The concurrent and predictive validity of four qualitative behavioral classes of social interaction (initiating and receiving positive and negative social interaction) was investigated using sociometric measures of peer acceptance (ratings) and friendship (nominations). Forty children (18 boys and 22 girls) selected from 14 third- and fourth-grade classrooms in a southeastern metropolitan city participated in the study. Subjects were chosen on the basis of low scores on two sociometric rating scales which measured the degree to which children like to "play with" and "work with" each other. Both sociometric and observational measures were used in the study. Correlational analyses showed significant relationships between behavioral and sociometric measures, thus supporting previous findings among preschool populations. Stepwise multiple regression analyses suggested that receiving social interaction from peers best predicted overall acceptance whereas initiating social interactions best predicted children's friendship patterns. Tentative implications for the behavioral assessment of children's social skills are discussed. It is concluded that the results reinforce the idea that social competence is multidimensional and should be assessed behaviorally using multifactored assessment techniques. (Author/RH)