This study examines the mutual relevance among six categories of Jiritsu-Katsudou and significance on learning support based on clinical dousa-hou. We suggested task instructions based on clinical dousa-hou for a unstable sitting positioning student with profound and multiple diabilities. Utilizing checklists of postural distortion, we analyzed the student’s behavioral changes. Mutual negotiation between the trainer and the student (trainee) inferred the clue on positioning tasks. The instruction of Jiritsu-Katsudou based on clinical dousa-hou tend to focus on especially body movement. This study suggested that task instructions to repeat based on clinical dousa-hou is important in the instruction for students with profound and multiple disabilities, and the learning support of mutual relevance among six categories of Jiritsu-Katsudou
