Examined with 343 handicapped and 202 nonhandicapped elementary grade children was the relationship between exposure to a stratistician-generalist program and scores on measures of teacher ratings, self-concept, student perception of classroom climate, academic achievement, as well as grade level, sex, and classification. The 17 stratistician-generalists were trained by the Rocky Mountain Regional Resource Center to serve as resources to regular classroom teachers, resource room teachers, special class teachers, and local school and district administrators. Of the 16 dependent variables used in the study, the following accounted for the most effective and consistent measures on which differences were observed: need of supervision, anxiety-depression, loneliness-rejection, misbehavior (self-rated), cognitive emphasis, variety-individualization, reading, and math. The design factors which accounted for the most variance were grade level and classification as handicapped or not handicapped with proportionally less variance accounted for by the design factors of sex and program status. (DB)