You may have heard the word scripting when referring to a student who repeats lines from a movie, commercial or conversation. A script is a word, phrase, or sentence that the student has learned and repeats. Sometimes the scripts being used appear non-functional without any clear meaning for the current situation. Other times the script is being used to communicate. When struggling to communicate, your student may rely on familiar scripts to express themselves.
The National Professional Development Center
(NPDC) on Autism Spectrum Disorder has identified Scripting (SC) as an
evidence-based practice for autism intervention. We have recommended the use of
scripting for many of our students with autism or low-incidence disabilities.
Scripting intervention can be used with students of all ages. Typically, we
recommend scripting for students who are verbal and are able to learn a script.
Similar to practicing a script for a play, the student is taught to use the
script to meet a specific communication or social need. The script is then practiced
in a structured setting before using it in a natural setting. Typically we
recommend scripting for students with verbal skills but you can use scripting
with AAC users as well. Scripting can be used to improve requesting,
protesting, getting help, and interaction/play skills. Scripting works well when
embedded in a schedule or social routines. Today's Communication Corner features a variety of scripting examples for students of all ages and ability levels!
Things to consider when creating a script:
- The social-communication goal of the learner
- The learner’s language level and ability to imitate
- The learner’s reading level/ how the script will be presented
- How the use of the script can be reinforced
Examples of scripts:
Written script
Scripts can be written on a piece of paper or index card. We had one teacher who would write the script directly on the student’s desk with a dry erase marker. Below is an example of a script written for a student who had lots of anxiety when people got too close or touched his things. It is important to proactively practice the script before expecting the student to use it in a real situation.
Technology
Older students who carry a phone can store
scripts on a notes page or as text messages. Just like a script for a play, the
script can include cues for voice, facial expressions, and body language. In
this example, a student was learning how to join a table at lunch. The script
was practiced many times during role-playing, but it was added to her phone as
a quick in-the-moment reminder for the natural setting.
Laminated sentence strip
Sentence strips can be cut and laminated.
They can be all text or include supporting pictures. They can be given to the classroom
staff to be worn on a lanyard and presented when needed to cue the script.
List of options
For some students, you may have a poster of
script options. Providing error-free options for comments and greetings is a
great way to expand language and help the student sound more natural.
Open-ended script
The script can be open-ended. Often, a sentence starter can facilitate a request and the student is able to verbally complete the sentence.
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| Jamie Minnish Prass Elementary, Kettering |
If the learner struggles to come up with the
specific word to complete the sentence, you can provide a menu.
Sharon Kolberg
Walter Shade Elementary, West Carrollton
Options for non-readers
If the student is unable to read, use
pictures or a voice output button to provide the script. If you choose to cue
the script verbally, keep in mind that verbal prompting is not the same as
scripting. Scripting is a proactive intervention that focuses on teaching a
specific script in advance, then cuing use of the script in the moment.
Ann-Marie Small
Driscoll Elementary, Centerville
Jennifer Jette
Vandalia-Butler High School, Vandalia
Replacement scripts and calming statements
By teaching functional scripts you can help
to reduce the perseverative use of unexpected scripts. If a student is saying
“stinky cheese” when they don’t like something, teach a functional script such
as “I don’t like that” or “no, thank you”. You can also teach a script that can
help calm a student about something that causes anxiety and results in perseverative
questioning. In the example below the student would become anxious when his
favorite para went to lunch. He would use unexpected scripts or perseverate on
questions about where she was. By teaching him this script and giving him the
sentence strip in the moment, he was able to change his thoughts and feel confident
that his para would return soon.
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| Rylie Jarrett Stevenson Elementary, Mad River |
Dialogue script with peer
A script can be developed to include a peer.
For example, Sarah is learning to work with a peer mentor, Mary, during
inclusion. Sarah is learning how to ask for help. Here is a script created for
the girls: Each girl has a script card with their lines highlighted in yellow:
Additional Resources
For more information on scripting and other evidenced-based practices, go to the Autism Focused Intervention and Resource Modules (AFIRM)
Christine Reeve has a site called Autism Classroom News and Resources. She covers scripting in her series, Applying the Research:
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