Myths often associated with behavioral disorders are examined, and for each myth, strategies that can be implemented by teachers and systems to dispell the myths are identified. It is suggested that the myth that parents caused the child to be behaviorally disordered (BD) can interfere with the child's programing and growth and effective interaction with the families, who can be important sources of information. Another frequent myth, that there is someone capable of assessing behavior as good, bad, appropriate, or inappropriate, is linked to the belief of some educators that education is not nearly as important as psychiatric involvement. It is proposed that teachers can establish what a student can do in terms of academic skills and appropriate classroom behavior and that educational system personnel should gather informal assessment data from parents, teachers, and others directly involved with the student. Additional myths include the following: the behaviors of the BD youngsters are qualitatively different from those of normal students; BD students can control their behavior if they really want to; labeling a youngster as BD causes irreparable harm; and "normal" students should be separated from the BD youngster to protect them from "catching" the behavior. Advantages and disadvantages of labeling are specified, along with examples of negative reactions by educators to labeling and classification. Finally, some conditions in the school whereby BD students/classes are isolated are noted. (SEW)