What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
When teaching the student to ask for help if they need it when given instructions, it may be appropriate to simply write at the bottom of a written list, “If you need help, ask Don” or include a picture representing ask for help at the bottom of a picture list.
However, a communication system or script may also be beneficial in teaching the student how to ask for help if they need it when they are given instructions. Communication scripts should be individualized based on the student’s level of functioning. Some students benefit from a script as well as pictures. Others can handle more complicated language.
Present the student with the script and practice asking for help when needed in the classroom. Then, set up additional opportunities for them to practice independently of the instructor. One way to give the student an opportunity to ask for help is to purposefully leave out materials needed to complete a task. This forces the student to ask for help, and if they don’t ask for help, you know you need to keep teaching this skill. For more information on how to teach the student to ask for help, refer to the Asking for Help intervention topic.
Communication scripts are also helpful when teaching the student how to respond to instructions (instructions from supervisors, co-workers, customers, etc.). In the case of responding to a customer’s instructions and requests, the instructor needs to determine how they want their student to handle these situations- address the customer’s requests or refer to another co-worker? Or, perhaps the student can determine what types of requests they are able to respond to, and when they need help.
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?
It might also be helpful to include WHO to ask for help.
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?
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?
If the student is able to successfully use a script, it may help to role-play scenarios in which they may need to ask for help, repeat back what was said, write down instructions, or practice whatever strategy you have determined is most appropriate for that particular student. Practicing in different situations with different instructions can be a helpful step in generalizing the skill to real life.
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?
