The primary aim of this research project was to test the hypothesis that successful teacher- and parent-mediated direct modification, by operant techniques, of youngsters' deviant behavior would tend to be followed by significant positive changes in the youngsters' self-concepts. Two studies were done. In the first, focusing on teacher-mediated behavior modification, an instructor taught interested teachers in a single elementary school to carry out behavior modification projects with their pupils, and in addition to provide direct, intensive supplementary instruction in arithmetic skills to pupils in several classrooms. The school selected was located in an "inner-city" area. Only five upper-elementary teachers completed behavior modification projects with one or more pupils in their respective classrooms. Self-concept data and teacher-nomination data on deviant pupils, obtained for all of the pupils in these five classrooms, did provide a basis for evaluating the reliability and validity on the self-concept measures, a secondary aim of this project. In order to obtain data on parent-mediated behavior modification, a program of parent behavior-modification training groups was sponsored in the second study, to assist interested parents in modifying problem behaviors of normal youngsters, aged 10-15, who were not receiving any other special treatment. (Author/JM)