The purpose of this ten-month project was to determine the value of providing prevocational training to sixteen autistic and/or neurologically impaired children at Benhaven School, New Haven, Connecticut, a school for moderate and severely handicapped preadolescent and adolescent students. Objectives were to evaluate each child's potential for acquiring functional skills, to instruct each child in vocational readiness skills, to assess each child's progress, and to determine the predictive value of teacher ratings and selected psychometric tests. The prevocational program consisted of three separate but interrelated phases: (1) activities of daily living, (2) service-maintenance tasks, (3) production-assembly. Each of these phases consisted of tasks which were further defined into steps used in the evaluation of a child's competency level. Precision teaching techniques and one-to-one instruction were vital components of the program. Results indicated all of the children made noteworthy gains and that this model may be applicable to other populations. It was found that prevocational activities require careful selection and structure and that continual measurement is necessary. Parents of the children proved to be valuable members of the prevocation team; psychometric profiles were not predictively helpful. More than half of the report consists of appendixes and student reports. (EA)