This action research project implemented and evaluated an intervention program to reduce disruptive behavior interfering with students' academic growth. The targeted population consisted of students in four primary classrooms in a large urban center in central Illinois. The problem of disruptive behavior was documented by means of a behavior checklist, teacher observations, discipline referrals to administration, and academic assessments. Analysis of probable cause data revealed that a changing school population, a decline in parental supervision, a lack of sufficient support personnel, and a curriculum overload contributed to the problem. The professional literature suggested students' lack of responsibility for their own behavior and learning; changes in societal values; an insensitivity to diverse cultures; and lack of social skills. A review of solution strategies resulted in three major categories of intervention: cooperative learning, multiple intelligence strategies, and higher order thinking skills. Post-intervention data indicated a decrease in the disruptive behavior that interfered with students' academic growth. The number of students who were academically at risk decreased as behavior improved. (Nine appendices include a discipline record form, multiple intelligence activity sheet, lesson plans, and other teacher materials. Contains 22 references.)(Author/SD)