The final report describes the Comprehensive Communication Curriculum (CCC), a 4-year program involving the communication skills of severely and multiply handicapped students with very little spontaneous communication skills. The program was designed to teach the students appropriate easily learned responses for requesting objects and initiating social interactions. The first section describes the CCC program and its application in Kansas. Five program components are discussed: (1) the caregiver interview; (2) identification of wants and needs; (3) request training; (4) initiation of communication; and (5) environmental manipulations to facilitate spontaneous use. Seven case studies illustrate such procedures as systematic reinforcer sampling, diagnostic teaching, requesting more, use of a communication board, and requests through sign language. Part 2 describes the project's family involvement component. Two phases are considered for the teacher in implementing a parent involvement approach: initiating strategies (such as an initial contact letter and followup telephone calls) and ways to continue and increase involvement (such as classroom observation or volunteering). A hierarchy of services for parental participation in the education of their child is charted. The bulk of the document consists of five lengthy appendixes, including examination of the CCC model development and replication, and bibliographies related to the communication curriculum and the family involvement component. (CL)