The focus of this review is on observational measures of pupil classroom behaviors. Two issues are raised in connection with these measures. First, there is a survey of the types of observation schedules employed in recent classroom intervention research. Second, there is an evaluation of the validity of these behavioral measures. That evaluation is based on an examination of empirical data, and the data are drawn from three types of analyses: cases where (1) observational measures were related to alternative measures of the behaviors, (2) observational measures were related to performance indices within correlational designs, and (3) observational measures were related to performance measures in experimental designs. The outcomes of the survey and the evaluation are used to derive some recommendations relevant to the use of these measures in applied and research settings and some recommendations regarding directions for future research with the measures. (Author)