What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
A student who uses borrowed phrases or stereotyped language may not be able to generate what they want to say on their own. Determine what the student is trying to communicate when they use borrowed phrases or stereotyped language. Many times, their borrowed language is actually used appropriate to context. However, sometimes it can be a signal that something is overwhelming or stressful to them. Or, sometimes it may just signal that the student lacks the appropriate words to use in that situation.
To teach the student a more appropriate way to communicate than borrowed or stereotyped language, use communication scripts. That is, give them a script of the appropriate way to communicate what it is they are trying to say. For example, a student who has difficulty asking for help, may use a line from an animated television show each time they cannot do something, such as “The ship is sinking. Everyone falls overboard.” Use a script to teach them to say: “I can’t do this myself. Can you please help me?”
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?
You may need to identify who to address the script to. In the example above, you may need to include appropriate people from whom to ask for help. Some students might need photos of those individuals, to ensure that they direct their request to the right person.
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?
Once the student performs targeted scripts under role-play conditions, it may be appropriate to engage him in more advanced role-play activities where you present scenario cards, and he produces an appropriate response (one to replace stereotyped language, repetitive statements, etc.):
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?
