THIS DOCUMENT DESCRIBES A RESEARCH STUDY IN WHICH THE CLASSROOM BEHAVIOR OF EQUAL NUMBERS OF TEACHER-APPROVED AND TEACHER-DISAPPROVED YOUNGSTERS WAS ANALYZED IN RELATION TO FAMILY BACKGROUNDS. THE STUDENTS WERE FURTHER DIVIDED EVENLY INTO RURAL AND URBAN GROUPS AND END OF YEAR THIRD-, SIXTH-, AND NINTH-GRADE STUDENTS. A SECOND LIST WAS GENERATED 2 WEEKS AFTER THE FIRST ONE. THE TEACHER'S ROLE IN ANALYSIS AND CORRECTION OF BEHAVIOR PROBLEMS IS DEFINED, AND SPECIFIC PROCEDURES FOR HANDLING STUDENT AGGRESSION IN THE CLASSROOM ARE OUTLINED. THE TWO LISTS WERE CORRELATED TO DETERMINE THE CONSISTENCY OF BEHAVIOR PROBLEMS IN DIFFERENT CHILDREN AS PERCEIVED BY TEACHERS IN THE PROJECT. THE PURPOSE OF THE USE OF PSYCHOLOGICAL TESTS IN STUDYING BEHAVIOR PROBLEMS WAS DESCRIBED. (FS)