Do you serve students with limited language skills who are unsure of how to interact within a situation?
Here is a great example. I give my student five cards and keep five for myself and explain that we are going to play “Go Fish”. I could name multiple students right now that would either repeat the words “Go Fish” or say absolutely nothing. Some of these students benefit would benefit from an easy and evidence-based intervention called scripting.
Wong et al. (2015) define “scripting” as “a verbal and/or written description about a specific skill or situation that serves as a model for the learner. Scripts are usually practiced repeatedly before the skill is used in the actual situation.” Based on empirical support, scripting is considered an evidence-based practice to use with autistic individuals (p. 1960).”
The best part about social scripting is that for literate students, they are easy to create and practice. You can use them to teach greetings, social routines, or (my favorite) games!
In the video below, I describe how to look up MORE evidence about scripting as well as how to access in the resource library
(Click here if the video below is not working.)
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., … & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.
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