The document provides the final report of Project INSTEP (Inservice Training Programs), a pilot project to develop, implement, and evaluate an innovative inservice training program for public school teachers of the behaviorally disordered. An introductory chapter reviews program objectives and rationale. A second chapter outlines components of effective inservice training, including cooperative planning with teachers, accessibility of multiple resources, and reinforcement for professional development, Chapter III discusses the development of performance-based programs, application of computer technology to special education personnel development, and application of instructional development technology as they relate to development of the model. Reported in Chapter IV is data on a planning workshop conducted with 12 teachers to determine what behaviors were typical problem behaviors of emotionally disturbed children, what priorities teachers placed on the modification of specific behaviors, and what skills the teachers deemed as most critical for effective interaction with emotionally disturbed students. Among conclusions outlined in a final chapter is that field-based training is enhanced through processes which allow teacher definition of skill needs. Among appendixes are a master list of problem behaviors and sociobehavioral skills, a chart of goals and objectives for emotionally disturbed students, and the Socio-Behavioral Interaction System Observer's reference manual. (SBH)