This study examined the relationship between the functionality of training objectives established in Individual Program Plans (IPPs) and Individual Education Plans (IEPs) of persons with severe and profound mental retardation and different service delivery environments. Each training objective in the IPPs and IEPs of 78 individuals was classified according to skill domain and its representation of a functional or nonfunctional behavioral outcome. Subjects included 48 adults (ages 19-57) residing in group homes or large residential facilities and 30 school-aged individuals residing in a large facility. Results indicated: (1) the IPPs of individuals residing in large facilities contained more training objectives than IPPs of individuals living in group homes; (2) no differences in the percentage of objectives rated as functional behaviors were found across the two residential settings; (3) compared to IEPs, IPP objectives contained a higher percentage of functional behaviors; and (4) relationships were found between the Vineland Adaptive Behavior Scales and the extent of functional behaviors in training objectives. (22 references) (Author/JDD)