In this study, the author used a multiple baseline design to evaluate the effects of a structured intervention on the engagement and initiations of 3 children identified as at-risk for school difficulty. The intervention had two phases. During intervention (Phase 1) the students received 9 15-min instructional sessions. The intervention had 3 components: (a) a focusing activity, (b) strategies for soliciting and providing help, and (c) practice contributing to class discussions. The students received 6 additional instructional sessions focused on self-reflection and self-evaluation for the intervention (Phase 2). A unique aspect of this study was the comparison of data from 3 peers whom the author identified as being typical for the age group. Outcomes indicated increases in the students' engagement in academic activity, initiations, and interactions with peers. The author discusses implications in terms of the importance of engagement and interaction with peers, and the potential of a structured classroom-based intervention to effect change. (Contains 3 figures.)