This final report discusses the outcomes of a research project that examined which training procedures lead to effective acquisition and generalization of social skills of students with serious emotional disturbances and behavior problems. Specifically, goals of the project were: (1) to determine the effectiveness and efficiency of five training procedures; (2) to develop a comprehensive training model for teaching social skills to adolescents with serious emotional disturbances; and (3) to evaluate the effectiveness and efficiency of the comprehensive training model. To achieve these purposes, six studies were conducted over a 4-year period. Studies one through five investigated the effects of five training variables (practice structures, fading of negative examples, instruction in self-contained vs. integrated groups of students, programmed maintenance and isolated skill training, and fading responses) on the acquisition, maintenance, and generalization of selected verbal social skills. In Study 6, a comprehensive training model that incorporates the results of the first five studies was designed and evaluated. The report lists each task activity during the four grant periods, followed by a brief description of what was accomplished. A list of manuscripts and presentations of the project is also included. (Author/CR)