The importance of appropriate task relevant behaviors as a necessary condition for school learning has long been noted. This paper suggests a multiple measure of one set of student classroom behaviors, presents a brief theoretical basis for the measure, provides some empirical support for the use of the measure, and indicates some educational research problems for which the measure is applicable. The empirical evidence (based on three samples of junior high mathematics students (N=137) supports the necessity of using a multiple measure in various learning situations. Suggestions of research problems include an investigation of variables which might be related to and affect task relevant behaviors, and an exploration of the differences between "fast" and "slow" learners. (Author)