Problems in methodologic and theoretical approaches to the study of behavioral problems in deaf children are discussed. The most serious and prevalent methodologic deficiencies include inaccurate definitions, poor operationalization of “deafness,” and the use of inadequate comparison groups. Many of the theories developed to explain findings in this area fail to consider individual differences among the children and/or their environments. Suggestions are presented with the goal of encouraging more exactness in methodology and the development of an electric theoretical approach to research in this area. It is argued that a valid understanding of the occurrence and “causes” of behavioral problems in this group, based on sound methodology, is essential to logical decision making and to any attempts at intervention.