What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Communication scripts will be instrumental in teaching the student to exit a conversation appropriately. Communication scripts teach the student exactly what to say to end a conversation appropriately. Tailor the communication script to the level of functioning of the student. For example, a concrete learner might do best if taught one appropriate statement to say to exit a conversation, such as “It’s time for me to go now……(pause and wait for response)…. I’ll see you later.”
Other students may have the ability to learn and use a variety of phrases to exit conversations. Some students may have the ability to practice and use a few different scripts, but then move on to scenarios with open-ended conversation closers; or they may not need scripts at all, but rather are able to learn appropriate exit strategies from video models or role-play scenarios.
Keep in mind that context is key here, which means you need to clearly identify the roles of each “actor” in role-play sessions. For example, if you are practicing role-play between a student and an “authority figure” such as an instructor, job coach, or supervisor, the way that the student exits the conversation will change. In some cases, it may not be appropriate for them to end that conversation at all, but instead, may have to wait until that authority figure has decided that the conversation is finished.
Scripts can also support the student in deciphering and responding to the signs that indicate that the other person might be trying to end the conversation. In such cases, you would engage the student in repeated opportunities to engage in role-plays where he can pause, examine the script card, and process what might be happening within that interaction.
* 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.
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?
Adding reminders to use an upbeat tone of voice might be particularly helpful. Some students might need a picture cue of a smiley face as a reminder of what an upbeat tone might look like. Other students might need cards with reminders about social rules, such as waiting for the person to finish speaking to exit the conversation or, not ending the conversation if the person has asked them a question. Consider some of the text or image cues you might add:
Body language when trying to end a conversation:
-Look interested
-Look at them but don’t stare
-Make short comments such as ‘aha”
-Nod and smile when they pause
-Politely, state ‘that’s really interesting, but I need to get back to work’
-Smile and say ‘bye’
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?
Highlighting or bolding body cue signals such as packing up, fidgeting, or looking at watch might be needed for some students who have a difficult time recognizing overt signs that their conversation partner is trying to end the exchange.
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?
As you examine these scenarios below or if you make your own, consider whether the student might need a few “starter phrases” depicted on a script, at least in the initial rounds of role-play:
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
Clips from TV shows or celebrity interviews could be shown for the student to label the body language positions and closing statements made in appropriate conversations and interviews. When appropriate, students could be filmed in various situations to view and assess their own body language and how their responses looked and seemed to their partner. This would be an excellent way to not only teach the appropriate steps in ending a conversation, but also help the student consider how their actions are perceived by others.
Are you arranging frequent practice opportunities with visual scripts and scenarios to build independence and fluency through repetition?
Again, consider the wide array of features that dictate when a conversation should end: Body language and cues demonstrated by the other person; explicit and more subtle verbal statements that indicate intent (“It was nice to see you again”; “I am ready to get home and relax”; “Well…..”); events going on in that environment in that moment (the bell rang; work shift is over; the TV show is starting; your ride is here; someone is standing nearby waiting to talk to that person, etc.). The complexity of the scenarios you target during role-play hinges on the student’s capacity to grasp those more subtle aspects.
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?
