When assessing the influence of computer assisted instruction, attention should be given not only to rate and error of performance in the acquisition of content, but also to non-performance aspects of children's behavior. To this purpose,, computer assisted instruction (CAI) was given to 45 first grade students for 35 minutes during each day of the school year, and their academic and social behaviors, as measured by 66 categories of a Behavior Survey Instrument, were compared to the behaviors of 27 other students who were teacher-taught (non-CAI). Data gathering was by point sampling; reliability of observation was achieved by two-man teams, independently judging the same behavior. Percents of agreement ranged from 60% to 98%. Between the beginning and the end of the school year, the social behavior scores for the CAI students decreased significantly while the corresponding scores for the non-CAI group significantly increased. This suggests that the individualized computer instruction made students less socially oriented while the unvarying group setting of the non-CAI students tended to increase their social skills. However, uncontrolled variance (e.g., the seven different classroom teachers involved) is an alternative hypothesis for the differences. The findings are interpreted as suggesting that CAI may reduce the expected positive relations among academic behavior, IQ, and achievement. (MJ)