Promoting positive social interactions between students with ASD and their peers in the inclusive school setting is critical to the development of appropriate peer relations. Owen-DeSchryver, Carr, Cale, and Blakely-Smith (2008) evaluated the impact of a peer training intervention on three elementary school students with ASD. The students with ASD and four typical students were exposed to training sessions designed to promote increased social interactions. Owen-DeSchryver et al. found that treatment increased not only social initiations but also initiations with untrained peers. However, they did not conduct a qualitative analysis of the social interactions, which should have been imperative because students with ASD often engage in unilateral socialization, resulting in short, one-sided conversations.