The degree of success of the computerized Child-Based Information System (CBIS) was analyzed in two areas--presenting, delivering, and managing a developmental curriculum; and recording, filing, and monitoring child tracking data, including requirements for Individualized Education Plans (IEP's). Preschool handicapped and high-risk children and their mothers participated in a home-based tutoring program, and the developmental growth of the children was measured with the Peabody Picture Vocabulary Test (PPVT), the Boehm Test of Basic Concepts (BTBC), and the Memphis Comprehensive Developmental Scale (MCDS), while the Maternal Teaching Style Research Instrument (MTSRI) was used to compare mothers and their behavior prior to and following home intervention. Analysis of data from the group using the computerized management information system and two control groups using part or none of it showed that CBIS not only led to better identification of relevant objectives for individual children and to their increased achievement, but reduced administrative costs. CBIS appears to exceed the mandate of recent federal legislation (P.L. 94-142) requiring appropriate and individualized instruction for the exceptional child. (JD)