THE DESIGN OF THIS STUDY WAS TO DISCOVER BEHAVIOR CHARACTERISTICS AMONG THE ACHIEVERS AND UNDERACHIEVERS AMONG MENTALLY RETARDED CHILDREN WHICH WILL DIFFERENTIATE BETWEEN THEM FOR PREDICTIVE PURPOSES IN THE DEVELOPMENT OF CURRICULUMS. THE MAJOR OBJECTIVES WERE TO ESTABLISH (1) PATTERNS OF DEVELOPMENTAL BEHAVIOR IN CHILDREN WITH RETARDED MENTAL DEVELOPMENT, (2) SOME BEHAVIORAL CHARACTERISTICS IN BETTER AND POORER LEARNERS WHO ARE MENTALLY RETARDED WHICH COULD AID THE CLINICIAN IN DIAGNOSIS, PROGNOSIS, AND REMEDIATION, AND (3) PREVENTIVE MEASURES IN WHICH TO COMBAT THE ADVENT OF SUCH BEHAVIORS. THE RESULTS OF THIS INVESTIGATION STRONGLY RECOMMEND THE IMPERATIVE NEED FOR THE ESTABLISHMENT OF AGENCIES TO PROVIDE EARLY EDUCATION, COUNSELING, AND GUIDANCE FOR PARENTS OF MENTALLY RETARDED CHILDREN. BY SUCH A PROCESS IT MAY BE POSSIBLE TO STRUCTURE A SATISFACTORY EMOTIONAL CLIMATE IN THE HOME CONDUCIVE TO THE DEVELOPMENT OF SATISFACTORY CHILD-PARENT RELATIONSHIPS AND CONSEQUENTLY PREVENT EARLY DISTURBING EMOTIONAL EXPERIENCES. THROUGH THIS MEANS, ALSO, THE PARENTS MAY HAVE AN OPPORTUNITY TO WORK OUT AN ACCEPTABLE RELATIONSHIP BOTH WITH THE CHILD AND OTHER IMPORTANT PEOPLE IN THE CHILD'S ENVIRONMENT. (JL)