This paper describes the outcomes of a program developed and implemented to increase work completion in social studies, along with attending and cooperative behaviors for suburban elementary school students with severe emotional disturbances (SED). The objectives of the program were to increase the work completion of at least 6 of the 8 students with SED by at least 1 assignment during post-testing as compared to the teacher-made checklist documenting assignments completed during pre-testing, to increase attending behavior by 20 percent, and to demonstrate an increase of 20 percent in cooperative behaviors as documented on the teacher made observation record. Strategies implemented included group development, cooperative grouping, and group reinforcement. The target group was taught how to work cooperatively in three phases: teams of two, four, and whole class. During implementation, group reinforcement was used to motivate students to complete social studies assignments while working collectively together. All of the program objectives were met, with the target group showing improvement in all areas. Appendices include a checklist for assignments completed and classroom observation records for attending and cooperative behaviors. (Contains 24 references.) (Author/CR)