Evaluated were the effects of music therapy sessions on the behavior of approximately 300 moderately retarded, physically handicapped and multiply handicapped students. Data on attentive behavior and disruptive behavior were recorded by 37 special education teachers, 25 instructional aides and one principal who were trained to observe and record target behaviors. Music activities, led by music therapists, included singing, dancing, playing instruments, exercising to music, and simple composing. Emphasized were language, socialization, motor and basic academic skills. Results of a multiple linear regression analysis of variance performed on approximately 2,700 separate sets of observations indicated a significant gain in attentiveness and a decrease in disruptiveness during the music therapy program. (CL)