This paper discusses the need for early identification of children's character disorders, because by the time a character disorder becomes a serious problem in the home, school or community, the child is approaching adolescence and it is too late to treat it effectively. Thus the need for early identification in the school. Ten identifying behavioral characteristics are listed and are contrasted with other imbalances of functioning. Such a diagnostic effort is necessary, for a child with immature character development needs a very different remediation thrust from a child who is truly anxious or has a primary learning disability. Intervention using contingency management in the classroom and home is clearly the remediation process that is most successful. Close coordination and communication between school and home is essential in serious cases, with older children and where the parent(s) seem well integrated. If the parent(s) cannot operate a basic contingency management program, counseling assistance is indicated to augment parental capability. The author takes the theoretical posture that character disorders emanate from too much comfort and confidence in early life rather than from too much anxiety and isnecurity as has been traditionally held. (Author/PFS)