A THREE YEAR INVESTIGATION WAS UNDERTAKEN TO DETERMINE THE EFFECTS OF PROGRAMED INSTRUCTION ON CHILDREN AND ADOLESCENTS. THE 157 SUBJECTS WERE PUPILS FROM A STATE MENTAL HOSPITAL SCHOOL AND SLOW LEARNERS AND UNDERACHIEVERS IN ONE PAROCHIAL AND TWO PUBLIC HIGH SCHOOLS. ALTHOUGH NOT AVAILABLE FOR ALL SUBJECTS, RESULTS OF THE RORSCHACH TEST, THE GITTINGER PERSONALITY ASSESSMENT SYSTEM, AND PSYCHIATRIC RATINGS WERE USED. NONE OF THE OBJECTIVE MEASURES REVEALED ANY SIGNIFICANT DIFFERENCES BETWEEN THE CONTROL AND THE EXPERIMENTAL GROUPS. POSSIBLE REASONS FOR LACK OF SIGNIFICANT DATA ARE DISCUSSED AND RECOMMENDATIONS AND PRECAUTIONS FOR FUTURE RESEARCH STUDIES ARE MADE. THIRTY PAGES OF ADMINISTRATOR, TEACHER, AND STUDENT COMMENTS AND EVALUATIONS ARE PRESENTED. THE APPENDIX INCLUDES GENERAL INSTRUCTIONS FOR THE USE OF PROGRAMED INSTRUCTION, AN ANNOTATED LISTING OF 20 PROGRAMED MATERIALS, AND A 74 ITEM BIBLIOGRAPHY. (JA)