Intended for teacher use, the manual provides for the assessment and training of severely multiply handicapped deaf-blind students with sections on self help, motor development, and sensory stimulation training. Included for each skill are an individual rating scale for periodic assessments, a task analysis, and an actual teaching procedure. Found in the first section, on self help, are guides for teaching self feeding (eating and drinking); grooming (hand and face washing, hairbrushing, toothbrushing, and shaving); toilet training; removing socks, shoes, pants, and pullover shirts and unbuttoning; and putting on socks, shoes, pants, and pullover shirts and buttoning, lacing and shoe tying. Described in Section II, on motor development, are procedures to follow when teaching stationary gross motor skills such as body awareness, relaxation and muscle stimulation, sitting, attaining a standing position, and standing; when teaching movement through space such as non-ambulatory movement and ambulation; and when teaching fine motor skills. Recommended in Section III, on sensory stimulation and training, are visual training methods including light stimulation, eye contact, and visual tracking; auditory training methods involving sound vibrations, using music to develop sound awareness and using receptive language to illicit responses; and activities to stimulate tactile awareness. (PT)