This study concerns a demonstration enrichment program for intervening into the ways of thinking, learning, and behaving displayed by urban ghetto children in Harlem public schools. The study focuses on the implications of ongoing research by the Institute for Developmental Studies (IDS) for the further understanding of the independent behavior of children in and out of the classroom, and also on the effectiveness of the IDS classroom procedures. In the evaluation procedure, behavioral rather than standardized test criteria were used, both in the classroom and in a "transfer" situation; classroom observation followed by rating of third-grade children from the demonstration program on "systematically developed, reliable, behavioral checklists" was used. The findings of the study indicated that the expectations of reliability and usability of the classroom behavior checklist were realized. However, it was found that independence of behavior in children--at least in the age group of the subjects tested--does not "carry over" into situations outside the classroom. Further, the nature of the task, situation, and the requirement placed before the child were found to seem to be of key significance. [Not available in hard copy due to marginal legibility of original document.] (RJ)