This project sought to demonstrate that: (1) teams of educational personnel could be trained to serve the needs of certain handicapped children exhibiting marked behavior disorders; (2) members could be trained to identify behaviors of their children and themselves which may appear to cause classroom disorder; and (3) techniques could be devised to modify such behavior disorders. The sixteen teams formed consisted of a regular education teacher, a special education teacher, and at least one administrator, counselor, and psychologist; each participated in a forty-five hour program of orientation, teaching, and counseling. Findings obtained are the result of team observations and suggestions, clinical reports, remarks by parents, control data strategies, teaching attempts, actual outcomes, and a variety of results from using many alternatives for many disruptive teaching situations. The findings confirmed that the three objectives could be attained. In addition, the teams were able to identify a variety of teaching alternatives when working with handicapped children who demonstrated marked behavior disorders. Also, the team members expressed a desire to be considered for future projects of this nature. Appendixes to the report consist of a 168-item list of disruptive classroom behaviors on the part of students, 35 disruptive behaviors of team members identified by themselves, seven clinical supervision forms, clinical supervision reward systems, a "control of strategy" outline, and vitae on the author. (MB)