Resource rooms in public schools were instituted to provide assistance to students with legal learning disabilities. Additionally, the students brought with them a whole host of other disabilities and disabling behaviors. These same children, because of their movement between resource room, regular classroom and the principal's office, were instrumental in developing change among the school personnel involved. The program started with one resource room teacher, one aide and eight children (in a middle school), and the concepts from the classroom have been put into practice by teachers in the same building, teachers and diagnosticians in the same school district and presently, in different surrounding school districts. The interfacing of operant principles and procedures with traditional teaching practices via the resource room has produced a productive hybrid, the result being to: (1) act as an informal training cite for administrators, teachers and counselors; (2) significantly reduce the number of children expelled; (3) significantly influence the childrens' accomplishments in the following four areas: on task behavior, work completed, accuracy and rate. (The class averaged 2.5 grade level gains in reading in 4 1/2 months.) (Author)