In establishing appropriate social behaviors in mainstreamed severely handicapped students, it is important to understand the frustrations encountered in specific environments, the distinction between adaptive and appropriate behaviors, and the behaviors which may serve as transitions to more adaptive behaviors (such as communication of ideas). A control-investment model is explained, and the distinction between appropriate (behaviors which produce no conflict with a particular environment) and adaptive (behaviors which facilitate an individual achieving skills) behaviors is made. An assessment model is described which involves evaluation of environmentally relevant priority behaviors, thorough evaluation of the individual, evaluation of how to pair normal peers with severely handicapped individuals, and evaluation of social skills. Response considerations (including response immediacy) and curriculum considerations (including level of independence required) are pointed out. (SW)