The paper describes services in the Memphis (Tennessee) City Schools serving autistic and emotionally disturbed students. Two separate programs are identified and described: a day program for emotionally disturbed students 6-14 years old, and a residential program for autistic students 4-21 years old. The day program is designed to help students manage their own behavior through a structured behavior management system. Students develop behavioral goals and assess their achievements in group discussions. The rssidential program focuses on remediation of antisocial and disruptive behavior, providing aversive consequences as well as positive reinforcement (positive practice, peer modeling, token economy). Other strategies used include planned ignoring, overcorrection and restitution, time out, "quiet training" (in which a student lies down and is physically restrained), and physical punishment by spanking. (CL)