A study of 15 eighth graders with behavioral disorders in Quebec evaluated the effectiveness of a social and school-related skills training program in which goals were decided by the students, their teachers, and their parents. A first year pilot study assessed the effect of parent and teacher participation in the selection of skills to be learned by students (n=6) and the transfer of these skills to a special education class. Results showed a decrease, as perceived by teachers, in attention problems and an improvement in social and school-related skills, even though systematic observation of behaviors in the classroom is less conclusive. The second year study assessed the impact of a social skills training program on 15 students with behavioral disorders that included a teachers' assistance team program targeting in-class behavior management. Results showed a decrease, as perceived by parents, in behavior problems and improvement in social skills according to parents and a self-evaluation, and teacher interviews note positive changes in student behavior but these changes do not appear to be permanent. Factors that may contribute to enhancing skill transfer and maintenance are presented and the implication of these results are discussed. (Contains 16 references.) (Author/CR)