The social development model (SDM) integrates empirically supported aspects of social control, social learning, and differential association theories and incorporates these theories into a developmental framework that describes the onset, progression, and cessation of both prosocial and antisocial behaviors in children and adolescents. This study examined a series of hypotheses of direct effects offered by the three theories that are not incorporated in the current specification of the SDM. The study utilized structural equation modeling to examine a series of direct paths for the mediation of SDM constructs. Participants in the study were first and second grade students from 10 elementary schools located in Seattle, WA. The resulting sample consisted of 1,016 students. The results of the study indicate that four of the seven examined paths yielded significant direct effects. The study demonstrates the importance of integrating theories of antisocial behavior, borrowing strengths, and rejecting weaknesses from each while also paying attention to resolving contradictory assumptions of constituent theories. Table, figures, references