Teaching Conversation to Children with Autism: Scripts and Script Fading
by Lynn E. McClannahan, Patricia J. Krantz and Woodbine House
Bring better communication and conversation to children
Teaching Conversation to Children with Autism describes scripts that parents and teachers can use to help children learn to initiate conversation, thereby improving communication. Drs. McClannahan and Krantz – authors of Activity Schedules for Children with Autism – have successfully used scripts and script-fading techniques based on their clinical observations and research, and founded on applied behaviour analysis principles.
The authors begin by thoroughly explaining the script and script-fading processes and include many examples to support the instructions. A script is an audiotaped or written word, phrase, or sentence that often reflects the child’s preferences and interests. For very young children and non-readers, scripts are paired with pictures of desired objects or activities.
- The process starts when a child engages in conversation with an interaction partner by reading a script or playing it on an audio card reader to start the conversation (e.g., “I like yogurt“).
- The partner supports the conversation with a response (e.g., “Yogurt is good,” or “You had yogurt for lunch“).
- After the child masters a few scripts, the script-fading process begins. The last word of the script is removed, then the next to last, and so on, until the script is absent.
- After scripts have been introduced and faded, many children learn to spontaneously initiate and pursue social interaction.
Teaching Conversation to Children with Autism also covers:
- Prompts and rewards
- Observing, evaluating, and measuring results
- Activity schedules, card readers, and voice recorders
- Conversation activities
- Scripts for readers and non-readers
Teaching Conversation to Children with Autism demonstrates that scripts are a valuable tool to improve interaction for children and even adolescents and adults. Use scripts at home, in school, in the workplace, and in the community.
2005, 150 pages
ISBN: 978-1-890627-32-4
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Table of ContentsexpandClick to collapse
Preface
About This Book
Chapter 1: Why Doesn’t He Talk to Us?
Chapter 2: What Are Scripts? What Is Script Fading?
Chapter 3: Scripts, Script Fading, and Activity Schedules
Chapter 4: Building Prerequisite Skills: Scripts for Children Who Do Not Yet Talk
Why Use Scripts with Nonverbal Children?
Making Social Interaction Fun
Pairing Pictures, Words, and Objects or Activities
Creating Helpful Language Environments
Not All Activities Are Social
Chapter 5: Preparing to Teach
Observe Preferences
Select Scripts
Record the Scripts
Enlist the Help of Two Adults
Construct an Activity Schedule
Chapter 6: Teaching Children to Use Scripts:
Prompters and Conversation Partners
How to Be an Effective Prompter
Fading Prompts
How to Be a Good Conversation Partner
Dealing with Errors
Measuring Progress
What’s Next?
Chapter 7: Scripts for Children Who Say Words or Phrases
Initiating Conversation with a Word or Phrase
An Additional Measure of Progress
What If a Child Doesn’t Say the Scripts?
Fading Audiotaped Scripts
Chapter 8: Measuring Scripted and Unscripted Interaction
New Definitions of Interaction
Observing, Scoring, and Graphing Scripted and Unscripted Interaction
The Importance of Two Observers
Chapter 9: More Scripts and More Interaction Opportunities
Talking about Reward Activities
Talking about Play Activities
Talking about Home-Living Activities
Extending Conversation
When Are Scripts Faded?
Chapter 10: Scripts for Beginning Readers
Fading Pictures and Audiotapes
Talk Books
What to Do When Conversation Fails
Chapter 11: Scripts for More Accomplished Readers
Scripts about Past and Future Activities
Photo Albums and Scrapbooks
Using the Telephone
More about Fading Written Scripts
Don’t Forget Rewards!
Chapter 12: Measuring More Complex Conversation
Defining Interaction
Types of Interaction
Chapter 13: Using Scripts to Promote Peer Interaction
Peer Tutoring
Interaction with Siblings
Peer Interaction in Groups
Chapter 14: Teaching Young People to Create Their Own Scripts
Using Topic Lists
Writing Own Scripts
Chapter 15: Scripts for Non-readers and People with Severe Disabilities
Silent Partners
Pictures as Cues for Conversation
Chapter 16: Making It Work
Selecting Scripts
Modelling Conversation
Fading Prompts
Programming Generalised Interaction Skills
Chapter 17: Solving Problems
Appendix A: Audio Card Readers
Appendix B: Data Sheet Used to Measure the Progress Of a Child Who Is Not-Yet-Verbal
Appendix C: Daily Individual Progress Report Chart for a Child Who Is Not-Yet-Verbal
Appendix D: Data Sheet Used to Measure the Progress of a Child Who Says Words or Phrases
Appendix E: Daily Individual Progress Report Chart for a Child Who Says Words or Phrases
Appendix F: Data Sheet for Scoring Scripted and Unscripted Interaction
Appendix G: Data Sheet for a Child Who Uses Sentences
Appendix H: Button-Activated Voice Recorders
Appendix I: Hand Counter
Appendix J: Materials Needed for Script-Fading Programs
References
Glossary
Index
Teaching Conversation to Children with Autism: Scripts and Script Fading is designed to foster development in the areas of:
- Communication
- Resource preparation
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