What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Visual scripts and scenarios can support the student in rehearsing not only reactions to acute stressors, but also self-advocacy behaviors (e.g. asking for help, expressing needs, requesting an accommodation, etc.) that one might use to prevent or resolve particular stressors.
Below is a set of example scripts to support practice. In practicing these scripts and in devising your own, you will need to clarify and visually represent the situation, the circumstances under which the student would make these statements. Note that some scripts can also serve later as a communication tool (the student provides the written response to an instructor, a supervisor) if he struggles to verbalize his needs when faced with environmental stress: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 reactions to practice or role-play in a scene?
What video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses to stressors? How can you use video to help the student practice identifying stressors in the first place?
Shoot video from a first-person perspective, focusing on various parts of the environment such as an open window, someone chatting on the phone, or a ticking clock. Initially, the student may watch this video as you provide verbal prompts identifying the stressors; these prompts may serve as narration of the video. Eventually, remove the narration so that the student independently identifies the various stressors.
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?
