It seems likely that, as more handicapped students are being integrated in regular classrooms, teachers will need effective skills and strategies for working with children with handicapping conditions. This report discusses a set of teaching competency statements which address students' affective domain behaviors. The focus encompasses generic affective competencies (GACs) which appear to be a common bond between special and regular classroom teachers. The GAC statements result from observed teacher behavior and theoretical considerations. A review of relevant literature is given as background for the 41 field-tested skill statements, which are grouped into three clusters of teaching behavior: establishing an affective climate; managing behavior conflicts and crises; and using positive classroom management practices. The importance and implications of the three clusters are discussed, with references to recent studies and reports. A summary is given, and a list of the references used in the text is appended. (FG)