This report describes first year activities and results of a project comparing two early interventions with 102 children (grades 1 and 2) at risk for emotional or behavior disorders. Fifty-nine children received an intervention involving social skills lessons given on a whole-class basis at least twice a week with information sent home regularly regarding the lessons. The parents and teachers of the remaining 43 children met regularly to do action research focused on the individual child. The parent teacher action research approach involved parent-teacher equality, use of the action research cycle, parent liaison, planning mutual parent-teacher goals for the child, consistency between home and school, and planned transitions. This intervention also utilized the Making Action Plans process to set individual goals for each child. The action research cycle (plan of action, action, reflection, and practical theory) becomes the structure that guides each team's meetings. Preliminary results indicated by the teacher reports show that children in both groups decreased in total problems, with the action research group showing greater decreases. Parent reports suggested both groups decreased in total problems and externalizing behavior. Direct observational findings found the action research group decreased in problems and increased in on-task behavior, whereas the social skills training group increased in problems and decreased in on-task behavior. (DB)