Eight basic components of instructional programs for severely handicapped students are discussed. Components are seen to involve determination of content, rationale, method, materials, measurement and student performance. Emphasized is the need for a task analysis orientation to determine content and for developmentally sound longitudinal curriculum to justify teaching a specific skill. An eclectic approach to questions of methodology is advocated, basic principles of instructional measurement are reviewed, and the importance of students' rate of response is considered. Use of functional and nonfunctional tasks is one topic covered in a discussion of materials. A skill is said to be generalized when it is performed across persons, places, instructional materials, and language cues. The list of components concludes with the importance of arranging for students to be able to perform the task without directions to do so from an authority fugure. (CL)