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School entry is a critical period in the life of every child, bringing forth many opportunities and challenges. For instance, elementary schools require successful navigation of many social task demands (e.g., making friends, acquir-ing academic skills, complying with adult directions). Fail-ure to adapt to these academic and behavioral demands can set the stage for additional problems later in life (Kellam & Rebok, 1992). A host of research indicates that children with early behavior problems are at risk of academic fail-ure, peer rejection, substance abuse, and delinquency (Patterson, Reid, & Dishion, 1992; Reid, Patterson, & Sny-der, 2002). Similarly, children with low academic achieve-ment in elementary school, particularly those who struggle with learning to read, are more likely to engage in delin-quent behaviors and use substances later in life (Hinshaw