A study designed to modify inappropriate pupil behavior in a recently integrated public elementary school in New Orleans made extensive use of a parent paraprofessional. It was conducted in a classroom judged by the faculty to be experiencing numerous behavior problems. The parent paraprofessional was given written definitions of the behaviors she was to observe and then observed the class daily during baseline, experimental and follow-up periods. In the experimental period the teacher reinforced pupils exhibiting satisfactory behavior and ignored, as much as possible, those behaving inappropriately. The paraprofessional copied letters drafted by the teacher to be sent to the parents of pupils, informing them that their children were behaving well in class. It was expected that the parents would further reinforce their children when they received such favorable letters from their child's teacher. Agressive and disruptive behaviors were both reduced during the experimental period. During the follow-up period, the number of agressive behaviors and disruptions were found to have increased slightly over the experimental period, but they remained well below their previous levels. The paraprofessional was found to be of increased value in the over-all school program after learning the mechanics of taking part in a relevant research study. (DDO)