A practicum was conducted to plan, develop, and implement an evaluative behavior technique geared for five emotionally handicapped (EH) elementary school students to assist in the improvement of basic academic skills. The development and implementation encompasses a sequential procedure which gave the EH students an opportunity to achieve the necessary educational balance in meeting with classroom success by improving the interfering behaviors. A Student Inventory Self Rating Scale was developed to assess EH students' concept of certain classroom behaviors. Procedures included the assessment of the special education teacher's perception of specific behaviors demonstrated by the EH students which caused interference with the students' working to academic potential, the assessment of the EH students' perception of specific behaviors perceived by their teacher as interfering with working to academic potential, and the comparison of the results of the processes to increase students' academic achievement. Outcome indicated that pinpointing the students' interfering classroom behaviors in order to decrease their demonstration increased the academic independence. Statistical data are provided. Among appendixes are a list of 11 major behavior factors from the Devereaux Elementary School Behavior Rating Scale, copies of the Student Inventory Rating Scale and Devereaux Scale Profile, and materials from the inservice meeting folder. (Author/SB)