The manual provides guidelines for using the problem-oriented approach to teach the self-care skills of self-feeding, dressing, and toileting to severely handicapped students. The approach consists of identifying the problem that is an obstacle to acquisition of a particular skill, selecting and evaluating intervention techniques, and establishing written objectives. General guidelines include explanations of alternative intervention (e.g, positioning equipment) and instructional strategies; ways to use instructional strategies (such as what and how to teach, and how to determine antecedent conditions and consequent events); and instruction for use of the manual. Guidelines are provided for five self-feeding skills (e.g., finger feeding, spoon feeding, cup drinking); four dressing skills (e.g., undressing, shoe tying); and six toileting skills (e.g., bladder training, transfer on/off toilet). The following components usually are included for each of the self-care skills: general discussion; diagramed training sequences showing component areas (matched with normal developmental milestones); expected outcomes; task sequences; essential prerequisite skills; training objectives; diagramed training chart (to determine where to begin training); diagramed assessment strategy chart (to identify problem, select strategy, observe child, and interpret results); instructional strategies; instructional flow chart; recording form; behavior graph; descriptions of adaptive devices; and a reference section. Sources of adaptive equipment are listed with addresses and such categories as "transportation" and "adaptive chairs." (MC)