Two children with severe disabilities who used electronic communication aids were taught to extend conversations as a result of implementation of an intervention strategy based on high-probability request sequences. Both participants had been selected as a result of the discrepancy between their propensity to respond to obligatory conversational bids (e.g., a question such as “What did you do at recess?”) and their propensity to refrain from responding to nonobligatory conversational bids (e.g., comments such as “I played kickball at recess”). Both learners' conversational maintenance skills improved as a result of the procedure. Educational implications are discussed.
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