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Ultimately, scripts are used so students who struggle with communication in a variety of situations have support to successfully communicate in the target environment.

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Scripts should be monitored and evaluated for effectiveness

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Scripts should be monitored and evaluated for effectiveness

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Prompting should fade over time. Students may start with manual guidance that fades into a shoulder tap for a reminder of the script.

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Scripts should focus on the target behavior

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Scripts should focus on the target behavior

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If "David" is struggling to initiate and sustain conversation with his peers at lunch then the script should be focused on sentences to initiate and sustain converstations.

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Scripts should be appropriate to the learner

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Scripts should be appropriate to the learner

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If a student only communicates in small phrases, the script should be created for them to communicate in small phrases

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Prerequisite skills to evaluate when making a plan for scripting

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Prerequisite skills to evaluate when making a plan for scripting

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Scripting meets the evidence-based practice criteria set by NPDC

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Here are some examples of goals we want to achieve by using scripting:

Engaging in socio-dramatic play scenarios with a peer

Initiating interactions

Describing a problem and requesting assistance

Making a bid for joint attention

Use of play dialogue

Making comments and asking questions relevant to the setting/activity

Conversational speech

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Scripting conversations can be used with communication devices such as the one shown in the video below.

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Scripting is a type of support available to learners with Autism Spectrum Disorder. Scripts help learners initiate or sustain communication with another. They can be used to provide templates and/or cues for those who have difficulty communicating independently. Scripts can be modified to fit a variety of environments such as school, home, work, and other social setting and situations.