This action research project examined the impact of a social skills curriculum on the behavior of targeted second, fourth, and fifth graders. Problems in student behavior were documented through an analysis of records of peer mediation, student referrals, and staff surveys. The intervention consisted of a social skills curriculum, "Second Step, A Violence-Prevention Curriculum," integrated within content areas and cooperative learning activities. Heterogeneous learning teams of 4 to 5 students were formed, team building activities implemented, and social skills introduced and taught each week. A weekly role-play situation around specific social concerns was selected from the Second Step curriculum to facilitate transfer of social skills learning. Targeted social skills were respect, including encouraging others and respecting other's space; responsibility, including following classroom rules and accepting constructive criticism; and cooperation, including participating with team members, and taking turns. Additional behaviors were related to communication, including listening actively; team building; and team consensus. Teacher journals and a posttest staff survey were used to assess behavior changes. Discipline referrals, peer mediation records, student interviews, and teacher observations were used to assess students' abilities to cooperate and resolve conflicts. Results indicated that targeted students showed marked improvement in appropriate behavior. A staff survey revealed an increase in students' respect for others, decreased responsibility for behavior, and an increase in cooperation with others. (Twenty-seven appendices include data collection instruments and sample classroom materials. Contains 31 references.) (KB)