<p>Characteristic deficits of individuals with autism spectrum disorder (ASD) are difficulties with social skills and repetitive or restricted interests. This often results in perseverative speech during conversations with peers limiting successful social interactions. Prior research has successfully reduced preservative speech; however, an arbitrary stimulus was often required to maintain stimulus control. Outcomes have been improved with the use of video modeling, contingency specifying rules and self-management procedures such as video feedback. Therefore, in the current study we used video feedback with contingency-specifying rules to teach four children with ASD and perseverative conversation to tact interested and disinterested cues from a conversation partner. To address prior research we included measures of generalization in all phases of the study. The results indicate that discrimination training with video feedback was effective in teaching the participants to not only tact conversation partner behavior but shift their own speaker behavior during in-vivo conversation. This study provides a potential framework for teaching children with autism spectrum disorder to reduce perseverative speech in conversational exchanges.</p>