What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
The response plan that you and the student agree upon should include minimal to no verbal responses to the bully. In many cases, the victim should produce just one single statement such as “Leave me alone” before leaving the situation. This response hinges on the student’s ability to deliver a statement assertively and calmly, without becoming further engaged in the interaction with the bully. The response plan may be comprised of making a statement, leaving the situation, going somewhere safe, and reporting the incident. Develop scripts for the student to practice what to say to a bully, perhaps using icons or key words to help the student deliver the line with appropriate voice and body language.
Some students may not be able to deliver a verbal statement to a bully without escalating. In this case, use scripts to help the student practice NOT saying anything at all to a bully. Such scripts can also guide the student in responding to cyber bullying.
Additionally, develop scripts that will support the student in reporting the event to a trusted person (supervisor, co-worker, administrator or caregiver) including emphasis on when the event happened, where it happened, who was involved, and what was said or done.
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?
Remaining calm and using composed expressions are important when responding to a bully. Based on the student’s needs, consider what icons or cues should be used to focus on voice, face, and body expressions. How might you also incorporate cues to direct them to walk away? Consider whether the script can include a cue for where the student should go for safety. Be creative but clear!
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?
Develop scenarios where the student can practice applying his scripts and response plan. The scenarios you devise should be most relevant to the student and written at a level that the student can comprehend. Where is he likely to be bullied? Will the bullying include overt acts of verbal or physical aggression, or is it more likely to come in the form of manipulation or sabotage?
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?
