The curriculum is designed to provide classroom teachers of elementary emotionally handicapped students with a consistent framework of classroom management techniques and mainstreaming procedures. The curriculum is organized around behavioral improvement at six levels, with responsibilities increasing along with priveleges. Minimum requirements are set forth, including class rules, a point system, behavior charting techniques, and parent communications. Each level is examined in terms of minimum length of stay, percent of mastery, student responsibilities, teacher responsibilities, and student priveleges. The affective curriculum is described in terms of such topics as behavior management, self concept, relaxation therapy, and values clarification. Suggested activities comprise the second part of the guide, with ideas on group and individual reinforcers, consequences, time-out, rule writing, reality therapy, and student priveleges. Examples of charting techniques are provided. (CL)