This practicum was designed to improve the problem solving skills and social language skills of 19 elementary grade students with emotional disabilities through coordination of school professionals and direct instruction. Problem solving skills taught by special education teachers were reinforced during small group speech and language resource classes. Direct instruction was used to improve social language skills through modeling and practice. Ten communication workshops were developed which focused on specific social language skills. Workshop activities included role playing problem situations and self evaluation. Program evaluation showed a significant decrease in behavior incidents among the participating students. Seventeen of the students achieved or exceeded the criteria for success established prior to the practicum. Individual sections of the report introduce the practicum, evaluate the problem, discuss anticipated outcomes and evaluation, describe the solution strategy, and report results. Appendices include the social skills rating scale and observation form and the student self evaluation form. Tables detail the practicum's results. (Contains 22 references.) (DB)