This monograph contains five papers that discuss an eco-behavioral approach to psychology, special education, and applied behavior analysis. The papers point out the advantages of assessing ecological factors (such as natural stimuli and special education procedures) in a quantitative fashion and in a temporal relationship with student behavior. An introductory chapter by Charles R. Greenwood defines eco-behavioral research and indicates its potential benefits. The first paper, a literature review by Donald Dorsey, finds that frequently contradictory research on the effective use of instructional time should be made more precise and broader in scope, by pairing behavior analysis and ecological psychology. Next, Greenwood assesses eco-behavioral relationships in special education outcome research and argues for the development of a powerful, widely practiced technology of instruction. Carmen Arreaga-Mayer examines the literature dealing with ecological and teaching variables that affect the academic performance of culturally and linguistically different learners. Judith Carta proposes an eco-behavioral approach to evaluation of preschool programs for the handicapped, which allows for determination of early intervention effectiveness and specification of the factors responsible. Gary Verna examines theoretical and empirical issues related to current ecological developments within the field of applied behavior analysis. (JDD)