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?
Live action role-playing with scenario cards can help the student accurately discriminate between situations that require an on-time arrival or an early arrival, versus those that may allow a later arrival. Consider how you might also apply many scenarios to a graphic organizer activity, where the student sorts scenarios into different categories (arrive 15 minutes early; arrive right on time; it’s okay to arrive late).
Moreover, these role-play scenarios can also be used to emphasize some of the consequences of on-time arrivals versus late arrivals (from the perspective of the student, as well as from the perspective of others). Student “actors” can role-play what happens in each scenario, and the group can discuss some of the “results” (consequences – good or bad) of each scenario. These role-plays could also be videotaped for the group to view and then discuss the questions in each situation.
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
Video scenarios could be developed to show the consequences of being late versus the consequences of arriving on time. This set of tools may assist with priming.
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?
