The report describes a project examining computer-assisted instruction for severely/multiply handicapped students. An underlying thrust of the project was to provide multiply handicapped children with opportunities to learn to control events as part of their daily activities. The approach featured 26 pupils (5-21 years old) using three activities: a single-switch cause-and-effect task, a two-switch cause-and-effect discrimination task, and a communication task. Performance graphs are presented and discussion is devoted to individualized adaptations of positioning and apparatus. Findings revealed that 18 of the 26 Ss learned to use a switch to produce interesting consequences. Three of the 18 also learned to distinguish between two switches to reliably use the switch which produced consequences. A second finding was a possible relationship between the pattern of switch use that the children displayed and their cognitive level. There was a modest tendency for pupils to operate the switches with increasing selectivity as their level of sensorimotor functioning increased. Software used in the project is appended. (CL)