This study compared the behaviors of mainstreamed disabled students to those of their normative peers in the same classroom. Observational sessions were conducted in 48 classrooms in 3 rural West Virginia school districts. Data were collected on 71 disabled students in grades 3-7 over a 4-week period, including students with mild mental impairments, learning disablities, and behavior disorders. All students had been included in the regular classroom for at least 1 month. The Classroom Behavior Record was used to record 15 discrete classes of behavior in 6-second intervals. The process involved alternately recording the behavior of targeted disabled students and that of their nondisabled peers. Results indicate that the social interactions of disabled students with peers and teachers were quantitatively and qualitatively comparable to those of their normative peers. Disabled students were not observed to differ significantly from their peers in measures of instructional interaction with the teacher. However, disabled students were significantly less likely to be observed as attentive than their normative peers, and the level of attention of disabled students was lower in classrooms where additional adults were present. (LP)