The effectiveness of academic and social skills interventions were compared using first-grade students identified by their classroom teachers as at risk for behavior problems. The aim of this study was to determine whether an academic or a social skills intervention would be more effective in increasing academic performance and social competence and in decreasing problem behavior. Academic, social, and behavioral outcome measures were examined using a mixed model design. None of the interaction terms was significant for any four dependent variables assessed. Findings pertaining to maintenance of effects indicated that, although improvements were not statistically significant, the improvements that did take place were maintained.Treatment acceptability ratings completed by student participants from each of the three intervention groups were favorable. Similarly, the majority of the teachers rated the interventions as highly acceptable. Logistical constraints of this study are examined, and direction for future research is provided.
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