This final report describes a 3-year federally funded project designed to conduct an analysis of the factors that contribute to the performance of high intensity problem behaviors by students with severe disabilities. The project utilized a series of five integrated studies, which involved students with severe intellectual disabilities and the teachers who serve them, to define the theoretical and methodological issues related to the performance of high intensity behavior, develop a comprehensive assessment model for assessing and treating behavior response classes, and provide empirical documentation of the efficacy of the model. The objectives, activities, products, and accomplishments of the project are described and charts detailing the project's evaluation plan and timetables are included. The report includes a research report on three experimental analyses conducted to assess the effects of different consequent stimuli on the rate of self-injurious behavior (SIB) and stereotypical behavior of two individuals with severe developmental disabilities and dual sensory impairments. Findings indicate that noncontingent presentation of the specially selected stimuli resulted in reduction in stereotypical and self-injurious behavior. A concept paper that outlines an emerging model for assessing and treating low frequency, high intensity problem behaviors and data charts are also attached. (The concept paper contains 96 references.) (CR)