The study examined the effectiveness of strategies and instructional interventions used in the regular classroom setting in one California school district (1984-85) before students were referred to special education. Findings of a survey of 61 teachers from 41 schools indicated that the three most frequently applied strategies were individualized instruction or attention, group activities (cooperative student activities, small group instruction) and the use of special curriculum materials. The three most effective strategies were identified as using special materials, behavior modification (praise, rewards, or a behavior monitoring system), and group activities. Similar strategies were used by teachers at all school levels (elementary, middle, and secondary). (JW)