This study investigated the validity of teachers' judgments in evaluating classroom social behavior. Two teachers' judgments were compared with systematic observations by 6 observers for the same students. Data from the two types of assessment were compared, using correlational and prediction analysis procedures. Subjects were 29 boys, 13 yr. of age and experiencing a variety of learning difficulties. Teachers' judgments were correlated with 15 behavioral categories. Teachers' judgments, then, seemed an acceptable representation of these students' observable classroom behavior.
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