Self-prompted Communication Book Use to Increase Social Interaction Among High School Students

This investigation examined the effects of self prompted communication book training provided by peers on the conversational initiations of four high school students with extensive support needs. The intervention was associated with increases in participants' appropriate initiations and general education conversational partners' corresponding responses. The self -prompting strategy also was associated with increases in conversational topics discussed and decreases in inap propriate initiations by participants. In addition, interviews conducted postintervention generally indicated that participants believed they had (a) met their social goals to increase their interactions with their general education peers and (b) made more friends at school. Implications of findings are discussed and suggestions made for future programmatic efforts.