Increasing Interaction in Social Settings for Students with Intellectual Disabilities Using Visual Supports

Abstract

Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured social setting. Two students in eighth and ninth grade used individualized VS in unstructured social environments with peers during the school day to engage in socially relevant conversations. Independent conversational turn taking increased while the need for prompts decreased. This study offers implications toward increased conversation turns of students with ID and their peers in secondary settings outside of the classroom.