This study examined the effectiveness, generalization, and maintenance of a multi-element intervention consisting of brief direct instruction social skill lessons, a prompting procedure, and a fading procedure to promote social engagement in an integrated lunchroom and playground setting for three elementary age students with developmental disabilities. Results demonstrate that the level of social engagement improved for all three participants with high levels of generalization and maintenance. Social validity ratings by teachers revealed the social skills intervention was considered appropriate and effective. Implications, limitations, and directions for future research are presented.