THE TWO MAJOR PHASES OF THIS RESEARCH WERE (1) ANALYZING TRADE AND INDUSTRIAL EDUCATION TO IDENTIFY AND DESCRIBE PRIMARY VOCATIONAL SKILLS, AND (2) DEVELOPING AND EVALUATING NINE SELF-INSTRUCTIONAL UNITS. THREE INSTRUMENTS WERE USED IN ANALYZING VOCATIONAL CONTENT SOURCES TO IDENTIFY AND DESCRIBE GENERAL BEHAVIORS AS WELL AS TRADE-SPECIFIC EXAMPLES OF HOW THE BEHAVIORS ARE DEMONSTRATED WITHIN AUTOMOTIVE MECHANICS, COSMETOLOGY, DRAFTING, ELECTRICAL-ELECTRONICS, MACHINE TRADES, SHEET METAL, AND WELDING. THE MAJOR RESULT OF THE ANALYSIS PHASE WAS THE DEVELOPMENT OF A BEHAVIORAL CATALOG CONTAINING THE GENERAL BEHAVIORS INVOLVED IN TRADE AND INDUSTRIAL EDUCATION AND SPECIFIC EXAMPLES OF HOW THESE BEHAVIORS ARE DEMONSTRATED. SELF-INSTRUCTIONAL UNITS DEVELOPED TO TEACH EIGHT SELECTED SKILLS WERE--(1) OPERATING HACKSAWS AND OPERATING SCREWDRIVERS TO TEACH HAND TOOL OPERATION, (2) COMMUNICATING COURTEOUSLY IN COSMETOLOGY TO TEACH ORAL COMMUNICATION, (3) VISUALIZING STATIONARY THREE DIMENSIONAL OBJECTS FROM TWO-DIMENSIONAL DRAWINGS TO TEACH VISUALIZATION, (4) DETERMINING THE CAUSES OF TIRE WEAR TO TEACH VISUAL DIAGNOSIS, (5) IDENTIFYING METALS TO TEACH SENSORY DISCRIMINATION, (6) DOING A GOOD JOB AT WORK TO TEACH PERFORMANCE EVALUATION, (7) GIVING A BASIC HAIRCUT TO TEACH TASK PERFORMANCE, AND (8) LETTERING TO TEACH TWO-DIMENSIONAL FORM CONSTRUCTION. STUDIES OF THE SKILLS OF AUDITORY DIAGNOSIS AND MATHEMATICAL WORD-PROBLEM SOLVING DID NOT RESULT IN UNITS THAT COULD BE EVALUATED. EVALUATIONS OF FIVE UNITS SUPPORTED THE CONTENTION THAT SELF-INSTRUCTION IS EFFICIENT AND EFFECTIVE. A PROGRESS REPORT OF THE PROJECT IS ED 010 403. (PS)