Objective: The aim of the present study was to compare the effectiveness of teaching social cognitive skills and cognitive behavioral game therapy on the social skills and social acceptance of children with behavioral disorders in Karaj. Method: This research was a semi-experimental one with a pretest-posttest and a control group. All first and second graders of the primary schools located in district 1, 2, and 3 of Karaj in 2016 made the population. By randomly and available sampling method, 46 children were selected. They were placed randomly into three groups (two experimental and one control). The first experimental group received a thirty-minute cognitive social skills training for ten sessions and the second one received cognitive behavioral game therapy for ten sessions each lasting thirty minutes. In this study, the questionnaire of child symptoms inventory, the scale of social skills and the social acceptability questionnaire were used. Results: The MANOVA revealed that there was no significant difference between the two groups regarding the impact of both interventions; however, both cognitive social skills and cognitive behavioral game therapy contributed to the development of social skills and social acceptance in both groups. Conclusion: Teaching cognitive social skills and cognitive behavioral game therapy seem to have a positive effect on the development of social skills and social acceptance in children with behavioral disorders and they can be applied as clinical interventions.