The social learning conceptualization emphasizes the natural science perspective of behavior analysis. In ths perspective, the behavior of an individual is viewed as learned, maintained, and otherwise influenced through ongoing, reciprocal interactions between behavioral and environmental events. Individuals learn prosocial behavior through social interactions at first with family members and later with peers and other individuals in schools and in the broader community. Deviance, or antisocial behavior, is also learned through social interaction with and reinforcement from delinquent peers. Three studies carried out in family style, community-based group homes for delinquents present models of the behavior learning process and of the social control concepts relating to individuals' commitment to society and social units, such as family members, peers, and schools. The homes followed the Teaching-Family treatment approach. The first study attempted to relate delinquent behavior to directly observed interaction measures presumed to indicate the teaching-parents' reinforcing value; the second study observed teaching-parent teaching behavior over homes; and the third study, an ongoing one, attempts to relate delinquent behavior to delinquent peer associations. By observing social interactions and individuals' behaviors in these controlled settings the researchers found confirmation of their working hypothesis on how socially acceptable and delinquent behavior are learned, especially through peer interaction. Explanatory endnotes and 35 references are appended.