What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Scripting is providing the specific words, questions or statements the student will use when a specific problem arises. It is quite possible that a set of visual instructions for either collaborative planning or for problem solving will include some scripting. Prior to these interactions, rehearsal of what to say and HOW to say it will be crucial for many. Imagine if the student asks, “What have you done?” as scripted on his visual support. There is a way to ask it that sounds confrontational, and there is a way to ask it that sounds interested and supportive.
For instance, an individualized ‘problem solving’ set of written instructions may look like this for one student:
Script can also be added to reminder cards that might be used in specific problem situations. For instance, in the problem solving meeting, one student may not have completed his assignment as planned. Do you create a reminder card that provides a scripted plan for problem solving? Again, rehearsal of this script is crucial, as the student’s delivery of these questions and comments will dictate whether the interaction has a positive or highly negative outcome.
A reminder card may include a script also when the student fails to complete his tasks for a cooperative project. For instance, consider this reminder card:
Consider the need for scripts that concisely target one aspect of the role-assignment, negotiation or problem solving process. For instance, does the student struggle to initiate the request to complete a particular task that he would be likely to succeed in doing because he has knowledge, interests, or strengths in that area? Would he struggle to initiate asking for help when things are not going well? Would he struggle to withhold unwanted suggestions? Such scripts might support practice and subsequent performance in actual situations:
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?
Especially with problem solving, there will be times where practice with scenarios will support independent use of the process. Design your scenarios based on the problems that the specific student is likely to have. Practice with scenarios may also assist you in seeing potential problems and what additional cues or words should be inserted in the existing visual supports.
For instance, you have a student who occasionally fails to complete his assignments according to his self-management plan. It is likely that this is going to happen in working together with a peer. You have worked on this individually with the student and you have set up additional reinforcement for finishing on time. Even so, he still slips up at times. He needs a way to work with his peers to finish the project. So he may practice in scenarios with the reminder card presented above. The opportunity to practice and to see, through practice, that it is hard to catch up may help his attention to using his agenda and self-management systems.
Set up scenarios where he can use a script or set of visual instructions to solve the problem in the scenario.
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
The entire collaborative and self-management process cannot be depicted in a video scenario. Yet for some, video scenarios might be used to identify a better way to demonstrate one particular verbal or non-verbal social communication behavior that may come into play during the group work process, such as showing the signs of listening to the partner, deciphering interest, offering help or suggestions, politely disagreeing on how something should be done, or giving compliments or praise.
Watch the guy in the blue shirt. Pay attention to his face and gestures. As his co–worker is talking, he nods his head, leans forward, and looks towards the paper. This shows that he is listening to his co–worker’s idea. He is showing respect, even though he might not agree with his co–worker’s idea. This is the right way to respond. |
Watch the guy in the blue shirt. Pay attention to his face and gestures. As his co–worker is talking, he shakes his head, leans away from his co–worker, rolls his eyes, and crosses his arms. This shows that he is NOT listening to his co–worker’s idea. Even though he might not agree with his co–worker’s idea, it is not okay for him to show it in this rude way. This will make his co–worker feel insulted and angry. |
Pay attention to the guy in the blue shirt. Listen to what he says. Even though he does not agree with his co–worker’s idea, he says so in a polite and calm way. He shows that he respects his co–worker by saying "That’s an interesting idea." This is an appropriate way to respond when you do not agree with a co–worker. |
Pay attention to the guy in the blue shirt. Listen to what he says. He says "That is ridiculous." This is a rude response. Even when you do not agree with someone, it is not okay to say so in this way. This will make his co–worker feel insulted and angry. |
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?
