What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
"Accepting Negative Feedback - Scripts"
On the script card, does the student need additional picture or word cues to define his body position, facial expression, gestures, etc. during the use of the script?
The student may need a reminder card for his position and manner when receiving feedback. An example could be:
"Accepting Negative Feedback - Scripts - Reminder"
What additional visual clarity cues (e.g. color-coding, highlighting) might you add to the visual script to promote attention and comprehension for the student?
The first step in all situations is to stop or try to stay calm. The word Stop might need to be highlighted to emphasize the importance in staying in control. (See handling negative feedback script 1). For the student who struggles with feelings of failure if they make a mistake, reaffirming statements that are on his agenda, schedule, to-do list, or placed on his desk or work area could be highlighted or even have an icon of a favorite character placed on it:
"Accepting Negative Feedback - Scripts - Character"
What scenarios might you present (using scenario Act it Out cards) to help students produce their own dialogue and interactions to practice or role-play in a scene?
The use of scenarios in practice can help focus on specific features of criticism. When a supervisor or authority figure in our lives gives criticism, it can be valuable to us to constructively deal with that criticism. Identifying Bullying Behaviors and Responding to and Coping with Bullying provide guidance on how to recognize and respond to criticism, teasing and abusive behavior. Attribution skills are required in identifying if a criticism is helpful or harmful.
Who is this person and what details in the environment are important in this situation? A key in determining the value of criticism (and the need to respond constructively) is ‘who is the person?’ Creating practice with scenarios to help the student recognize the person and using that information to generate a response may be helpful.
Can the student sort scenarios into two groups as a means of building confidence in deciding when to use his script or reminder card for ‘accepting negative feedback?’
"Accepting Negative Feedback - Reminder Card"
Scenarios can also provide opportunities for repeated practice in using the script or reminder card before going into situations where criticism may occur.
"Accepting Negative Feedback - Scenarios"
Are you arranging frequent practice opportunities with visual scripts and scenarios to build independence and fluency through repetition?
In order to align this intervention topic area with the unique needs of the student, do you need to create scripts or scenarios in the View2do program?