The goals of this practicum were to: (1) create more suitable and stimulating structured environments that would engage severely/profoundly handicapped children in positive play situations in the classroom and in the home, and (2) teach parents and caregivers how to identify age appropriate and developmentally appropriate playthings. Inservice sessions were held for day training personnel who worked with 44 individuals, aged 3-21, with severe/profound mental retardation. Workshops were held for home caregivers on play skills and environmental planning. Other components of the project included development of a toy library and evaluation of the classroom environment for appropriateness in play and attachment behaviors. At the conclusion of the project, the children exhibited more appropriate play skills and social interaction skills during play sessions; their fine motor and cognitive functioning improved; room management techniques maximized the potential of resources and personnel; parents took a greater interest in their child's toy selection; and inappropriate self-stimulatory behaviors were inhibited. Appendices include ratings for toys used in the program, a play skill questionnaire and checklist, and a play skill curriculum. (Author/JDD)