The initial purpose of this project was to demonstrate in four Washington state elementary schools the application of functional analysis of behavior to children who have learning disabilities and social behavior disturbances in the natural school setting. During the development of the project this purpose was broadened to include the prevention of academic failure as well as remediation. A selected review of continuous measurement investigations with children provided the methodological basis. The selection and training of the advisers is described, together with information on each of the schools. Because their differing needs required variations in the conduct of the project, these aspects are described separately, together with the group results and anticipated plans for each school. Results of three specific projects are listed: 1) managerial behaviors of pupils, 2) academic skills being systematically taught to individual children, and 3) academic performance of groups of pupils. The teachers' post-project impressions are discussed, as is the project administration in the Bellevue school. Conclusions were that continous measurement and contingency management techniques can be effectively employed by elementary teachers, and that by using advisors to work directly with other teachers, large numbers of students can be helped and regular classroom teachers can become skilled in behavior management. (MBM)