The present study is a portion of a larger study dealing with early identification of children with potential learning or behavioral difficulties. Specifically, the purpose of this phase of the project was (1) to refine classroom observation techniques and procedures and (2) to collect classroom observation data on children in regular classes who were referred as potential classroom behavior problems. Children for the present study were 6.0--8.11 years old and were selected from cases referred to the UCLA Department of Psychiatry Child Outpatient Clinic. Results indicated behavioral differences between target children and their classroom peers. Subjects had lowered attending behavior and more frequent interaction with teachers, although not necessarily overt disruptive behavior. (SBT)