Objective: This investigation examined the effects of an autistic peer support intervention administered within a video-conferencing platform on the frequency of partner-focused questions (PFQs). Method: Six autistic adolescents in three dyads participated in an A-B with maintenance investigation; two participants were regrouped to examine generalization. The primary dependent variable (DV) was the frequency of partner-focused questions during 10-minute conversations. Secondary DVs were rate of partner responses and a measure of social validity. The independent variable included direct training and a peer support phase. Results: The intervention produced varying results. Participants 2, 4, and 6 increased their mean frequency of PFQs from baseline to intervention. Participant 6 had the greatest increase in PFQs and generalized their skills when regrouped with another peer. For two dyads, a decrease in PFQs for one corresponded to increased responses for the other partner. In a social validity questionnaires, parents and participants reported a positive experience, stating the intervention was beneficial to peer connections. Conclusion: Outcomes showing a decrease in PFQs and an increase in responses for two dyads may reflect a change in the reciprocal nature of their conversations. More research is needed to determine if autistic peer support strategies can lead to changes in adolescents’ social-conversational skills.
