Public schools are replete with children and adolescents like Billy, Reid, and Rowdy whom teachers describe as rude, disruptive, and obnoxious, and not all of them are in special education. Asher (1990) estimated that 10% of school-age children have social skills deficits severe enough to be rejected by their peers and up to 75% of children with disabilities in early childhood programs need remediation in social skills (Odom, McConnell, & McEvoy, 1992). Professional educators generally agree that public education has a responsibility to help all learners attain a minimal level of social, as well as academic, competence. Surveys of teachers indicate that the majority of general and special educators think that social skills training should be part of the curriculum (Bain & Farris, 1991), and 94% of special education teachers believe that social skills training is an important component in the education of students with emotional and behavior disorders (EBD; Battalio & Stephens, 2005).