This conference paper stresses that children's behavior disorders can be modified in the classroom if they are considered as a constellation of specific behaviors rather than as deviant personality traits or disease entities. To do so, however, the children must be approached within the framework of an empirically-based classification system. A behavior checklist filled out by teachers and parents can be used as a basic diagnostic tool to identify syndromes of problem behavior (conduct or personality disorders, or the disorders of the subcultural delinquent or the immature child). Classroom remediation methods should be based on the application of the principles of learning theory. The child should be taught to substitute acceptable alternatives for his inappropriate behaviors. To do so, it is necessary to experiment in the classroom with types of reinformcement, agents of reinforcement, and methods or presentation of reinforcement. Although most methods of behavioral remediation are designed for individual instruction, it is important for economic reasons to extend them to group situations. The goal of this remediation must be to help the child reenter the regular classroom cycle. Examples of empirical attempts to deal with specific problems in a special class setting are included. (DK)