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Improving the Conversational Skills of a College Student with Peer-Mediated Behavioral Skills Training

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Abstract

We used a multiple baseline design across behaviors to evaluate peer-mediated behavioral skills training to improve a complex repertoire of conversational skills of an undergraduate student diagnosed with a learning disability NOS. Following treatment, we observed a decrease in interrupting and content specificity and an increase in questioning. Treatment effects maintained with naïve peers during unstructured conversations and outcomes compared favorably with normative data on the conversational skills of three undergraduates without learning disabilities.

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Authors and Affiliations

  1. Western New England University, Springfield, MA, USA

    Lauren Beaulieu, Gregory P. Hanley & Joana L. Santiago

  2. Department of Psychology, Regis College, 235 Wellesley Street, Weston, MA, 02493, USA

    Lauren Beaulieu

Authors
  1. Lauren Beaulieu
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  2. Gregory P. Hanley
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  3. Joana L. Santiago
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Correspondence to Lauren Beaulieu.

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Beaulieu, L., Hanley, G.P. & Santiago, J.L. Improving the Conversational Skills of a College Student with Peer-Mediated Behavioral Skills Training. Analysis Verbal Behav 30, 48–53 (2014). https://doi.org/10.1007/s40616-013-0001-8

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  • DOI: https://doi.org/10.1007/s40616-013-0001-8

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