The classroom behavior of 11 segregated and 11 integrated educable mentally retarded (EMR) children, 8 to 13 years of age, was compared on a 12-category observation schedule when all EMR children were in special classes, four months after some children had been reintegrated, and at the conclusion of an academic year. The results indicated that integrated children differed from segregated children on a factor that included prosocial behavior, with the integrated group exhibiting more prosocial behaviors. No significant differences between the two study groups appeared on two other factors which included verbal and physical aggressive behavior. (Author)