The generalization of specific social skills to new environments by four elementary aged learning-disabled students was studied using a modified multiple baseline, single-subject research design. During one spring semester, each student was trained for 12 weeks in the use of a specific social skill (such as compliance, cooperative play, or non-argumentative behavior) in the learning disabilities resource room. Training included discussion and verbal rehearsal of means and results of using the social skills with the subjects. Once the student's use of the social skills had become proficient, attempts to establish the skill outside the resource room (such as in a mainstreamed classroom) were initiated. Reinforcement (systematic teacher attention, parent encouragement) were delivered to students in the new environments. When the students were again observed during the following fall semester for nine weeks, it appeared that all students manifested generalization of the social skills to the new environments. (Author/CB)