The Means-Ends Problem Solving (MEPS) test was used to measure the subjects' ability to develop a step-by-step plan for solving hypothetical social problems. Recognition of socially appropriate alternatives for solving a social dilemma was assessed by asking the adolescents to select the best of three alternatives for achieving the goal for a MEPS story. Although the sample size was small, social-cognitive problem-solving skills were found to relate significantly to delinquent behavior. Specifically, adolescents with a history of stealing were found to show some difficulty in considering the passage of time for solving social problems. In addition, those who exhibited delinquency tendencies were found to show a bias for generating passive solutions. The findings show the relevance of considering specific social-cognitive deficits rather than global social problem-solving skills in relation to adjustment problems in adolescence. By evaluating the social-cognitive deficits of adolescents who exhibit behavioral and social problems, their poor social judgment may be better understood. 13 references