Interaction analysis, based on the Flanders system but containing the additional category of maladjusted behavior, was applied to three videotaped classroom situations involving socially maladjusted children. The first two were made in January; the teacher was involved in a T-group experience in February; the third videotape was made in May with the same 15 boys as in the earlier and one girl previously absent. Analysis indicated significant changes in both the teacher's and the students' behaviors. The teacher became more indirect, reduced controlling behaviors, and increased praise and questions. The students' socially maladjusted behaviors were reduced and apparently eliminated for half of the members of the class. Confusion decreased and response to teacher and self initiated responses increased. (Author/JD)