This study examined a social problem solving curriculum by evaluating its utility and investigating its effectiveness. The interactive video-based curriculum was field-tested in 16 special classes and represented 16 teachers serving 104 secondary-aged students with mild learning handicaps (educable mentally retarded and learning disabled). The research design employed two groups and addressed their equivalency by matching individual classes on the basis of both student disability and class size, and then by randomly assigning classes to either Group A or Group B. Two of the four measures pertained to curriculum evaluation; whereas, the remaining two measures assessed student performance using analysis of covariance, correlated t tests, and a calculation of effect sizes. Both the teachers' and students' evaluation of the curriculum were favorable and student performance gains were, for the most part, both statistically and educationally significant.
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