The purpose of this study is to determine if children identified as "at risk" on the basis of their observable classroom behavior at the beginning of their kindergarten year are also the same children whom teachers see as having problems much later in the year. Kindergarten children were observed in the fall and spring. Teachers were asked to rate the children in terms of classroom functioning. Results indicated that certain classroom behaviors, characterized by impulsive over-activity in both on- and off-task situations, might be an area worthy of further study. Implications for uses of these techniques in identifying potential risk children are discussed. (SBT)