The paper describes a North Carolina program which teaches new behavior as a curriculum area to students with emotional handicaps. New behaviors require instructional approaches similar to academic areas including instructional levels of awareness, understanding, and application. The first step in behavior instruction is targeting behavioral clusters for instruction which requires clustering the student's behaviors by purpose, determining the student's present level of functioning, and selecting a cluster for instruction. The second step is instructing in the new behaviors which involves assisting the student to identify his/her own inappropriate behavior, to identify causes of or triggers for the inappropriate behavior, and to identify, select, and practice alternatives to the inappropriate behavior. An example of sample activities by level of instruction for controlling anger is provided. The third step is the measurement of behavioral transfer across the school environment utilizing the Ifd scale which applies mathematical values to intensity, frequency, and duration of behavior clusters. Also included is a summary of a 3-month study of program effectiveness with such findings as: students who received both management and instruction showed greater behavioral growth than students who received management instruction alone; 140 of 360 experimental students reached transfer compared to 23 of 360 students for the control group. (DB)