This paper reports an effort to develop and field test a new social learning model for school psychologists. The conclusions of the research thus far completed would indicate strongly that it is entirely possible to recruit and retrain existing school psychologists making effective changes in both their cognitive and behavioral approach to school psychology. It would appear likewise that micro-consultation is a powerful tool to develop specific skills in psychologists and teachers. Further, preliminary evidence from the 1968 study would strongly suggest that a social learning framework shared by both teachers and psychologists making liberal use of behavior modification techniques and individual curricular planning can accelerate markedly the rate of achievement of educationally handicapped and mentally retarded children. (Author)