The task force report examines the use of adaptive devices by severely handicapped students. Interviews with teachers and therapists produced information on the selection, development, and use of the devices. Four practices that positively influenced the devices' use were identified: (1) design and construction following establishment of appropriate curricular content; (2) design and construction based upon consideration of at least 11 dimensions, including cost-benefit ratio, time required, and safety; (3) use in conjunction with meaningful instruction; and (4) systematic evaluation of adaptive devices. Adaptive devices which compensate for physical and intellectual performance deficits are explained and illustrated. Examples include a switch box designed to teach students to control a variety of electrical items in the environment and picture recipe cards to teach students to cook. A final section addresses eight phases in selecting and adapting adaptive devices. Stages include identification of performance discrepancies between nonhandicapped and severely handicapped students and determination of possible and improbable skills. Case studies illustrate the process. (CL)