A major emphasis in Louisiana school psychologists' jobs involves interventions with, and evaluations of, children classified as behavior disordered, learning disabled, and mildly mentally handicapped, as well as by regular education students. In assessment, both traditional and behavioral instruments are employed. In intervention, the emphasis is on behavioral techniques. The purpose of this study was to identify favored intervention techniques currently being implemented by school psychologists practicing in Louisiana. In order to identify both traditional favorites and creative interventions, questionnaires were mailed to 147 school psychologists with 39 usable responses returned. Questionnaires included demographic data, estimated time spent serving specific groups and performing certain tasks, and specific examples of both traditional and creative behavioral interventions which the school psychologist found effective. Individual counseling, general behavior modification, reinforcement of appropriate behaviors/academic success, and consultation were among the most frequently mentioned interventions. Least favored were relaxation, overcorrection, response cost, group counseling, token economy, and cognitive behavior modification. (ABL)