This research aimed to build a set of observed behaviors categories of children with learning disability related to affective-motivational factors exhibited during dynamic assessment. Ten children with learning disabilities aged 8-10 years old were videotaped while performing a dynamic testing and observation reports of these videotapes were made. In order to register these children's behavior, one tape at a time was randomly chosen from 34 videotapes, which showed the task being performed by 34 children, until the moment when the behaviors started to repeat and the behavioral variability started to decrease, concluding 10 children observed. Twenty categories were defined, divided into Facilitating and Non-facilitating of child performance, for example: Showing impulsivity , Giving feedback , Asking for help . The level of agreement was calculated among three examiners. The results showed that 10 categories assessed by at least two examiners reached reliability of ratings higher than 70%. These categories are indicated to assess affective-motivational aspects in dynamic assessment, such as Correcting question/answer after hint/help ; Showing willingness in stopping the task ; and Complaining about answering/meeting requests . Future studies are suggested to test the applicability of the categories with low agreement ratings.