How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
As you target this skill, how will you incorporate (visually, thematically) the student’s unique interests?
What picture cues might you add to the visual scripts that depict greetings and goodbyes? The Toolbox contains a variety of anime style, graphic novel style, and basic icons that you might consider. Perhaps you add thematic elements to the rehearsal activity, in effort to generate interest and “buy-in” from the student. For instance, if she is highly motivated by a particular literary genre, then perhaps the scenario in which her rehearsed greeting occurs is taken from a preferred storyline.
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of graphic organizers, social narratives, and /or video models help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the set of self-assessment tools that align with this intervention topic:
"Social Communication – Basic Skills 1"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
Before the student encounters a situation where he will need to perform this skill, how do you help the student prepare? How do you orient the student to the upcoming situation?
The visual supports you devise (e.g. scripts, reminder cues, graphic organizers, social narratives, and video models) can support your efforts to prepare the student for a situation where he will likely encounter a greeting or goodbye exchange.