Interactions between teachers and multiply disabled students were videotaped, and procedures were developed to analyze the interactions, in order to assist the teachers in evaluating the relationship between their own and their student's communicative behavior. Coding categories were prepared to identify characteristics of the student's communications, the form of the teacher's communication, and the student's response to the teacher's communication. The results, summarized in matrix form, show the relationship between the form of the teacher's communication (e.g., linguistic, conventional non-linguistic, touch, manipulation, pause in contact, depictive action, non-depictive action) and the response of the student (e.g., positive or negative effect, comply, reject, participate, echo, no effect, can't tell, no response expected). The procedures yield detailed assessment information concerning the students' communicative behavior and responsiveness to the communications of others, which may be used to guide program design and implementation, to evaluate interventions, and to measure student progress. Matrices of the communication of four teacher-student pairs are provided to illustrate use of the procedures. (Author/JDD)