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Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.

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Thursday, December 1 • 3:30pm - 4:20pm
Using Peer Intervention to Improve Conversational Reciprocity of Ÿ??Dominant TalkersŸ? with Autism LIMITED

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Limited Capacity seats available

Difficulties with social communication is a defining characteristic of autism spectrum disorder (ASD). Some students with ASD, who can be described as dominant talkers or verbal noncommunicators, are assertive (e.g. will initiate) but often are unresponsive to their partnerŸ??s communication bids displaying a number of interfering behaviors (e.g., inappropriately changing topics, interrupting to reintroduce a previous topic, making semantically vague statements, ignoring partnerŸ??s questions or comments). These difficulties in social communication can interfere with forming meaning relationships with peers and lead to social isolation. Peer-mediated intervention (PMI) is an evidence-based practice used to enhance social interactions for students with ASD by teaching peers how to support and facilitate conversation. This presentation illustrates how peers and students with ASD can be taught to engage in socially appropriate and reciprocal conversation in a high school cafeteria. We present findings of a research project and illustrate the peer-mediated strategies through video examples. By the end of the session, participants will be able to: 1. Articulate a rationale for using PMI to enhance the social communication skills of high school students. 2. Summarize effective peer-mediated strategies, based on our research, for improving the conversational skills of dominant talkers with ASD in an inclusive high school setting. 3. Identify how the peer-mediated strategies can be implemented within their home school setting.

Speakers
avatar for Amanda Thomas

Amanda Thomas

Doctoral Student, Lehigh University
Amanda Thomas is a PhD student at Lehigh University. Her areas of interest are peer-mediated social communication interventions for students with Autism Spectrum Disorder (ASD) and evidence-based practices in secondary transition.


Thursday December 1, 2016 3:30pm - 4:20pm
Station Master Room Union Station Hotel St. Louis

Attendees (19)