Evaluated was the program, which followed the resource room model, to provide supplementary individual and small group instruction to 360 mainstreamed children (in grades k-6) diagnosed as neurologically impaired. Aside from providing direct instructional services, program teachers consulted with regular class teachers about problems for students of mutual concern. Evaluation of this program requirement (consultation) showed that the quality of consultation varied as an apparent joint function of program teachers' experience and the extent of support given the program by school administrators in the various centers. Program objectives of significantly improved reading and mathematic skills for participating students were generally achieved. (Author/SBH)