This monograph reports the conclusions of seven 6-month projects addressing issues of case management in the field of developmental disabilities in Minnesota. First, the theory supporting case management is reviewed and alternative definitions and guiding principles are offered. Next, the Minnesota rule on case management is detailed, noting problems in the area of funding, compliance, and lack of training. The projects funded were: (1) Minnesota UAP (University Affiliated Programs) Case Management Study; (2) Microcomputerized Case Management; (3) Case Management Team Resource Development; (4) Personal Futures Planning Training and Resource Development; (5) Consumer Case Management; (6) Partnership for Quality Services; and (7) Peer Advocacy. Training products developed by the projects are listed. Project conclusions include: training in case management must be experiential and competency based; training and paying parents to be case managers may be cost effective; formal services may be more expensive and less accessible than informal services; cash payments or service vouchers to families may be cost effective; case managers spend half their time in developing service plans and record keeping; volunteer monitoring may offer an appropriate inservice training alternative; and the terminology of case management needs change. (DB)