Teaching social routines to behavior-disordered children is addressed, with an emphasis on determining and maintaining the critical effect of a behavior and on providing contextual instruction. Assessment of behavioral problems in functional terms is discussed and procedures for assessing social functions and social skills are analyzed. The instructional process outlined is dependent on determination of the function, selection of the appropriate setting, and development of a specific instructional plan (with consideration of acceptable behaviors, curricula, levels of support, companion skills, success criteria, and data selection and collection). Among appended materials is a sample social skills environmental inventory measuring 12 functions, including following rules/regulations, attending to relevant cues, indicating preference, and solving problems. (CL)