The papers reflect emerging perspectives on and practical approaches to the need for special service providers to become more involved in regular education. In particular, the papers emphasize the importance of promoting success with at-risk students in regular education. At-risk students are defined as regular education students who are in danger of dropping out of school, failing academically, or being referred for a special education evaluation. Success is defined as the consistent application of age-appropriate social skills and the consistent attainment of academic achievement commensurate with student abilities. Part one of the book deals with issues related to identifying and assessing at-risk students. Papers consider social status as a predictor of at-risk children and the diagnosis of youth who are at risk for suicide, pregnancy, and drug and alcohol abuse. Part two examines classroom-based approaches in promoting student success, such as behavioral self-management, the individualized contingency contract, individualized education and applied behavior analysis, the improvement of study skills, time management in the classroom, cooperative learning, and peer tutoring. Part three discusses schoolwide approaches in promoting student success with consideration given to academic and affective strategies to keep students in school, parent involvement, the prevention of classroom discipline problems, school-based prevention of childhood crises, and the reduction of academic-related anxiety. references and tables