Many children enter school demonstrating excessive aggressive and impulsive behaviors, causing classroom disruption and interpersonal conflict. This intervention was designed to help first graders achieve social competence through conflict resolution training, problem solving, and anger management techniques to reduce aggressive and impulsive behaviors. Seven target students were identified based on observation of physical contact, calling out, and invasion of others' personal space during seatwork activities, in lines to and from special classes and lunch, and during large group instruction. The 13-week intervention, the "Second Step" program, was a developmentally appropriate, multisensory program focusing on empathy training, impulse control, and anger management. Lessons included role playing activities, games, discussions, storybooks, and suggested activities and literature for parents. Student progress was monitored through daily observation checklists for specific behaviors, periodic observations of problem-solving skills, and pre- and post-intervention interviews on identifying emotions, problem-solving skills, and anger management. One of the seven students moved from the school during the intervention. On the post-intervention interviews, five of the target children were able to identify a problem involving classroom conflict, and three could provide at least one solution to the problem. Five of the students reduced their aggressive and impulsive behaviors by at least 20 percent from baseline data. Five of the students were able to describe physical signs of anger and state three ways to reduce angry feelings. All students were able to identify all six emotions on the post-intervention interview. (Twenty-three appendices include data collection forms, results, and sample letters to parents. Contains 61 references.) (KB)