In this study, self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. The authors assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills, and concluded that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners.
Hughes, Carolyn, Bernstein, Rebekah T., Kaplan, Lauren M., Reilly, Cstlin M., Brigham, Nicolette L., Cosgriff, Joseph C., and Boykin , Michaela P. (2013). Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities. Focus on autism and other developmental disabilities, 28, 241-254.