This action research project sought to increase students' time on task by decreasing the frequency of disruptive behaviors. The targeted population consisted of first- and third-grade students in two suburban communities. The types and frequency of disruptive behaviors that affected time on task were documented by means of teacher, student, and parent surveys; teacher checklists; and anecdotal records. Interventions included a positive discipline program, a character education plan, the teaching of social skills (using cooperative learning and conflict resolution), and activities addressing multiple intelligences. Post-intervention data indicated that the students increased their awareness of appropriate classroom behavior and improved social interactions with peers. There was also a decrease in the number of behavioral disruptions per day. (Three appendices include the parent, teacher, and student survey forms. Contains 49 references.) (EV)