The purpose of this study was to see if a social learning method for training verbal social skills might influence the social effectiveness of third grade children with low peer acceptance. Children were trained in three verbal skills: asking questions of peers; leading peers (e.g., offering useful suggestions or directions); and, offering supportive statements to peers. In addition to being informed about specific social skills, children were taught how to perform these behaviors skillfully and effectively. Guided rehearsal was employed to help children translate the instructed skill concepts into behavior while receiving guidance and feedback from the instructor. Children's use of the trained social skills in peer group situations was encouraged. Children were also trained to self-evaluate the consequences of their skill performances. Three experimental conditions were employed to determine the effects of the training procedure on low-accepted children's social behaviors and peer status: verbal skills training, attention control, and non-treatment control. Change in children's social effectiveness was evaluated in terms of behavioral performance and peer acceptance. Observational and sociometric measures were administered upon completion of the experimental procedures and 4 weeks later. Among the results, the training procedure significantly increased the percentage of time children engaged in questioning and leading peers. Improvement was still observable after 4 weeks. (Author/RH)