Three categories of dependent variables used in classroom research were defined: (1) academic--behavior related to a specific academic area, achievement, or test performance; (2) deportmental--behavior related to classroom conduct, such as paying attention to teacher, whispering, and following instructions; and (3) other--including thumbsucking, peer tutoring, and attendance. Two independent raters reliably assigned each classroom study of student behavior published in the Journal of Applied Behavior Analysis since 1968 to one or more of the three categories, according to the dependent variables used in the study. Results indicated that more than twice as many behavior modification studies have featured deportmental dependent variables as have featured academic; it was also noted that there has been no change in this ratio. Deportmental behaviors may have been the focus of classroom research because they are more easily defined, observed, and measured than academic achievement; and because researchers often gain access to a classroom setting in order to improve student behavior problems. Emphasis on academic behavior is recommended because academic behavior is a more valid indicator of effective classroom interventions, and because educators should strive to improve children's academic functioning as opposed to making them still, quiet, and docile. (Author/GDC)