This article describes an investigative process used to identify critical behaviors that relate to social interaction among high school students with and without disabilities. A series of studies resulted in the identification of six empirically and socially validated conversational behaviors that could serve as targets of interventions designed to increase social interaction. Findings also indicated that little social interaction occurred among high school students with and without mental retardation in the absence of programming or supports. Implications of the findings are discussed as well as suggestions for future research. Finally, a model for social skills interventions is proposed that may result in increased social interaction among students with and without disabilities.
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