Based on background research showing that both impulsive and inhibited children are deficient to better-adjusted classmates in ability to conceptualize alternative solutions to real-life problems and potential consequences to a given act, a study was conducted to aid the child in thinking for himself of ways to solve his own interpersonal problems and in implementing his decisions in behavior. Teaching focused on certain specific elements of language and cognition needed to solve problems and on ways to use these skills in solving real interpersonal problems. Ss were 113 black children, equally balanced for sex and IQ. Sequenced games and dialogues were used to teach three levels of language and thinking related to behavioral adjustment. Findings suggest that: (1) while all training youngsters gained in their ability to conceptualize both solutions and consequences, aberrant children who needed the program the most benefitted the most; and (2) training was equally beneficial to children initially displaying either impulsive or overly inhibited behaviors. The finding considered most important is the direct link established between change in the trained problem-solving thinking skills and improvements in behavioral adjustment. (KM)