This paper presents a data-based, conceptual framework to assist researchers and practitioners in choosing programs that promote social and emotional competence in elementary school children. The following topics are addressed: (1) how the conceptual frameworks researched were chosen; (2) the utility of each framework; (3) description of the social skills programs; (4) analyses of the social skills programs within the frameworks; (5) results of the study. Existing frameworks appropriate for the evaluation of social skills training programs are reviewed; a two-tiered conceptual framework is developed providing an understanding of the specific programs within a larger context. The following approaches were evaluated and fit into the model: Adelman's comprehensive full service model; Ladd and Mize's social cognitive learning model; Elias and Clabby's model of social decision-making and problem solving skills for social skill training. Three social skills training programs were evaluated: (1) Interpersonal Cognitive Problem Solving; (2) The Tough Kid - Social Skills Book; (3) Skillstreaming the Elementary School Child. States that school personnel should pre-determine the behavioral outcomes they wish to achieve through the training and whether they would like to achieve this goal on an individual, classroom-wide, or school-wide basis before entering the model to select a program. (EMK)