Nine elementary grade children, each referred originally for low levels of peer interaction in free-play situations in school, participated in a study designed to assess the effects of treatment "booster shots" on the maintenance of social behavior. An intervention package, consisting of social skills tutoring and a recess-based point system, was alternated with treatment reversal periods to determine whether maintenance effects would accumulate with repeated exposure to treatment procedures. Observational data collected during playground recess periods showed that four of the five Ss who had been previously treated in the Procedures for Establishing Effective Relationship Skills Program were interacting within normative levels of social behavior following a series of three treatment "booster shots." Other findings included that teacher and parent ratings of child social behavior showed general improvement for both previously treated and untreated Ss between pre- and post-treatment assessments to rating levels approaching those of their non-withdrawn peers; and that peer sociometric ratings showed increases from pre- to post-treatment phases for both groups of Ss. (Author/SBH)