What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Some scripts may have utility not only in practice sessions, but as cues to which the student can refer as he makes contact by phone. Consider the importance of a voicemail script – without a script, would the student be likely to omit key details such as his contact information or the reason for his phone call? Some individuals might even forget to include their first and last name in the voicemail. As with any scripts, repeated rehearsals are necessary to make the verbal delivery sound more natural. Create scripts that are relevant to a wide variety of interactions and target multiple scripts, so that the student does not use scripted statements that don’t actually “fit” the situation:
Consider whether the scripts above would be easier to use if presented within a graphic organizer:
Depending on the student’s needs, the cue for leaving a voicemail may be presented in a less scripted format:
Many students who decide to pursue a position will be much more comfortable seeking information via email. Also consider that in many cases, employers prefer that applicants seek information this way (as opposed to by phone). Practice in crafting and proofreading those messages will be needed. See Graphic Organizers for an example of a template that may support the student in devising an appropriate follow-up email.
On the script card, does the student need additional picture or word cues to define his voice tone or volume, pacing, 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?
Does the student need a highlighted reminder to stay calm if the answer is not what he expected? Does he need to have a calming or deep breathing routine next to, or attached to the script?
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?
Use scenarios to support discussion and role-play. How will the student interpret vague information provided by the employer? How will the student respond to learning that someone else was hired for the position? How will the student respond if he is told that the company has not yet made a hiring decision yet, and it has already been days or weeks? These scenarios are designed to support develop of the social communication and self-regulation skills that relate to this intervention topic:
Are you arranging frequent practice opportunities with visual scripts and scenarios to build independence and fluency through repetition?
As the student performs successfully in practice with a script, incorporate the script in role-plays with other instructors and students. Similarly, have the student practice leaving voice mail multiple times at different numbers (of known family members or friends who would understand why he is practicing this skill). This practice can support the student in determining how and when to respond to different messages (e.g. after the beep, when the message ends) and how long certain voicemails extend before they are cut off.
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?
