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This paper reports the results of an investigation designed to change teacher-student interactions with mainstreamed students in middle school social studies classes. Fourteen of 40 teacher volunteers received a six-session intervention emphasizing key variables from the teacher effectiveness and special education literature. Results indicate significant differences between experimental and control teachers on a pre- and post-contrast as well as on a follow-up (maintenance) contrast. Homogeneous and heterogeneous grouping effects, independent of the intervention, also are seen. Implications of the findings are presented in terms of future training and research efforts. [ABSTRACT FROM AUTHOR]