To make integration of severely handicapped students successful, efforts should be carried out jointly by regular and special educators and include programs for both regular and special education students. Suggestions are provided for developing and implementing curricular interventions, structured interaction activities, and social skill training. A training format for social skills training lists nine objectives, and an example of a lunchtime interaction training program with four adolescent males diagnosed as schizophrenic or autistic is provided. A description of an investigation of the effectiveness of multiple integration efforts (curricular intervention, interaction activities, and social skill acquisition) on the attitudes and behavior of nonhandicapped students is also presented. Six severely handicapped autistic children, ages 8-10, and third grade students housed in the same school (but not receiving special educational services) served as the subjects. Results revealed that the socialization training program resulted in significant differences for severely handicapped target and control Ss, and that the information plus experience treatment resulted in increased interactions by nonhandicapped with severely handicapped students. (CL)