Most children learn social skills from interaction with others--other children, family members, friends, and adults. Some children with disabilities need to learn social skills more directly. This may include the use of a specific curriculum and the use of individualized methods. The purpose of this study was to explore the effects of social skills training on social skill development and on student behavior. It was hypothesized that using instructional strategies for teaching social skills such as modeling, role playing, positive reinforcement, practice/rehearsal, incidental teaching, prompting, and coaching would help students initiate and develop positive social relationships with others, cope effectively with the behavioral demands and expectations of specific settings, and appropriately communicate and assert one's needs, desires, and preferences. The eight children with special needs who were identified as at-risk for social adjustment problems showed a significant improvement following the intervention. (Contains 2 tables.)