Peer tutoring programs represent an innovative approach for optimally utilizing resources existing within classrooms. While most tutoring programs are aimed at helping tutees or tutors with academic difficulties, this study involved all children in two classrooms in a peer tutoring project. A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By the end of the program, children were using corrective feedback, re-presenting questions, and employing contingent praise. Positive findings were found in academic, behavioral, and consumer satisfaction indices. Also evaluated were two interventions directed at enhancing social skills in groups of first and third grade children. Triads were taught one of four social skills -- touching, asking questions, sharing or praising through a behavioral intervention consisting of instructions, modeling, behavioral rehearsal, feedback and reinforcement. While increases in social behaviors were noted, follow-up indicated substantial erosion in gains. In the ecological intervention, dramatic increases in sharing were noted for an isolate child after he was placed in a group whose members displayed high levels of sharing. Comparisons were made of the differential effectiveness of behavioral versus ecological approaches in establishing and maintaining behaviors. (Author)