What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Scripts can help the student who is rehearsing skills in the classroom as well as serve as visual cues to support him at work. The script may concretely state how to approach a co-worker, what to say if the co-worker rejects an invitation, or what to ask when getting details about an activity when invited by a co-worker. Below are several scripts which the student may find helpful when planning what to say when inviting a co-worker to share in a social activity. Planning scripts such as this can be great tools. They can also be used in collaboration with other visual supports, such as the “Event Planner” in this topic’s Graphic Organizer element:
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?
The above script may be adjusted to better clarify the information the student should be prepared to give when inviting the co-worker. For example, you may write or type “[co-worker’s name]” in the first blank, “[what has the co-worker told you he likes doing?]” in the next, “[what and where?]” in the third, and “[when?]” in the last.
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?
The scenario cards below might be used to support discussion and role-play, as well as discriminations between appropriate versus less appropriate responses. These example scenarios are not appropriate for all students, as they involve applying the “rules” under challenging and ambiguous circumstances.
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
These video sets provide clear examples of appropriate responses between co-workers. As this topic encompasses a wide array of issues, consider how you might produce your own video scenarios to better address the needs of this student. Will the student benefit from video scenarios that portray rude or inappropriate responses so that he can label those as well?
In the first video of this set, the co-worker declines the invite appropriately; in the second video, his decline would be perceived as rude:
This is the right way to turn down an invitation. He is not interested in football, but he tells his co–worker this in a friendly and polite way:
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This is the wrong way to turn down an invitation:
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In this set, the videos illustrate how to appropriately make a second request versus asking repeatedly.
Tina asked Liz to hang out with her twice. Liz politely declined both times. It is okay to ask twice, but after they say "no" twice, you should stop asking. |
Tina asked Liz to hang out with her many times, and Liz said "no" each time. Tina was not getting the message that Liz is not interested in hanging out. By the end, Tina appears a little desperate and pushy. Tina should have only asked Liz twice and then she should have stopped asking. |
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?
