A lot of progress has been made in understanding the impact of social and emotional skill building on young children and their ability to engage in expected school behavior. While much of this progress has been directed through the implementation of tiered intervention provided through a Positive Behavioral Interventions and Support (PBIS) framework, many questions still remain regarding how to effectively improve social, emotional, and behavioral outcomes of early elementary school students through the use of Tier 2 interventions. To bridge this gap in the field, this study sought to specifically examine the overall and relative effectiveness of two types of Tier 2 interventions for improving behavioral outcomes with early elementary students exhibiting minor, but frequently occurring, delays in social and emotional skills. Accordingly, a sample of twelve students from a team of five first-grade classrooms participated in either a small-group, pull-out intervention (n = 9) or a teacher-led group contingency program (n = 3). The small group consisted of eight lessons over an eight-week period which focused on the domain of skills needed to understand and navigate social and classroom expectations using direct instruction and activities appropriate for the students' developmental level. During the same eight-week period, a teacher implemented the Class-wide Function-Related Intervention Teams (CW-FIT) group-contingency program which encourages appropriate behavior by awarding points for positive behavior as students work towards accumulating a targeted number of points each time the behavior is performed. Using a quasi-experimental design, study results showed that addressing specific aspects of social and emotional learning, particularly through the use of a pull-out, small-group Tier 2 intervention was effective in improving teacher-reported social and emotional student outcomes. However, regardless of intervention, there was a lack of significant change in relation to behavioral measures. The results are discussed in relation to the understanding of acquired and performance measures of social and emotional competency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]