Over the last 20 years, policy changes have reduced the use of highly restrictive services for children with severe disabilities. This study explores several issues associated with these changes. It asked whether students referred to a Behavioral Skills Program (BSP) exhibit a level of behavioral and emotional problems that is higher than the general population of students with Behavioral Disorders (BD). It documents the outcome of treatment by measuring academic achievement, behavioral assessments, and other goals, and investigated whether or not differential progress depended on the types of behavioral goals. Data were collected on elementary and secondary students at a public school's BSP. Results indicated that students referred to BSP exhibit more behavioral and emotional problems than the general population of students with BD. These students' levels of individual and family risk factors were also higher than the general population's. However, outcomes of treatment, which were made by measuring changes in academic achievement, behavioral assessments, performance of behavioral goals, and overall teacher performance, reflected significant gains in academic achievement. Students in the program had more success in certain types of behavioral goals compared to other types of goals. Overall, teacher ratings indicated progress in behavior and academic areas. Contains 37 references. (RJM)