The manual presents 12 papers summarizing research on the effectiveness of the Kansas Individualized Curriculum Sequencing (KICS) model for severely handicapped students. The first three papers examine the effects of distributed practice schedules on the learning, generalization and initiation of students. The use of distributed practice, an important element in the KICS model, was supported by the three studies. Two succeeding papers explore the effects of the model on initiation and generalization. Little difference was found in the response initiation variable between KICS and massed trial training, while multiple exemplar training (as evidenced in KICS) was found to produce generalization across items requiring similar response topographics. The third set of studies supports the effectiveness of group instruction for students with severe and multiple needs. Studies featured structured interaction between students, examination of incidental learning, and effects of group arrangements on vocational workshop tasks. Data recording systems are addressed by three studies which emphasized the need for frequent, although not necessarily daily, recording. A final paper investigates the effects of allowing severely handicapped adolescents to make limited choices of educational activities. (CL)