The presentation addresses ways in which appropriate criteria for behavioral objectives with the severely handicapped are developed. Two kinds of criteria--those that established specified units and those that provide a standard to determine when the student has completed work on a specific objective--are identified. Specific considerations in selecting criteria are discussed and examples given for each: functionality, safety, social acceptability, normalization, accuracy, evaluability (all criteria should be measurable), random occurrence (which may make it difficult to determine whether mastery or luck was responsible for performance), and overlearning (enough practice to insure that the skill will maintain after discontinuation of instruction). (CL)
