These papers focus on early identification, by classroom teachers, of children who, without planned intervention, are likely to eventually display poor social adjustment, low academic achievement and/or delinquency. The research indicates that there are valid predictors of these outcomes. Classroom teachers of selected elementary grades nominated, for study, aggressive/disruptive children and socially acceptable/productive children. Random samples were drawn. For all the studies, predictors and criteria are made explicit. Significant predictors were found for later social adjustment: (1) classroom behavior traits, (2) arithmetic achievement, (3) response to a sentence completion test, (4) a child's parents' marital relationship, and (5) maternal discipline. Significant factors were also found for academic achievement: (1) teacher ratings of social adjustment, (2) I.Q., (3) sex, (4) scores on a behavioral problems checklist, (5) parents' education level, and (6) classroom behavior. Both poor social adjustment and low academic achievement are correlated with aggressive/disruptive behavior and all three are correlated significantly with eventual delinquent behavior in the community. Early identification and individualized intervention are urged. Remediation and behavior modification are highly recommended. (TL)