The handbook was intended to help teachers of pupils with emotional and/or behavioral disorders teach daily living and coping skills. An initial section describes basic assessment and intervention strategies, noting the use of a social/emotional objectives checklist and a sample affective unit on living with fear. The checklist is presented with objectives listed for self-concept, self-esteem, social skills, work habits and organization, and problem solving and decisionmaking. Chapter 2 addresses surviving school outside the special education classroom, listing goals for appropriate mainstream behavior and extracurricula participation. Chapter 3 briefly examines decision making as a problem solving strategy. A discussion of role playing in the classroom is followed by a review of behavior management systems, including point systems, contracts, notebooks, and behavior tallies. A list of 28 resources concludes the document. (CL)