What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Scripts help the student practice exactly what to say and how to say it in very specific situations. Because they are so rigid and concrete, they may be slightly incorrect if one aspect of the environment or the interaction changes. However, practicing with multiple scripts may provide enough practice and variation in what to say such that a student develops the concept of the role and expectations. You may use multiple scripts to build fluency in the use of a concept like ‘be respectful to your supervisors.’
To build this concept, consider a variety of scripts including the following:
While using several scripts, you can use a graphic organizer or list that defines the expected role with the supervisor. Your goal is to use the scripts to build an understanding of the role and expectations. Get the student to identify the ‘respectful’ behaviors in the script, using the list or graphic organizer. Note that starting with positive scripts that identify what to do and how to do it is a way to build needed skills. Later you can add scripts that show disrespect and have them label those ‘disrespectful’ behaviors.
For a more complex concept like ‘good customer service,’ again a series of scripts may help clarify exactly what is expected:
Refer to Graphic Organizers for a discussion of how to use these scripts with an organizer to help the student understand ‘good customer service.’
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?
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?
After practice with scripts and a list or graphic organizer to help the student understand the concept or role, you may then present scenario cards to help the student gain confidence in generating responses. The student might use the scripts to complete a graphic organizer that displays what to do vs. what not to do. Then he can use the graphic organizer as a visual support to practice the scenarios. Scenarios provide a great opportunity to practice and label what to do vs. what not to do.
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
Once the graphic organizer has been introduced and you are providing practice opportunities for the student, it may be worthwhile to watch video scenarios to have the student label what he sees in the scenario. Labeling of both appropriate and inappropriate responses can be followed by other practice scenarios that support the student performing correctly.
You might have to make changes to your work if the company changes a policy. This is an example of a policy change. |
If your supervisor decides to change the way things are done, you will have to accept this change. In this video, the supervisor tells the employee that she will have to change the order of her work tasks. |
This is the right way to apologize to a customer. When the customer tells the waiter that he was given the wrong order, the waiter looks towards the customer and he says, "I’m sorry about that" in a polite and calm manner. He does not argue with the customer, and he does not blame the problem on anything else. |
This is the wrong way to respond to a customer. When the customer tells the waiter that he was given the wrong order, the waiter sighs and says, "It’s not my fault, it’s the kitchen." He does not apologize to the customer. He picks up the plate and walks away. This is a rude response. This might cause the customer to complain to the manager. The customer might not give the waiter a tip. |
This is the right way to respond when you don’t agree with a customer. Even though the customer might be wrong, the employee responds to her in a calm and polite manner. He might disagree with her, but he does not argue with her. He does not get upset and he does not raise his voice. He does not tell her that she is wrong. |
This is the right way to respond to a demanding customer. When the customer complains about the food, the waiter calmly and politely says, "Okay, no problem, let me take care of that for you." He is providing quality customer service. |
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?
