The study examined factors which might be associated with teacher identification of behavior problems among 53 junior high school students. Teacher-student interaction profiles were compared to examine the differences between students identified as emotionally disturbed and nonidentified students. When the teacher was instructing, identified and nonidentified students displayed significantly different amounts of attending and nonattending behaviors in the regular classroom. Identified students attended only 70% of the time, while nonidentified students attended 90% of the time. However, when the teacher was engaged in noninstructional tasks, both groups of students attended to task almost 75% of the time. Likewise, during the noninstructional periods, both identified and nonidentified students scanned and socialized approximately 25% of the time. (SBH)