Discussion Board 4

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Dec 6, 2023

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Discussion Board 4 Brandon Weaver Scheibel, G., Ma, Z., & Travers, J. C. (2022). Teaching Social Scripts to Improve Social Communication for Students with Autism Spectrum Disorder. TEACHING Exceptional Children, 54(5), 330–337. https://doi- org.proxy.bsu.edu/10.1177/00400599211022023 Within this research article, the importance of social communication is mentioned, along with an intervention that is not cost-effective and very little material is needed. The authors present that using scripts can help children and adults with autism spectrum disorder (ASD) to create short sentences or phrases (scripts) to say in a certain situation. For this intervention to work, the authors discussed two skills that are required for a student to utilize this intervention. First, the learner must be able to read or hear the script presented to him/her. Next, the student will need to verbalize the script or use a speech- generating device (SGD). The authors continue to the three-step intervention phase that will be discussed. The first phase of this intervention includes planning and discussion of this intervention for a specific learner. This is the phase the interdisciplinary team members need to make an executive decision on what phrases are important for the student to learn or identify the situation in which the learner needs to develop a script. Once the phrases are identified, there needs to be a person in charge of the teaching of the script. The intervention is simple enough for all to use; however, the effectiveness of learning the script in the right context needs to be taught by a clinician, teacher, or other professionals. Lastly, data collection methods need to be decided by a BCBA with potential a consequence strategy to reinforce this socially significant behavior. The second phase includes the creation of a script for the learner to meet their needs. This is based on multiple factors that will be briefly explained due to the complexity of every ASD learner being taught through different means. Some examples that will be presented include adding pictures into the script sentence for the learner to be able to identify the visual representation of the word rather than the written word itself. Another example pertains to the length of the sentence for the learner. Lastly, the data collection and consequence methods should now be created at this phase. Operational definitions along with criteria for the data need to be created. The third phase includes the teaching portion of the intervention. The author breaks down this section as any BCBA would. In this phase, teaching the learner to read the script depends on the learner's behaviors and abilities. For example, gestural prompts can be used with an ASD learner using an SGD to correctly say the script by pointing to the words on the device. For the learner to start generalizing the skill, attempts at role-playing the conversation would be useful. Generalizing the skill in multiple contexts along with script or prompt fading procedures would be last. Within this article, I found it useful as a future clinician. Creating small phrases for any learner to use is vital for functional communication as well as decreasing behaviors. In personally working with an individual with ASD using an SGD we used script flash cards during lunch to have the client functionally communicate his wants and needs. I recall the card having the icons with words underneath to have the client first formulate “I want” and then the client was able to describe the drink and food item next. I have seen this intervention being used in the school setting and is an effective intervention. Throughout

my history in the school setting, I have seen staff carrying script flashcards to present to their clients to help within a certain social situation and respond correctly. Within the article, I found Figure 2 Sample Scripts and Figure 3 Sample Data Sheet (Scheibel et al., 2021) to be great examples of what the authors were trying to describe per each phase. The data sheet helped describe the setting to use the scrip with proper criteria to describe the learner's independence with the scripting. The script sample is a great representation of using words, icons, and words as well as a way to fade the script for the learner. The authors do a basic representation of how to plan, create, and implement this intervention. Some details were given about planning for a learner to succeed by socially reinforcing these skills; however, I believe experimentation and data should have been collected to increase the validity of this intervention.

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