Title: High School Inclusion Program for Students with Autism Spectrum Disorders
Topics: Inclusion; High School
Grant Year: 2009
Principal Investigator: Carolyn Hughes, Ph.D.
Funding: $29,991
Institution: Vanderbilt University
Duration: 18 Months
Purpose: To help high school students with autism and other intellectual disabilities improve
their social interaction with peers.
Objective: To demonstrate whether or not use of communication books (learning tools with a
variety of conversation topics and pictures on each page that individuals can either read out loud
or point to in order to initiate dialogue) could be adapted to promote more naturally occurring
interactions between high school students with autism and intellectual disabilities and their
general education peers. Researchers also sought to determine the generalizability of
communication book use, and if they would be effective tools for students with a broad range of
capabilities (such as non-verbal communication or repetitive speech) in a variety of settings (e.g.
cafeteria, general education classroom, art studio).
Study: Researchers introduced communication books to five high school students with autism
and other intellectual disabilities (e.g. Down Syndrome). They also selected 48 general education
students to take turns engaging in conversations with the primary study participants.
Conversation partners were chosen based on their availability (e.g. if it was his/her lunch time).
During interactions, researchers recorded a baseline measure, paying close attention to when
participants engaged in and initiated conversation. Next, each of the five primary study
participants received training on how to use the communication books. After training, each
participant practiced using the communication book with their trainer (one of the researchers)
before being introduced to a general education peer, who they then engaged in conversation
using the communication book. Observers again recorded how often participants initiated and
responded appropriately during these interactions; they also interviewed the general education
students to receive their feedback regarding the interactions. These students also answered
questionnaires about how these conversations compared to those they have with their friends.
Four and six months later, the researchers collected follow up data from all five primary
participants regarding the use of their communication books.
Results: After receiving training on how to use the communication books, all five participants
increased the rates at which they participated in interactions with peers. At baseline, the students
rarely interacted with others, and only one initiated a conversation. After training, primary
participants engaged in conversation 96% to 99% of the time, and the rate at which they initiated
conversation jumped to 71% to 84%. Additionally, interview and questionnaire results revealed
that general education conversation partners enjoyed interacting with the primary participants,
and agreed that social skills had improved since baseline. During the follow up observations four
and six months later, the researchers found that new social interaction skills were maintained and
generalized from one social interaction partner and setting to another.
Author: Rachel Rutfield
George Washington University
OAR Intern – Spring 2013
Significance and Implications: Findings suggest that these books may be helpful for students
with a variety of diagnoses that impact social functioning, such as Asperger Syndrome. Reports
from students and teachers also suggest that the combined approach of using communication
books and expanding opportunities for students to engage with general education peers resulted
in interactions that were similar to those shared by typically developing high school students.
Direct instruction and resources to improve social skills is a first step toward helping students
with autism and other intellectual disabilities build their social skills, but other factors are also
involved. The research team suggests that high schools should influence change in three areas: 1)
students with disabilities, 2) general education peers, and 3) environmental learning; this
encourages students to continue applying the conversation skills they have developed from using
the communication books.
Practical Relevance: Individuals with autism and other intellectual disabilities have difficulty
learning how to partake in and initiate conversations. This research suggests that with proper
training of a communication book and opportunities to interact with peers, individuals can
increase their interaction skills, which will help them become more independent and allow them
to have a more desirable social life. The use of communication books to initiate social
interactions can be used in schools, homes, and a variety of other public settings.
Author: Rachel Rutfield
George Washington University
OAR Intern – Spring 2013