Described is an educational method based on the application of behavioral theory said to be effective in teaching academic and personal-social behaviors to young retarded children. Reading, spelling, arithmetic, writing, and language programs are presented in moderate detail and are explained to adhere to heuristic procedure of identifying the behavior to be learned, analyzing the desired behavior in behavioral terms, programing the behavior provisionally, experimenting with the program, and making necessary modifications. Three stated reasons for the differential development of academic and personal-social behaviors are the disparity between quantity of quality educational material available for the two behaviors, the disparity between monitoring academic behaviors under external stimulus control and personal-social behaviors under control of self-generated stimuli, and social disagreement on nature of desirable personal-social behaviors. Examination of programing response contingencies focuses on the teacher's psychological knowledge of the task involved, the child's related repertories, and the manner response contingencies strengthen and maintain behavior. Also analyzed are programing of setting factors and personal-social traits, entrance assessment, program planning and modification, and teacher aides. (CB)