The influence of special vs. traditional class placement on 43 maladjusted junior high students was investigated. Ss were either enrolled in a self-contained setting (Satellite Program) or in a traditional departmentalized program. Among tests administered to Ss were the Piers-Harris Children's Self Concept Scale (CSCS), the Metropolitan Achievement Test, and the Tennessee Self Concept Scale. In addition, attendance data was analyzed. Findings indicated that as measured on the CSCS, control group Ss had more positive concepts of their behavior than Ss in the Satellite Program. No statistically significant difference was found in reading gains by the two groups, and no difference in attendance patterns. Findings led to three recommendations, including the encouragement of special class assignments for disruptive students. (CL)