Many students identified with emotional or behavioral disorders have social skill deficits, often displayed as less mature or inappropriate social behavior. Students may have difficulty engaging in appropriate play or social interactions and may at times become aggressive. The inability to interact with others has a negative impact on academic achievement and places children at risk for the development of secondary problems. Improving social functioning and behavior are primary intervention targets for children with emotional and behavioral disabilities (EBD). The Social Story[TM] intervention was introduced by Gray and Garand as a method of teaching children with autism how to read social situations, and how to replace inappropriate behavior with appropriate behavior that will serve the same function. This article provides teachers of students with EBD a simple process for including Social Stories[TM] as part of a comprehensive behavior and support plan for children with EBD. The Social Story[TM] intervention involves a child reading a brief, individualized story, which explains how to negotiate a social situation the child finds challenging. In addition, Social Stories[TM] incorporates several effective strategies that special educators typically use with students with disabilities such as task analysis, modeling, priming, and visual supports. (Contains 2 figures.)