A research model is presented which identifies and classifies certain cognitive and affective behaviors of children in elementary school classrooms. The described three-dimensional scheme dealing with content, development, and product suggest role relationships for various support personnel who assist the classroom teacher. Observable pupil behaviors, when related to teacher behaviors, describe the learning process. This mutual interdependence of the various participants in classroom interactions reveal certain guidelines for the functions of curriculum supervisors, social workers, visiting teachers, and counselors. Inasmuch as the research model focuses on observable pupil behaviors, its merit is accounted as twofold. First, it will allow for the planning of educational experiences in disparate school settings, and secondly, it will permit a program assessment which is related to pupil needs. Other topics such as implications for counselors in the elementary school are discussed. (Author/KJ)