Black psychologists have indicated that new methods which are culturally aware, appropriate, and relevant are needed to deal with mental health problems in the Black community. In this study an attempt was made to determine if university student trainees (one Chicano, two White, eight Black) who had no prior experience could be trained to observe, assess, and intervene in the classroom environment using contingency management techniques. These Classroom Behavior Analysts (CBA's) were trained in a controlled environment and were then placed in either a Headstart class or an elementary school; in all cases the CBA and the target, problem-behavior child were of the same race. All five hypotheses were generally supported: (1) existing behavior procedures would have to be modified for cross-cultural use; (2) many teachers would alter their definitions of problem behavior when asked to operationally define it; (3) many behaviors labeled as problem by white teachers would be viewed as non-problem by Black CBA's; (4) Black teachers would be more successful in modifying Black Children's behavior than were their white counterparts; and (5) old children can act as their own mediator and thus effectively function to modify their own behavior if they so desire. (Author/SES)