SO THAT TEACHERS MAY LEARN TO IDENTIFY AND CONSTRUCT BEHAVIORAL OBJECTIVES, 2 TECHNIQUES FOR DEVELOPING SLIDE-TAPES WERE COMPARED ON THE BASIS OF STRUCTURAL CHARACTERISTICS OF SLIDE-TAPES PRODUCED AND OF ACHIEVEMENT RESULTING FROM THEIR USE. THE TECHNIQUES WERE RATIONAL ANALYSIS (RA) AND SELF-SEQUENCING (SS). RATIONAL ANALYSIS OF COMPLEX TERMINAL BEHAVIORS DESIRED LED BACKWARD THROUGH A HIERARCHY OF SUBORDINATE AND PREREQUISITE KNOWLEDGE AND SKILLS SUCH THAT AN RA SLIDE-TAPE WAS DEVELOPED. SELF-SEQUENCING BY AN INTERVIEWING TECHNIQUE WAS FOUND TO BE IMPRACTICAL. A POST-TEST ONLY DESIGN WAS USED TO COMPARE TREATMENT EFFECTS OF THE RA TAPE, AND OF A TAPE OF REARRANGED ELEMENTS FROM THE RA TAPE THAT WAS INTENDED TO BE PROBABLE UNDER A SS TECHNIQUE. DIFFERENCES APPROACHED SIGNIFICANCE FAVORING THE SS MODE, BUT SUGGESTED VARIABILITY OF EFFECTS WITH VARIATIONS OF SEQUENCE RATHER THAN SUPERIORITY OF THE SS TECHNIQUE. (LH)