The study was designed to determine whether use of an immediate photographic feedback technique by teachers can enhance self concept development and extend appropriate social activity in 46 handicapped children (aged 2-6 years) from four classrooms in two schools. During the first week all teachers completed the Social Competence Rating Scale and all children were given the pretests on the Brown and Learner self concept tests. For 5 weeks the photographic feedback treatment was used in two randomly selected classrooms, with 4 weeks of control (observational) treatment following. For the other two classrooms the procedure was reversed. Photographic feedback treatment consisted of one picture-taking episode each week for each child in each of three categories: child interacting with materials, child interacting with peer, and child interacting with teacher. Observational data was also collected on each child during treatment and control periods. In both schools there were significant increases on one self concept measure after the feedback treatment. Teacher ratings of social competence increased in one school and active involvement increased in one school. Other findings were that teachers' ratings of the children did not relate to the results of child perceived self concept measures and that 6 weeks following the study children were still looking at their photographs in the classroom photo album and enjoyed showing them to visitors. (SBH)