The paper describes an approach in which games were planned to provide instruction for three severely handicapped children (5-6 years old) with few leisure, social, or academic skills and many aberrant behaviors. The first of two games involved a language program to teach verbal interactions, picture identification, and picture matching. The second game involved a math program to teach counting skills determined by a pretest. After 4 months of instruction with the counting games and 6 on the card games, the Ss had mastered two of three counting skills and the first phase of the language card game. Generalization of some of the skills had also occurred. (CL)