Abstract
The efficacy of task-related and interpersonal problem-solving training for enhancing junior high school performance in difficult-to-teach, low income minority pupils was examined. Forty-eight students from sixth-grade classrooms were targeted as high risk for secondary school failure. These students were randomly assigned to an intervention (n = 24) or a no intervention comparison (n = 24) group. Training was found to significantly improve report card grades and to reduce misbehavior that normally resulted in classroom removal. Attendance in school favored the intervention group but differences were not statistically significant. Implications for special education referral and for instructional needs of high-risk students are discussed.
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