What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Rehearsals with scripts can support the student in practicing initiating interruptions and responding to others under structured conditions. Over time, the effort would be to systematically expand these scripts to align with a variety of situations that may arise. Scripts should be matched with the student’s language level and strengths.
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?
The student’s volume, tone, and facial expressions may need to be indicated on the script card. For example, an interruption at a loud volume is likely to be perceived as rude (unless the situation is an emergency).
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?
With this topic, be sure to describe specific circumstances when practicing these scripts. The student might practice making an interruption using the appropriate words and tone of voice, but if the interruption is ill-timed (e.g. the person is on the phone), the interruption is inappropriate. Context is key here. The student may initially benefit from picture cues that signal context on the scripts. The cues may be icons indicating to knock before entering, or they may involve key points of the scene being highlighted to help the student recognize the red flags (e.g. “he is on the phone” being typed in a colored font above the script).
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 present to help students make accurate discriminations between appropriate and less appropriate interruptions? Could you use video scenarios to help the student decipher the “not now” or “busy signals” that dictate whether they should interrupt or not?
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?
