PsychologicalReports, 2003,92, 105-116. O Psychological Reports 2003 TREATING BOYS WITH LOW SCHOOL ACHIEVEMENT AND BEHAVIOR PROBLEMS: COMPARISON OF TWO KINDS O F INTERVENTION ' LUCIANA CARLA oos SANTOS ELIAS, EDNA MARIA MARTURANO, ANA MARIA DE ALMEIDA MOTTA, ALESSANDRA GASPAR GIURLANI Uniuersidade de Sio Paulo, Ribeircio Preto Summary.-Children with low school achievement frequently have behavior prob- lems and interpersonal dlHiculties that pose a risk For psychosocial maladjustment. 39 boys were assessed and randomly assigned to one of two group treaunent conditions: (a) interpersonal cognitive problem-solving For whom training was provided through oral and written lar~gu.~gc. activities that met children's social and academic needs and (b) a language workshop during which only academic difficulties were treated. Par- ents of children in both groups received group attention. Posttreatment assessments indicated that boys in both conditions showed significant improvements on school achievement and behavior problems, as they were measured by behavior scales re- ported by mothers and by an academic achievement test. Children in the problem- solving group improved significantly more chan the ocher group on most measures. These results suggest that work with interpersonal cognitive problem-solving slulls combined with reading and writing activities is a useful means to produce improve- ments in child behavior and school achievement. Middle childhood is a period of rapid cognitive and social growth. Ma- jor developmental tasks at this stage comprise school adjustment, academic achievement, getting along well with peers and rule-governed conduct (Mas- ten & Coatsworth, 1998). Most children learn to read and to interact in ways that gain social approval from peers during this period. On the other hand, children who cannot progress at school or who develop social incom- petence, impulsivity, and aggressive behavior are at risk for developing men- tal disorders, especially substance abuse, conduct disorder, and depressive disorders (Mrazek & Haggerty, 1994). This risk increases when low school achievement and behavior problems co-occur (Spreen, 1982; Sihgton, 1996). The co-occurrence of low school achievement and behavior problems like aggressive behavior, inattention, and hyperactivity has been well estab- lished, particularly in boys, and recognized for diagnostic purposes (World 'This research was supported by research grants (1999/12301-6 and 950019/89-4) from the Fundapo de hnparo i Pesquisa do Estado de S2o Paulo and Conselho Nacional do Desen- volvimento Cientifico e Tecnol6gico. Address correspondence to Edna Maria Manurano, De- partamento de Neurologia, Psiquiatria e Psicologia Midica, Faculdade de Medicina de Ribeirao Preto, USP. Av 9 3 Julho, 980, CEP 14096-560, Ribeiriio Preto, SP, Brasil or e-mail (emmartur @fmrp.usp.br).