A continuation of a 3-year elementary school study investigated the effectiveness of the various schedules of a simulated environments technique on emotionally handicapped junior high school adolescents. The 58 subjects, whose original evaluation had shown no evidence of neurophysiological dysfunction or subnormal intelligence, were randomly assigned to four schedules in regular classrooms for experimental and conventional treatment. The simulated environments technique consisted of teaching strategies and procedures which revolved around role playing and was implemented in the unit framework of the social studies. Significant differences were found in behavior improvement and in interpersonal relationships, personal effectiveness in a social situation, and problem solving favoring the long-term treatment (p .001). No significant differences were found in academic achievement. Subjects with behavior patterns such as hyperactivity, perseveration, and a slower rate of learning needed a longer period of placement in a special class or resource room. Conclusions were that a differential program design might provide a better learning situation for emotionally handicapped students who exhibit characteristics of the minimally brain damaged, and that a continuum of services such as special classes, resource rooms, and special placement in the regular class should be provided. (Author/RP)