An exceptional student education specialist implemented a 10-week practicium intervention designed to decrease the inappropriate behavior and increase the appropriate behavior of exceptional students who had been mainstreamed into regular fourth- and fifth-grade classes. A total of 16 students classified as learning disabled or emotionally handicapped, and 10 of their regular education and special education teachers, participated in the intervention. An individualized daily behavior plan identifying rules, consequences for inappropriate behavior, and rewards for appropriate behavior was consistently implemented in all the students' classes. Technical assistance for effectively working with the exceptional students by identifying and discussing behavior management techniques was provided to each regular education teacher every 3 weeks. The regular classroom teachers were expected to improve their ability to work with mainstreamed exceptional students. Practicum evaluation data indicated that the intervention was successful. Related materials, such as a daily behavior plan, a parent-student contract, a guide to behavior management techniques, and charts and tally sheets showing program results, are appended. (RH)