As part of a project to develop formative evaluation systems for use in improving learning disabilities (LD) service programs in social adjustment, two studies were conducted to identify simple and efficient measures of children's social adjustment and to determine their relationship to other measures of a student's classroom social status. Results indicated that observed peer to target child behavior was related to the social status of the target child, with low status Ss being talked to less than either middle or high status Ss. Classroom differences in the strength of the relationship between observation data and criterion measures suggested the need for further research. (Author)