The study examined the effects of instruction in new behavior on behavioral change in behaviorally or emotionally handicapped students by comparing Ifd (intensity, frequency, and duration) behavior scores of students who received special behavioral instruction (N=360) with students not receiving this instruction (N=360). The study also investigated the relationship between Ifd scores of targeted student behaviors and the following: educational setting (self-contained or resource), demographic area, educational level, race, sex, and instructional time required at each of three progress levels (awareness, understanding, and application). The study found that for the two 3-month cycles in which data were collected, systematic behavioral instruction provided in addition to behavior management was significantly (at the .001 level) more effective in producing behavioral growth than was behavior management alone and also more effective in achieving transfer. No significant differences in the effects of behavioral instruction were found associated with race, sex, educational level, or educational setting). Other results included statements by most service providers that instructional time was at least equalled by time saved. An appendix contains an excerpt from "Teaching New Behaviors" which includes introductory information, a glossary, and seven sample lesson plans. Other appendixes include the Ifd scale, data collection forms, and project information. Contains 14 references. (DB)