The third of four booklets on residential programing for the mentally retarded is intended to help parents evaluate residential services and participate in decisions about program design and implementation. Areas of appropriate program emphasis are indicated for different age groups and for the various degrees of mental retardation from profound to mild. Tasks listed for the preschool aged, school aged, and adults focus on such areas as sensorimotor development and integration, self care, and speech development. General programing principles in the areas of building design, behavioral objectives, training, record keeping, and inservice education are discussed. To show the full range of development within a skill area, stages of the following skills are discussed: eating, dressing, toilet training, bathing, communication, academics, work training, community living, recreation. Special problems of multiply handicapped residents (physical disabilities, epilepsy, visual and aural disabilities) are examined. Check lists are provided for the tasks and skill areas to facilitate evaluation by parents and personnel. For instance, check list items on dressing ask whether residents are encouraged to complete more of dressing tasks until independence is achieved and whether residents participate daily in the selection of clothes to be worn. (For related information, see EC 050 051, EC 050 052, and EC 050 054.) (GW)