ON THE BASIS OF SEVERAL ASSUMPTIONS STEMMING FROM THE PRIMARY ONE THAT "INTELLECT IS DEVELOPED RATHER THAN INHERITED," OBSERVATION TECHNIQUES WERE DEVELOPED TO OBTAIN A MORE COMPLETE AND ACCURATE DESCRIPTION OF STUDENTS' CHARACTERISTICS AS LEARNERS, PARTICULARLY SINCE INTELLECT "OPERATES IN A CONTEXT OF EMOTION THAT (INTELLIGENCE) TESTS USUALLY DON'T INCLUDE," THAT IS, REFLECT. FOUR TYPES OF MATERIALS WERE DEVELOPED. "LET'S LOOK AT FIRST GRADERS" IS A TEACHER'S GUIDE DEVELOPED FROM PIAGET'S RESEARCH ON THE BEHAVIORAL SYMPTOMS OF INTELLECTUAL DEVELOPMENT AND FROM THE EXPERIENCE OF PRIMARY TEACHERS. IT YIELDS POSITIVE RATHER THAN NEGATIVE EVIDENCE OF LEVEL OF INTELLECTUAL DEVELOPMENT IN DESCRIPTIVE RATHER THAN SCORE FORM. A SECOND SET OF MATERIALS WAS DEVELOPED FOR USE ON"INVISIBLE" (SHY, WITHDRAWN) CHILDREN. ACTIVITIES ARE DESCRIBED FOR ELICITING BEHAVIORAL SYMPTOMS FROM SUCH CHILDREN. A THIRD SET OF MATERIALS IS A COMBINATION FIRST-GRADE CURRICULUM, INTELLIGENCE TEST, AND ACHIEVEMENT TEST COVERING 3 SCHOOL MONTHS. THE CALIFORNIA STATE DEPARTMENT OF EDUCATION'S "PROCESS FOR IN-SCHOOL SCREENING OF CHILDREN WITH EMOTIONAL HANDICAPS" IS A FOURTH OBSERVATION TOOL WHICH ESTIMATES THE DEGREE OF A CHILD'S ALIENATION (AS MEASURED BY TEACHER, PEERS, AND HIMSELF). IT CONTAINS MATERIALS APPROPRIATE TO PRIMARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOL LEVELS. EXAMPLES OF THESE TECHNIQUES ARE APPENDED. THIS PAPER WAS READ AT THE UNIVERSITY OF GEORGIA TEACHER EDUCATION CONFERENCE (JANUARY 20, 1966). (AF)