Abstract
It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training—motivation and self-initiations—for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations.
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