Linking Peer-Mediated Interventions to Address Conversational Difficulties in Adolescents With Autism

Abstract

Purpose Adolescents with autism spectrum disorder (ASD) commonly experience an array of pragmatic language difficulties that can interfere with their ability to engage in reciprocal or balanced conversations with their peers. Difficulties with the use of language during peer encounters can contribute to these students' social isolation even when in inclusive settings. Increasingly, researchers have identified effective approaches for teaching conversational skills to individuals with ASD, but there are few demonstrations of effective interventions in high school settings. Peer-mediated intervention (PMI) is one approach that can embody research-based recommendations for teaching conversational skills (e.g., direct instruction, teaching in natural settings, use of peer partners). This clinical focus article describes effective PMI strategies for improving the social conversations of high school students with ASD based on our (the authors') emerging research. Conclusions Using Fey's (1986) classification scheme, the article begins with an illustration of different conversational profiles of adolescents with ASD and associated goals for intervention. Next, key components of our PMI approach are described, followed by detailed illustrations of three research-based intervention strategies that speech-language pathologists can use to address different conversational goals. Emphasis is placed on strategies for teaching students with ASD target skills and training peers to support conversation. Outcomes and clinical reflections of our intervention research are described. Finally, the article ends with a discussion of additional considerations for speech-language pathologists regarding implementation and generalization. Supplemental Material https://doi.org/10.23641/asha.13308470