaptive art education. The author’s interventions sought to promote the emotional, cognitive and creative growth of the children involved. During the course of treatment, the program was documented on videotape. This medium was employed to assist in detecting interventions that were ineffective, inconsistent or developmentally inappropriate. The final edited tape, which was culled from sixteen months of data, afforded the author a more global view of the program’s impact. A major problem in working with profoundly disabled children consists in discerning cumulative achievement or regression, since such evidence emerges erratically and in small increments.