What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Brief scripts can be helpful when the student is working on individual steps of engaging with someone. For example, a script with only 2-3 exchanges can exclusively emphasize greeting someone and waiting for them to respond before speaking again. As skills develop, the scripts may become more complex to align with likely networking encounters. As with all scripts, in order to be effective, these must be tailored to match the student’s expressive language skills, decoding and comprehension level, and to align with situations that are most relevant to the student.
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?
Scenario cards can be used to guide the student in acting out what he would do and say during a phone call, when leaving a voicemail, or in face-to-face interactions. Note that scripts might be appropriate tools to support performance during actual phone calls and voice mail messages, so a student’s script or visual reminder cue might be necessary as he acts out these less structured scenarios.
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses during phone and face-to-face networking simulations?
For some students, it will be necessary to depict very obvious, explicit examples of an inappropriate response against very obvious, explicit examples of an appropriate response. Over time, adjust these examples so that they depict increasingly subtle distinctions. Here are a few elements you might depict in video scenarios (or in live role-play):
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?
