Some factors influencing school misconduct are identified, including hyperactivity, emotional disabilities, alcohol and drug abuse, and temperamental deviance. Characteristics, school patterns, and behavior of seriously disruptive junior high school students are examined, and varieties and levels of intervention with disruptive adolescents are considered. Characteristics and effects of school programs for disruptive youth are explored, and major comparative features of alternative programs for disruptive youth are highlighted. General behavioral strategies for teaching disruptive youth in the mainstream educational structure are described, and a day school intervention for truant and delinquent youth is presented. Short-term and long-term results of behavioral intervention programs in public schools are analyzed, and a contingency management program for disruptive junior high school students is examined. Specific nonbehavioral program interventions are identified, and various small-scale interventions, such as the use of in-school suspension, positive peer culture, and guided group interaction, are evaluated. Senior high school interventions for disruptive students are compared, and funding by the U.S. Departments of Labor, Justice, Education, and Health and Human Services is explored. Approximately 350 references, 20 tables, and 5 figures are included.