Investigated with six first- to third-grade teachers was the generalization of the use of teacher praising and approval skills in one daily instructional period into a second daily instructional period. As part of a general investigation of teacher management skills by the Program for Academic Survival Skills, the teachers were taught to use contingent approval statements as consequences for appropriate student behavior during either the reading or math period, and generalization of the level of approvals to another class period was evaluated using behavioral observations. Results indicated that the trained teachers did significantly improve the level of approvals occurring in the generalization setting; however, the effect was only one-third the magnitude produced by the same teachers during the training setting. (Author/IM)