The paper offers a framework for the design, implementation, and evaluation of appropriate, effective communication instructional programs for persons who are severely developmentally delayed. The use of an ecological approach that incorporates the instruction of communication skills with that of activities of daily living (ADL) is emphasized. Discussion encompasses the areas of assessment, choosing appropriate communication modes, curricula, and selected teaching strategies. A communication skills assessment should include the following: vision and hearing acuity examination, otolaryngeal examination, communication skills screening, and ecological inventory. The selection of appropriate communication modes should be based on consideration of current communication modes, motivation to communicate, physical disabilities affecting input/output modes, audience, current and future educational/vocational needs, and amount and type of professional consultation needed. The interdisciplinary team is responsible for program planning, which includes instructional objectives, specific instructions for teacher cues, specific instructions for consequating correct and incorrect responses, specific instructions for consequating behaviors which interfere with learning, and a plan for the generalization of acquired skills. Three effective training strategies are identified: (1) incidental teaching, (2) the mand-model approach, and (3) time delay. The importance of training within the context of natural settings is emphasized. (Author/DB)