The classroom behavior of 148 hearing impaired children (7-13 years old) was rated by their teachers on the School Behavior Check List. Behavioral descriptions were analyzed in terms of whether or not the student was reproted to have an emotional/behavioral problem or other educationally significant handicapping conditions, and the student's sex and age. Analysis of covariance indicated that the effects of emotional/behavioral problems and the effects of other handicapping conditions on classroom behavior were independent and additive, and that some sex differences were significant, but that age had little effect. Hearing impaired Ss reported to be emotionally/behaviorally disturbed showed significantly lower need for achievement, greater aggressiveness, more anxiety, and greater hostile isolation. (CL)