The interrater reliability of the Walker Problem Behavior Identification Checklist subscale scores was examined. An attempt was also made to determine whether the background, experience, or training of the rater-teacher influenced the scores given. Two independent raters, the regular classroom teacher and a teacher of the emotionally disturbed, rated 62 students participating in an itinerant program for the emotionally handicapped. Pearson product moment correlations and t-tests were used in analyzing the data. While mean correlations for subscales showed moderate to high positive correlations between raters, there were significant differences between the scores on three of the five subscales--acting out, distractibility, and disturbed peer relations. This was also true of the total score. It was noted that there was less difference (mathematically) in the mean ratings of the two teachers. The differences in ratings may have been due to the amount of exposure the rater had to the student, or to the different training and background of the teachers. Because special education teachers are familiar with contingency management techniques, they may help to improve the student's behavior. (Author/GDC)