The association between school underachievement and behavior problems is a risk factor for psychosocial disturbance. The aim of this study was to verify the effects of an intervention based on mediated learning principles to reduce academic and behavior problems in children presenting both difficulties. The study sample was composed by 17 boys, aged 7 to 11 years. All of them were referred to a child guidance clinic due to school underachievement. Academic and behavioral difficulties were assessed before and after intervention, by means of data provided by children themselves and their mothers. Intervention consisted of 20 weekly small-group language workshops. After intervention, there have been gains in academic achievement and a decrease in behavior problems. Attention and internalizing problems seem to be more affected by intervention, while aggressive behavior tends to persist at pre-intervention levels. Follow-up studies are required to assess the lasting effects of the intervention.
psycho-educational support; school achievement; behavior problems; intervention assessment
