Modified teacher behavior toward 2 different groups of target students (a total of 49 1st graders) by presenting teachers with information about their previous interaction with the target children. About 40 hrs of pretreatment and 40 hrs of posttreatment data were collected in 8 classrooms drawn from 3 different schools, using the Brophy-Good dyadic observation system. Treatment procedures markedly altered both quantitative and qualitative aspects of teacher interaction with target students, and in addition, the behavior of the target students changed reciprocally. Changes in specified teacher behavior toward target children were accompanied by many additional changes in unspecified teacher behavior toward both target and nontarget children. The effects of these behavioral changes on nontarget children were generally positive or at least nondetrimental. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)