This manual, specifically designed to accompany formal instruction in the writing of behavioral objectives, is also intended for use by individuals desiring knowledge of behavioral objectives and behavioral domain concepts. The introductory chapter on rationale for use of behavioral objectives outlines an instructional cycle designed to aid teachers in making curricular decisions and in preparing evaluative measures of pupil progress. The major section on the behavioral domains includes (1) discussion justifying teachers' concern with the classification of behavior, (2) presentation of the hierarchical structure of the cognitive, affective, and psychomotor domains with examples of behavioral objectives for each class or level in the taxonomy, and (3) illustration of the interrelationship of the three domains. This section is supplemented with a condensed version of the taxonomy of educational objectives in each domain: cognitive (Bloom, 1956), affective (Krathwohl, 1964), and psychomotor (Simpson, 1966). Other chapters deal with "entering behavior," that which a learner should have acquired or be able to demonstrate before he can perform that called for in an objective; with the actual formulation of behavioral objectives with three components: the doer, the overt behavior (action verb), and the given conditions and standards; and with the classroom application of behavioral objectives. (JS)