Three non-academic teaching strategies were evaluated for their impact on the academic, behavioral, and self concept learning of 40 trainable mentally retarded and 44 learning handicapped children (8-12 years old). The children in each category were divided into four groups: a control group, a visualization training group, a relaxation training group, and a motor training group. Children in the control group were read children's literature. Instruction was given 20 minutes a day, 4 days a week for 11 weeks. Pre- and post-testing was given in the areas of academic achievement, classroom behavior, and self concept. The trainable Ss also received testing in basic skills. Control and experimental groups both experienced growth without significant differences. (Among appended materials are copies of the test used; outlines of the daily schedules for relaxation, visualization, and movement programs; additional information on the movement program; information on the intervention program for controls; and sample letter charts.) (Author/SBH)