The paper describes for elementary and secondary teachers a planned, direct, and systematic way of teaching prosocial behaviors to behaviorally disordered students. The assessment process involves a pre-teaching assessment in which students and specific instructional skills are selected and a post-teaching assessment phase which includes post-teaching evaluation and assessment of skill maintenance and generalization. Checklists are presented for elementary social skills. Techniques for developing an instructional plan with attention to group rules, levels of instructional support, and reinforcement phases are described. The structured learning approach is explained to involve features of modeling, role playing, verbal mediation, performance feedback, and transfer of training. Generalization strategies are noted. Sample recordkeeping forms are included throughout. (CL)