This study investigated the effects of a visually mediated intervention (i.e., social stories, written social phrases, pictures of social skills, and videotaped feedback) on the social communication of five elementary students with pervasive developmental disorders. Five triads, each with one subject and two typically developing peers were formed. A multiple baseline design across triads and social behaviors revealed that the intervention was effective in increasing the frequency of four specific social communication skills for the five focus children. Two participants demonstrated generalization of social improvements and parents and naive judges reported improvements in social interactions for all triads. Class-wide sociometric ratings increased for four of the five participants. Overall, the intervention was judged effective in teaching social skills necessary for participation in conversations and positive social interactions with peers in inclusive settings. (Contains 37 references.) (Author/DB)