Three interdisciplinary centers administered an adjustment program for students with learning and behavior problems. Children referred were given development, visual perceptual, and diagnostic reading tests; were evaluated by medical and other specialists; and were placed in a diagnostic classroom for 2 weeks. Those judged to have gross educational deficits were placed in a 9-week program for general remediation or in 4 weekly class periods for reading. Other methods of intervention were also utilized. Over a 12-month period, 318 students received service from referral to treatment and evaluation; a success rate of 83% for treatable pupils resulted, with the greatest success where the means of intervention offered greatest control. Principals indicated favorable opinions. (JD)