Scores on three scales of the Pupil Evaluation Inventory (Aggression, Withdrawal, and Likability) were derived from a sample of 200 regular education and mainstreamed elementary students and were compared with group achievement test results and membership in referral subgroups. Results showed low to moderate correlations of the PEI measures with achievement test scores and indicated some gender differences in the magnitude of the relationships. Groups referred for special ser-vices or gifted programs showed significant differences from regular education students on all of the PEI measures. The PEI holds promise for the further study of the social and behavioral correlates of school success.

The relationship between state definitions of behavior disorders and the number of children being served under this category was examined for the years 1976/77 and 1983/84. The earlier year represented state definitions and corresponding prevalence rates just prior to the full implementation of P.L. 94-142, while the latter year represented subsequent changes in definitions and prevalence rates. Results of multiple regression analyses indicated that state definitions had an increasing influence on placement decisions as the implementation of P.L. 94-142 proceeded. Definitional components accounted for 13% of the variance in prevalence rates in 1976/77 and 32 % of the variance in 1983/84. However, even the more recent estimate leaves more than two-thirds of the variance unaccounted for. Results are discussed in terms of the amount of influence of specific definitional components on the number of children served under PL. 94-142, and of some of the possible influences that may contribute to the unaccounted variance.