What communication scripts might you use to support practice of this skill? Are these complete scripts or just key words to support initiation?
Consider communication scripts or lists of topics of conversation for students who enjoy interaction but need support in sustaining appropriate interactions. Initially, the script may be a specific list of questions or ‘conversation starters’ that the student would use to make and sustain contact. *Note the importance of getting agreement from classmates or co-workers to participate in this limited interaction during break. Consider if a time limit is appropriate to limit the interaction; does the student need to talk to a co-worker in the break area for 2 minutes, and then find another activity to do from a choice board or to-do list of break activities?
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?
At the top of the conversation starter topic list, does the student need rules or reminders to help him with a specific skill in conversation, such as call the person’s name and say, “Would you like to talk for a few minutes?” or Look at the person’s face or Think about the person – What do you know?
For some, attaching picture or photo cues to the conversation starters may help the individual with fluency in the conversation.
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 video scenarios might you present to help students make accurate discriminations between appropriate and less appropriate responses?
As the student practices using the script or topics list, it may be appropriate to provide video examples of both positive and negative conversations (most often involving other actors) for the student to watch in a practice session. Getting the student to label what is wrong or right in a video example may provide the practice in recognizing and labeling what makes a ‘good conversation.’
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 in the View2do program?
