Programs for adolescents with severe behavior disorders (BD) in Illinois are examined in terms of existing psychoeducational models of BD programs. Research is reviewed on the definition and etiology of BD, and the historical and theoretical background of educational treatment for this group is offered (including a description of several models for programing). The evaluation involving 230 public school administrators and staff and 40 private school administrators in the state is considered in terms of canvassing for the sample, developing and administering the questionnaire, and planning for analysis of the findings. The questionnaire describes programs along the following dimensions: psychodynamic vs. behavioral philosophy, administrative vs. student control of the program, existentialism, biophysical strategies, and ecological perspectives. Among other factors to be measured are student and program characteristics, counseling and education strategies, vocational education, parent involvement, and evaluation. The authors suggest that programs using psychodynamic approaches will have a low degree of administrataive control and those with behavioral approaches will have high control. (The questionnaire is appended.) (CL)