Being socially active and sharing your thoughts through meaningful conversations is an important skill that allows people not just to communicate but also to get good jobs that demand communication skills and human interaction. Unfortunately, people with certain learning disabilities also struggle with communication skills. Social conversational vulnerabilities associated with ASDs generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. Due to these challenges, there is a growing need for targeted interventions to improve the social competencies of this population that can help reduce or eradicate this issue.

This study was done with the purpose to check the effects of a video-feedback intervention that targeted a key social conversational skill that is making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in total questions asked, conversational pauses, non-perseverative discussion, conversational reciprocity, and perceived confidence.

The study concluded through its findings that the provided intervention strategy may hold promise for promoting key social competencies in young adults with ASD.