Relatively little is known about how interactive software technology can be used to enhance students’ social skills or peer relations. This project will extend prior work by the co-PIs to fully develop an innovative computer-based interactive social tutoring system (ISTS), Adventures Aboard the S.S. GRIN, for elementary students experiencing social-behavioral problems at school and test the feasibility of this new intervention as well as document evidence of its promise for enhancing student outcomes compared to typical social skills training methods. The Adventures Aboard the S.S. GRIN intervention package will include interactive software for students, a provider manual, and web-based professional development and implementation support tools for school providers. The Adventures Aboard the S.S. GRIN software will provide a safe, private social learning environment through which students will engage in tailored, interactive exercises to learn and practice social skills that parallel those taught through an existing evidence-based small group social skills training intervention (SSGRIN). In addition to enhancing students’ social literacy, interactions with the ISTS will be tracked by the software so school providers can document a student’s progress made towards specific measureable social goals. The full set of Adventures Aboard the S.S. GRIN intervention materials will be created during the project’s first two years. To ensure the ISTS software operates as intended, development will proceed through a systematic iterative “development-revision-testing” process for creating and refining modules with 3rd-5th graders. To assess feasibility of implementation in an educational delivery setting, intervention materials will also be tested with intended school providers. In Years 3-4, a pilot test will be conducted to gather evidence of the promise of this new intervention for generating beneficial student outcomes by comparing outcomes achieved through typical SSGRIN implementation versus those achieved when SSGRIN is enhanced with the ISTS. Teacher- and student-report measures will be collected before and after participation in the intervention to assess the following student outcomes: (a) social skill development, (b) positive and negative student behaviors, (c) school engagement, (d) academic performance, and (e) intervention engagement and satisfaction. Data from school providers will be used to examine implementation fidelity, intervention processes, and feasibility, quality, and use of the ISTS. For each targeted student outcome, we will conduct Multivariate Analyses of Variance to examine the magnitude and direction of change as a function of intervention condition (typical vs. ISTS enhanced). Descriptive (means, frequencies, correlations) statistics will be calculated to examine evaluation and satisfaction ratings as well as software usage data (e.g., time spent on software, number of user errors).