Presented is the final report of a project to increase academic performance and social interaction in 52 retarded or normal children (3-18 years old) through training teachers in the use of three social skills: exchange, competition, and cooperation. The following project objectives are discussed: operational identification of the three social patterns; isolation of conditions that produce the patterns; development of exchange, cooperation, and competition skills within the context of academic tasks; and development of findings into a program to increase academic performance and improve social behavior. Described in the section on methodology are the basic research phase, a developmental research phase, and the applied research phase. Discussed are project findings including: 1) operational conceptualizations of the three social patterns, social contingencies, and related feedback behaviors; 2) motivational effects of exchange, cooperative, and competitive contingencies; 3) reinforcing effects of social feedback on task performance; 4) the effects of antecedent task conditions and consequent social contingencies in the development of cooperative and competitive behavior in retarded children; and 5) the effects of assessing social interaction deficits in retarded children by monitoring rates of social interaction. The project is reported to have resulted in the following products: an instrumentation system for comparing the three social contingencies of the three social patterns; a word discrimination program which uses social contingencies to develop both social interaction and word identification skills in retarded children; a set of procedures for assessing social interaction deficits in classrooms for the retarded; and a program for establishing motivational control, remediating social deficits, and developing social skills in retarded children. More than half of the report consists of Appendices. (DB)