Based on the evidence of interrelationships between the academic, interpersonal and behavior development domains, the goal of this study was to evaluate the effects and permanence of the effects of two interventions for children with behavior problems associated with learning difficulties. Forty-four children with ages between 7 to 11 years participated in one of two conditions: Language Workshops (academic emphasis) and Interpersonal Problem Solving - HSPI (interpersonal emphasis). The participants were assessed with the School Performance Test, the Child Behavior Scale and the Child Interpersonal Problem Solving scale. Both conditions promoted academic improvement and reduction of behavior problems. The reduction of behavior problems was higher in program interpersonal emphasis, suggesting greater effectiveness in relation to the intervention with academic focus.
social skills; school learning; behavior
