A study was conducted to determine whether group relaxation training combined with guided fantasy as a method of covert cognitive rehearsal would be more effective than story-listening or no special treatment in enabling "problematic" children to decrease muscle tension, activity level, and behavior problems and to increase academic performance and self-esteem. A total of 62 fourth graders identified by their teachers as being problematic were randomly assigned to either relaxation/covert rehearsal or story-listening (experimental groups) or to a control group. Children were evaluated before and after 6-weeks of treatment, which consisted of two group sessions per week, and again after 4 months. The control group also received relaxation/covert rehearsal training. Evaluations included teacher and parent ratings on the Conners Abbreviated Behavior Scale and the Coopersmith Self Esteem Inventory (Form B); grades in math, reading, spelling, and language arts; a spelling achievement test; classroom observations; and electromyograph measures. Only minimal evidence was obtained to suggest that relaxation/covert rehearsal and story-listening are effective in helping problematic children decrease activity levels and behavior problems and to increase academic performance and self-esteem. (MP)