In a comprehensive junior and senior high school featuring the "open education" approach school officials invited the authors to develop a plan to provide inservice training to teachers using the Spaulding System of Classroom Behavioral Analysis. Data for this study were gathered on 57 students in three groups: (1) those whose teachers received inservice training and took a course in the Spaulding System from the experimenter, (2) those whose teachers received inservice training and feedback from the experimenter, (3) those whose teachers received no inservice training or feedback and did not attend the special class. Data were obtained midyear to provide information on changes in student behavior and to provide terminal data on students who because of scheduling changes would be removed from the classes taught by teachers in the study. Results indicate that findings are in line with the hypothesis that the training of teachers will significantly reduce the frequency of inappropriate coping behavior patterns and give strong support to the effectiveness of the Spaulding System. The Coping Analysis Schedule For Educational Settings (CASES), the primary instrument in the Spaulding System, is included in the appendix. For a related document see ED076694. (Author/RC)