This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities, play organized sport games, and visit with their peers during lunch. A multiple-baseline-across-settings design (Tawney & Gast, 1984) was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during fourth- or fifth-grade social studies cooperative learning activities, noon recess, and lunch. Maintenance probes occurred once a month for 5 months following completion of the intervention. The participants benefited from the SODA intervention. They presented increased percentages of time spent learning cooperatively, playing organized sport games, and visiting during lunch when SODA training began. When SODA training discontinued, they maintained high performance across all study conditions, nearly matching those achieved by 4 peers without disabilities. In addition, the participants presented long-term memory of SODA 1 month after maintenance.