Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Enhancing Conversational Skills among College Students with Intellectual Disabilities within Naturalistic Settings

Jason Robinson, Ph.D., BCBA-D, Tracy Gershwin, Ph.D., BCBA-D, Michelle Athanasiou, Ph.D., BCBA-D, Dina London, P.S.M.
  • Jason Robinson, Ph.D., BCBA-D (Author) University of Northern Colorado image/svg+xml
    Jason Robinson is an assistant professor in the School of Special Education at the University of Northern Colorado. His research interests include effective teacher preparation, applied behavior analysis, and inclusion.
  • Tracy Gershwin, Ph.D., BCBA-D (Author) University of Northern Colorado
    Tracy Gershwin is a professor in the School of Special Education at the University of Northern Colorado. Her research interests are in the area of family-professional partnerships, conflict prevention and alternative dispute resolution, teacher preparation and professional development, and positive behavior interventions and supports for students with challenging behaviors.
  • Michelle Athanasiou, Ph.D., BCBA-D (Author) University of Northern Colorado
    Michelle Athanasiou is a professor in the Department of School Psychology at the University of Northern Colorado. Her research interests are school-based consultation, applied behavior analysis, and the training of school psychologists.
  • Dina London, P.S.M. (Author) University of Northern Colorado
    Dina London is a doctoral student in the School of Teacher Education at the University of Northern Colorado. Her research interests resonate around interest-based curriculum design in the geosciences to increase student recruitment and retention.
DOI
https://doi.org/10.64546/jaasep.480
Abstract
The present study utilized a multiple baseline across participants design and targeted a crucial component of social interaction, conversational skills, through implementation of the teaching interactions procedure with college students with intellectual disabilities within naturalistic settings. For each participant, the mean frequency of both elaborating on responses and asking questions during conversations with peers increased during the intervention phase. Among all three participants, increases in mean frequency related to both elaborating on responses and asking questions during conversations with peers were also observed during generalization probes within campus dining halls. Results suggest that utilizing the teaching interactions procedure within naturalistic settings can enhance the development and generalization of conversational skills among young adults with intellectual disabilities. Implications for practice and future research are discussed.
Keywords
College Students, Communication Skills, Educational Legislation, Equal Education, Federal Legislation, Generalization
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How to Cite
Robinson, J., Gershwin, T., Athanasiou, M., & London, D. (2022). Enhancing Conversational Skills among College Students with Intellectual Disabilities within Naturalistic Settings. Journal of the American Academy of Special Education Professionals, 17(1), 51-70. https://doi.org/10.64546/jaasep.480

Winter 2022

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  • Article Type Articles
  • Submitted January 23, 2022
  • Published February 15, 2022
  • Issue Winter 2022
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