This practicum was designed to establish behavioral and assessment criteria for dealing with seriously emotionally disturbed elementary students enrolled in self-contained emotionally handicapped (EH) units. A primary goal was to provide out-of-field EH teachers with an objective tool for continuously assessing students' individual behavioral and affective needs and progress to ensure dynamic and individualized programming for all EH children. The second aim was to establish a behavioral program whereby students moved from external to internal means of controlling inappropriate and dysfunctional behavior. Inservice training sessions on behavioral techniques were provided for teachers and aides, and monthly parent-training sessions were conducted to assist parents in managing their child at home. A three-level system was implemented whereby students could move from most restrictive to least restrictive levels, leading to a return to the mainstream. Positive results were achieved. Teachers logged students' daily behavioral charts and conducted periodic evaluations of the data gathered. The EH students reduced their maladaptive behaviors in class, and more than 50% of the students moved from more restrictive to less restrictive levels. Time-out was substantially reduced and most children attended at least one mainstream class by the end of the 8-month program implementation period. Appendices contain a parent questionnaire concerning discipline, a parent survey form, and a rating sheet for student behavior. (25 references) (Author/JDD)