This multiple case study describes a socialization intervention program for three multiply handicapped 8-13 year-old children that was designed to teach prosocial behavior and promote generalization to non-teaching situations. Behavioral instruction procedures (such as role-play and role-play rehearsal) were used to teach peer social skills and specific procedures (including token reinforcement) were employed to encourage their display in the classroom outside of training sessions. Observational data indicated improvement in several categories of peer social behavior. Behavioral categories indicating social approach and attention from adults decreased while those reflecting social attention from peers and appropriate solitary and peer play increased. Teacher-rated data suggested increased prosocial behavior and decreased behavior problems in the classroom. The project represents a clinical demonstration of procedures that may be useful for facilitating generalization of skills to the natural environment, thereby improving peer interaction patterns. (Author/CL)