What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
The scripts used in Managing Interpersonal Relationships are relevant scripts to adapt for this topic as well. Simple and direct conversational inquiry, as illustrated here, is a starting point:
Once you establish these scripts, how will you adjust them to assist the varying responses that may occur? The dependability of the script may free the attention and focus of the individual to pick up on other key details of attribution. Is the script used in combination with a graphic organizer that alerts the individual to the details of the conversation? See AttributionGraphicOrganizer-Interpersonal+Romantic
"Managing Romantic Interests - Scripts - Responding to Decline"
Practicing declining requests from others may not be a high priority for some students. However, again priming the student to the advantages of polite behavior in the work place to avoid problems with co-workers will be important.
Remind them with a visual support in the practice session: “Always be polite. You still have to work with _________.”
The challenge of getting to know someone while on break at work or in a conversation after work can be overwhelming to many students. Can you provide a set of scripted questions that can be used as possible conversation starters? You may develop these with the student in a priming session and then have the student use the scripted list of questions to practice. This list will be specific to the student, his interests, his place of volunteer work or paid work.
Also consider whether conversation starter cards might be developed to support students in role-plays and interactive games under controlled conditions. In this case, a student selects a card to start the conversation with their role-play partner. Again, the topics indicated on the cards should be most relevant to the individuals in the group:
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?
The scenario cards below might be used to support discussion and role-play, as well as discriminations between appropriate versus less appropriate responses. These example scenarios are not appropriate for all students, as some involve reading “in-between the lines”:
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
Video scenarios (and movie/tv clips) can show both positive and negative examples of social interactions at work. They can provide a framework for discussing problems, how others feel and the consequences of social interactions in the wrong place. As always, use them with scenarios, role-plays and practice where the student gets success in performing according to professional behavior rules.
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?