This pilot study tested the effectiveness of direct instruction about disadvantages of aggressive behavior in helping sociometrically rejected kindergarten children break patterns of aggression. The intervention sought to change children's behavior by increasing their knowledge of the effects of their behavior on other children and by giving them opportunities to practice new behavior patterns. It was hypothesized that: (1) strengthening sanctions against aggression and increasing knowledge of the negative effects of aggressive behavior; (2) creating opportunities for children to act out ineffective ways of interacting and practice alternative methods of interacting with children; and (3) supporting generalization of these alternative strategies would be effective methods of reducing aggression and improving children's social skills. It was further hypothesized that decreased aggressive behavior and increased social skills would result in increased sociometric standing. The treatment was implemented in two public school kindergartens. Participants were five males and three females. Each child was trained individually in sessions of about 12 minutes per child. Sessions focused on hitting, verbal aggression, tattling, and derisive laughter. Sociometric and teacher assessment data were collected. Results are discussed. Over 50 references are cited. Data tables, intervention script, and other related materials are appended. (RH)