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Teaching Conversational Skills to Children with Autism
John L. Brown, Ph.D., BCBAJennifer RyanEric RozenblatREED Academy
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Script Fading
Script fading is an empirically validated procedure used to teach individuals to verbally engage in social interactions.
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Script Fading Script fading teaches learners to
use written or audio scripts. Scripts provide models of language
that are appropriate to specific social situations.
As learners learn to use the scripts they are faded from end to beginning.
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Example A script such as “Let’s go to the park.”
could be faded in the following steps
1. Let’s go to the park.2. Let’s go to the3. Let’s go to4. Let’s go5. Let’s6. 7. Removal of script card.
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Three-Term Contingency
Antecedent Stimulus
Script
Behavior (Response)
VerbalInteraction
Consequence Motivational System
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Fading Fading is a technique that is used to
shift control of a response from one antecedent stimulus to another. (Cooper, Heron, & Heward, 1987, p. 314)
In the case of script fading, control of a verbal response is being shifted from the control of the script to some other environmental stimulus.
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Why Use Script Fading? To teach “spontaneous” social
interaction.
To reduce the use of instructor prompts in teaching social interaction.
Why reduce instructor prompts?
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Types of Scripts
Written Scripts
Language Master Cards
“Mini Me” Recordings
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Placement of Scripts When deciding where to place
scripts consider how the learner will use the script.
For example: A script about a preferred toy could
be placed on a picture of that toy. A script about soda may be placed on
the refrigerator door.
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Using Script-Fading Procedures
1. Development of Scripts
2. Pre-training Scripts
3. Teaching Script Use
4. Fading Scripts
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Development of Scripts Use verbal responses that are of
appropriate complexity for the learner. Use age-appropriate content. Determine the type of script, Determine the location for the script. Determine the SD for using the script.
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Development of Scripts If scripts are taught in sets, attend
to the initial word of each script. Include an opening and closing in
each script. When using an augmentive
communication system start scripts with a statement that indicates the use of the machine.
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Pre-training Pre-train the use of the script until
the learner demonstrates fluency in using the script.
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Teaching Use graduated guidance delivered
from behind the learner to prompt use of scripts.
Replay the script if the learner does not imitate the script.
Reinforce correct use of scripts. Attend to other aspects of social
interaction (eye contact, loudness, etc.)
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Fading Scripts Fade from the end to the beginning.
Fade quickly.
Be prepared to back-up if the learner does not imitate the full script.
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How to Back-up the Fading Level Written Script
Have a second card with the full script ready.
Language Master Script Record the full script on the ‘Teacher’ track.
Mini-Me Use a second Mini-Me for the full script.
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Programming for Generalization Choose verbal responses that are
functional in a variety of situations. Teach multiple scripts for each SD.
Train Loosely: Accept appropriate statements that do not exactly match the script.
Shift reinforcement to ‘natural’ contingencies.
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Examples of Script Fading Greetings Peer Conversation Shopping Ordering in a Restaurant Discussing Current Events Recruiting Attention
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Conversation Partner Purpose
To promote the continuation of a learner- initiated conversation that is socially meaningful
To serve as a language model
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Conversation Partner Effectively teaching conversational
skills while being a partner modeling
attending skills personal space prosody
giving your partner time to respond using continuation statements to prevent premature
ending conversation content must be relevant and language
used needs to be appropriate to language level use textual and audio prompts, and graduated guidance
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Conversation Partner What to Avoid:
descriptive praise using conversation enders
questions partial echo's/rephrasing
no verbal prompts
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Potential Conversation Partners Trained adult conversation partner Untrained adult conversation partner Disabled peers Non-disabled peers Siblings Family Members Strangers
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Data Collection Scripted Interactions
Record the number of words or scripts used correctly.
Measure the use of the scripts. Unscripted Interactions
Record the number of statements made that do not match the script.
Measure the use of other, non-scripted, language.
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Motivational Systems
Consider the use of specialized motivational systems that are used exclusively for social interaction.
Consider reserving specific reinforcers for use exclusively for social interaction programs.
Consider using scripts that include language about preferred activities that function as reinforcers
Although not specifically programmed, ending a conversation often functions as a negative reinforcer for children with autism
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Empirical Evidence Script fading for readers
Krantz and McClannahan (1993) used script fading to teach non readers with autism to initiate, respond to initiations, and make unscripted statements during conversations with peers ages 9-12
Sarokoff, Taylor, & Poulson (2001) used scripts embedded in product packaging to teach conversation among learner’s with autism ages 8-9
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Empirical Evidence Script fading for beginning readers
Children ages 4-5 were taught to read “Look” and “Watch me”
Activity schedules were used to present these words along with photographs of activities to children with autism
Scripted statements, unscripted statements, and elaborations increased
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Empirical Evidence Script fading for non readers
Using audio-taped scripts embedded in activity schedules demonstrated to be effective for learners with autism ages 10-15
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Script Fading Exercise Roll playing using continuation
statements non-vocal conversation 1-word conversations 3-word conversations 5-word conversations unlimited conversations with 10
exchanges writing scripts
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ReferencesCooper, J. O., Heron, T. E., & Heward, W. L. (1987).
Applied Behavior Analysis. Columbus, OH: Merrill Publishing Company.
Krantz, P.J., & McClannahan, L.E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
Krantz, P. J. & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
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ReferencesJohnson, K. R. & Layng, T. V. J. (1992). Breaking the
structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475-1490.
Stevenson, C.L., Krantz, P.J., & McClannahan, L.E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1-20.
Sarokoff, R.A., Taylor, B.A., & Poulson, C.L. (2001). Teaching children with autism to engage in conversational exchanges: Script-fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.