Elementary teachers and parents designed, implemented, and evaluated an intervention program directed toward positively influencing the self-esteem and confidence, sense of autonomy and independence, and social development and motivation of students with learning disabilities and at-risk students. This final project report describes the field testing of a comprehensive intervention program which includes strategies aimed at changing the task, authority, reward, grouping, evaluation, and time structures of children's classroom and home experiences. The specific program strategies were integrated within a theoretical perspective that places special importance on both the school and home experiences of the child. The project also examined the relationship between the teacher's parent involvement practices, parents' perceptions, support, and attitudes, and the child's resulting motivation. The first year of the project focused on program development with collaborative involvement of teachers and initial field-testing. In the second and third years of the project, the program as a whole and its components were evaluated to determine its preventative and remedial effectiveness. The project provides information on specific intervention strategies and techniques that can be assimilated into ongoing school and classroom activities. Appendices include a case study, teacher evaluations of the project, and a summary of a parent survey. (Contains 123 references.) (Author/CR)