What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
For many students, full or partial scripts will be crucial during role-play sessions. Over time, be sure to adapt the interview questions and the script, so that the script is more generalizable to a wider variety of questions. Ultimately, the script might include only key phrases and reminders to which the student can refer in moments just prior to an actual interview. Obviously, the student cannot become over-reliant on a fully scripted response, as doing so during a real interview would result in rote responses that are not aligned closely with the question. Consider whether the student might need picture cues added to the scripts to define his body position, facial expression, or tone, or whether he needs additional visual clarity cues (e.g. color-coding, highlighting) to promote attention and comprehension.
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?
In 1:1 or small group exercises, engage the student(s) in an activity where he selects an interview question card and acts as the interviewer. A peer model or instructor might model an appropriate response to that question. Then, the student would take a turn responding to that question (or a different question). As the student demonstrates proficiency in responding to one question, be sure to present questions that target the same issues/topic but are phrased differently in order to promote generalized responding. Of course, the needs and strengths of the individual will dictate the complexity of the questions and responses you target. Below is one set of interview question cards:
In addition to the interview question cards above, consider the following documents that contain a number of interview questions, along with appropriate responses and less appropriate responses. Each question is labeled as “level 1,” “level 2,” or “level 3,” with level 3 representing the most complex questions. You might adapt the material for use in role-plays or in response sorting activities, to support the student in accurately discriminating between appropriate and less appropriate responses. Each response also contains a written explanation regarding why the response is appropriate, or less appropriate.
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?
