This study examined behavioral differences among junior high students enrolled in three special education programs, using the Social-Emotional Dimension Scale (SEDS). The focus of the study was on examining the relationship among measured intelligence, type of placement, and behavior. Subjects were 59 students with learning disabilities or mild mental retardation. Itinerant program students (n=20) received special education services less than 24 percent of the school day, Resource Room Students (n=20) received special education from 25 to 50 percent of the school day, and the Part-Time group (n=19) received such services 51 to 85 percent of the school day. There was a directional trend among the three groups in IQ, with a mean IQ of 99 for Itinerant students, 89 for Resource Room students, and 81 for Part-time students. Overall performance on the SEDS was not found to be significantly related to intelligence. Although there were no significant differences between the Itinerant and Resource Room groups on the SEDS, the Part-Time group was found to be significantly different on several behavioral dimensions and overall performance on the SEDS. Implications of these findings for programming needs are addressed. (Contains 18 references.) (JDD)