Three elementary students with moderate to severe intellectual disabilities and aberrant behaviors were taught to initiate and maintain a conversation with nondisabled peers (who were not classmates) utilizing a communication book adaptation. Additionally, all members of their regular education classes were given the information they needed to converse with their classmate with disabilities using the communication book as the medium for the exchange. Educational staff provided opportunities for members of the class to engage in conversations with the student on a regular basis. Results indicated that there was an increase in positive social and task-related interactions between the students with disabilities and their nondisabled classmates. Increases in initiation of comments were accompanied by decreases in the frequency of the occurrence of the inappropriate behaviors that the students with disabilities had been using in the past to elicit attention from and social interaction with their nondisabled classmates. (Contains 24 references.) (Author/JDD)