As more students with an intellectual disability are attending postsecondary programs at colleges and universities, these students are presented with new opportunities for socialization (e.g., conversing with peers and faculty across campus environments, joining organizations of interest, and participating in campus events). The generalization of social skills to new settings and classrooms with unfamiliar people may be challenging for some individuals with an intellectual disability. We conducted a single-case study using a multiple baseline design across student and peer pairs to evaluate the effects of peer training on the social communication of students in rural college classrooms. Specifically, we collected data on students taking three or more turns during conversations, initiating or responding to their peer partners, and discussing academic or social topics (communication function) using partial interval recordings. After a brief training session with peers, all students increased the percentage of intervals taking three or more turns, with the majority of student responses focusing on academic content. We concluded the article by discussing key findings, limitations, future research directions, and implications for practice.

随着越来越多的智障学生参加学院和大学的高等教育课程，这些学生获得了新的社交机会（例如，与校园环境中的同龄人和教师交谈、加入感兴趣的组织和参加校园活动）。对于一些智障人士来说，将社交技能推广到陌生的环境和教室可能具有挑战性。我们使用跨学生和同伴对的多基线设计进行了一项单一案例研究，以评估同伴培训对农村大学课堂学生社交交流的影响。具体来说，我们收集了学生在对话中轮流三轮或更多轮、发起或回应同伴的数据，并使用部分间隔录音讨论学术或社会话题（交流功能）。在与同龄人进行了简短的培训后，所有学生都增加了三轮或三轮以上的间隔百分比，大多数学生的回答都集中在学术内容上。我们通过讨论主要发现、局限性、未来的研究方向和对实践的影响来结束这篇文章。