A program was developed to improve auditory and visual stimulation and responsiveness for seven elementary school students (ages 6-7) who had severe/profound mental retardation and multiple disabilities. After initial observation, consultation, and assessment of the students, the 12-week intervention program involved auditory, tactile, and visual stimulation. In addition to daily interventions with a staff member and aide, three nondisabled fifth grade students provided assistance with the activities twice a week. Activities focused on helping students respond to touch and encouraging students to reach for and touch objects. Types of tactile, auditory, and visual stimulation activities and materials are described, along with electronic materials such as a switch toy. Additional activities were added when students began making choices using a communication board. After pretesting students' initial functioning, daily performance on the activities was documented, and a posttest assessed physical performance of the intervention activities. Results indicated that subjects increased their auditory and visual skills in most targeted areas. Pretest and posttest observation checklists and the findings are appended, along with a daily score sheet. (SW)