This project trained 52 severely handicapped children (ages 3-12) on communication skills using microprocessor technology. Data analyses showed discernible effect of the additional computer training when compared to regular classroom communication training alone. Effects were strongest on a direct criterion-referenced measure of vocabulary taught. A cluster of more general language measures taken by the researchers, classroom teachers, and parents also detected significant benefits to the computer enhancement condition. Benefits of this training were also notable on teacher and parent measures of social interaction skills. (PB)