The chapter outlines an approach to teaching behavior-disordered students to follow the largely unwritten rules of being "good students." A section on research and theory addresses attributions and perceptions, dependence, study skills, and social skills training. Assessment philosophy and procedures are reviewed, including the collection of time-on-task, product or assignment analysis, and match/mismatch checklists. Interventions through which the teacher can promote good-student behaviors (including selecting materials that promote independence, providing direct instruction in aspects of independent study, and clarifying expectations and realities) are noted, along with interventions under the control of the student (focusing on such aspects as aids to memory, time management, and self-monitoring and self-reinforcement). (CL)