Presented is the final report of a 3-year Title III program which provided approximately 50 emotionally disturbed children (6- to 14-years-old) with special classes (10 pupils per class) utilizing behavior modification techniques and precision teaching. Explained are the project purpose of providing an instructional setting for children totally unable to function within the regular class, the project goal of returning the children to the regular class, and the project emphasis on the development of appropriate social and academic behaviors. Student selection is said to have been based on criteria such as average or above intelligence and a willingness by the parents for involvement in the program. Described are the project procedures including establishment of a baseline of social and academic behaviors, development of a plan sheet by the teacher (a sample is given), procedures of recording and charting target behaviors, classroom arrangement based on areas of high and low probability activities, and specific teaching strategies such as accentuating the positive and having students share decisions and credit. Among project outcomes reported are the expansion of the program to a class of 10 primary age mentally retarded students with severe behavioral problems, cessation of behavior control medication for all project children, return of 50 percent of students to the regular classroom, development of a parent program to instruct parents in techniques of behavior modification, inservice training for local teachers and administrators, and continuation of the program through local funding. Outlined are guidelines for precision teaching such as pinpointing the behavior. (DB)