This study investigates the effects of teaching decision-making skills on the classroom behavior of middle school problem students. Small groups of students met for 15 weeks with a counselor who adapted the "Deciding" program (College Entrance Examination Board) as the decision-making paradigm. Coppersmith's Self-Esteem Index and Behavior Rating Forms and Gordon's Survey of Interpersonal Values were administered before and after the program to determine if there were any changes in the behavior of students as revealed through self-esteem, value changes, and behavior ratings. Results of the tests indicated almost no significant changes, which was viewed as a result of deficiencies in the instruments themselves. Some measurable changes, however, did occur following the program, and included: (1) a decrease in the number of times the students were removed from class; (2) significantly improved grades; and (3) increased self-worth and self-esteem feelings, as self-reported via tape recordings. (Author/PC)