Which of the following is a research-based intervention that best supports a student with autism to initiate conversation with a peer?

• A. Providing topic cards that suggest questions to ask about concepts the class is studying
• B. Having the student listen to a social story that models the skill the student will practice immediately after hearing the story
• C. Encouraging the student to engage in small talk with classmates about the question of the day during morning meeting time
• D. Teaching the student to use visuals on a card to answer questions with two to four pictorial responses

Answer: (B)

Initiating a peer conversation is a social-communication skill best taught with explicit modeling plus guided practice. A social story provides a clear, concrete example of how to start and carry a brief chat, using simple language and a predictable sequence. When the student hears the story and then immediately practices the skill—rehearsing the greeting, turn-taking, or a simple question in a controlled setting—the demonstration and rapid rehearsal reinforce what to say and do. This combination helps the student generalize the initiation to real classrooms and peers, with prompts faded over time as independence grows.

Other strategies may support communication in different ways but aren’t as targeted for starting a conversation. Topic cards offer suggested questions but don’t model the initiating behavior itself or provide the same structured practice. Morning meeting activities give authentic social opportunities but lack the explicit instruction and immediate rehearsal that solidify the initiation skill. Visuals that help answer questions focus on responding rather than starting an interaction.

So using a social story to model the skill and then having the student practice right away aligns with research-based practice for teaching initiation of conversations with peers.