Investigated with four children in grade 4 were the effects of teacher praise notes and parental support on Ss' reading achievement and on the relationship between the regular class teacher and the special education consultant or resource teacher. Results indicated that academic performance can be improved through the use of consistent teacher-written praise. The contribution of parental involvement toward improved performance was also demonstrated. Additionally, the ability of this type of program to build relationships and change attitudes of regular classroom teachers and administrators toward supportive intervention and behavior management programs was informally demonstrated. (IM)