Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
Consider again the key elements of this topic:
The sub-skills within each of these four elements will require extensive shaping. For example, as you target attribution skills, start by targeting the student’s recognition of the most explicit cues that the conversation partner might display to indicate intent to end the conversation (e.g., other person says, “I can’t talk anymore now. I have to go”). Over time, shift to more subtle cues (e.g., person shifting in seat, packing up stuff; person says “Well, it’s getting late”). Remember that what might seem like very obvious signs to you are likely not at all obvious to the student. At first, the student should only have to identify one “signal.” Then, begin to target two signals, so the student has to “connect the dots” in order to respond appropriately.
*Also note that ‘wrapping up’ is a more complex skill than ‘exiting.’ For some students, you will start by practicing exiting and then build on that skill by adding a wrap up within the practice.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
Social narratives will be a valuable tool in the priming process to identify when one might need to exit conversations, why, and how to do it appropriately. These narratives can also target the attribution and perspective-taking aspects that will support the student in understanding why it is not appropriate to persist in a conversation (e.g., about a high interest topic) when the other person is trying to exit the conversation.
Communication scripts and scenarios will be instrumental in visually representing basic verbal and non-verbal communication skills that comprise an exit; the student will refer to these tools during practice sessions. Such tools can also help the student rehearse how to time their exit appropriately. Scripts and scenarios can also support the student who needs practice in deciphering the verbal and non-verbal cues that signal that the other person is trying to conclude the conversation.
Graphic organizers would be used as priming tools to represent and sort concepts that relate to this topic. Video models can show precise breakdowns of when and how to conclude a conversation the “right” way. Finally, visual instructions and reminder cues may be necessary to sustain performance in the natural environment.
What type of prompting might you need to provide in the initial learning phase?
Modeling through role-play will be how you initially prompt the behavior - by showing the student what to do and say. Then, you may have them practice the behavior, and you can provide feedback or verbal prompts as necessary. Then, you model the behavior again, and then it’s their turn to practice. You fade out your verbal prompts (and other prompts) across a series of practice opportunities. Promote student attention to the natural cues that are present within each rehearsal- what is the other person doing with their body? What is the other person saying? What is going on around us that might indicate we need to conclude our conversation (did class end; is the work shift over)?
Can the student discriminate between the more versus less appropriate response in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
Observing the “wrong” way to exit a conversation (juxtaposed to the “right” way) not only supports learning, but some students may also find such scenarios humorous. Also consider depicting what happens when one person fails to recognize that the other person is trying to conclude the conversation. Depict both appropriate and inappropriate responses via live role-plays and video scenarios. If you use video scenarios, you can pause the video at a precise moment to focus on key elements.
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?