What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
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?
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?
View2Do includes a library of icons you may wish to add to your scripts. Another option is to use color-coding or font changes to indicate changes in voice volume or tone. Also, color-coding the script so the student’s lines are a certain color can help him follow along when role-playing.
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?
What video scenarios might you develop and present to help students make accurate discriminations between appropriate and less appropriate responses?
You could use video scenarios to depict the appropriate versus inappropriate responses in a number of situations: Calling in sick to a supervisor, making requests for time off, responding to approvals of time off requests, or responding to denials of time off requests.
Video scenarios can also depict various scenes where calling-in or requesting time off is in question. Consider using movie scenes as well if it is difficult to develop videos. After viewing each scene, the student will indicate if the character should not call-in to work and why. Some examples of scenes:
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?
