Described here are methods being worked out, inductively, to convert to quantifiable factors a set of 144 personal interaction variables observed during individual testing of a multi-cultural sample of 50 high school students referred for school problems. Factor analyses of subsets of variables and comparison of correlations among "factor scores" have been most effective. Observations were for the Wechsler Intelligence Scale for Children (WISC); a parallel study for the Wechsler Adult Intelligence Scale (WAIS) is in process. The goal is a checklist for extraneous interactions for use in studies of culturally based factors which interfere with students' functioning when they are tested or when they are aroused by tutorial or evaluative figures, generally, and thereby lead to"false positives" in the assessment of disabilities. Tentative conclusions are: (1) that the same observed behavior, e.g., "smiles," may signal different things on different subtests; (2) that both subtest-specific and more general cross-subtest factors can be identified; (3) that related sets of factors, or syndromes which seem to function as macroprocesses, can be recognized; and (4) that style factors consisting of positively and negatively loaded variables were significantly related to ethnicity, but not to other demographic variables in the sample. (Author/CM)