This book describes scripts that parents and teachers can use to help children learn to initiate conversation, thereby improving communication. The authors 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. The book 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.
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"[C]lear...instructions that parents and professionals can use to teach complex conversation skills to learners with autism of all ages." -- Gina Green, Ph.D., BCBA, San Diego State University and University of North Texas
About the Author
Drs. McClannahan and Krantz are Executive Directors of the Princeton Child Development Institute, a community-based, nonprofit program that offers science-based services to children, youths, and adults with autism. They are the authors of Activity Schedules for Children with Autism (Woodbine House, 1999), many journal articles, and book chapters. Their applied behavior analysis research on autism intervention is recognized both nationally and internationally.
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Most Helpful Customer Reviews
75 of 75 people found the following review helpful:
3.0 out of 5 stars
good information, just not what I expected,
By Mary Contrary "Mary" (Bloomington, Illinois) - See all my reviews
This review is from: Teaching Conversation to Children With Autism: Scripts And Script Fading (Topics in Autism) (Paperback)
This book offered a lot of information about teaching beginning conversation skills to individuals with autism. The authors cited a few research articles that they wrote themselves related to scripts and script fading. This book was not exactly what I was hoping for, however. The methods described appeared to be better suited for use with individuals that have very little verbalization. I was looking for methods that taught higher functioning, verbal individuals the skills to have a conversation. I would recommend this book for those who are working with individuals that are lower functioning and that have very little conversation skills.
10 of 14 people found the following review helpful:
5.0 out of 5 stars
A must for professionals and parents,
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This review is from: Teaching Conversation to Children With Autism: Scripts And Script Fading (Topics in Autism) (Paperback)
This well-written book provides clear theory and method for teaching ASD children conversation using scripts and script fading. Includes many ideas for activities as well as recording-keeping forms.
3.0 out of 5 stars
For Newbies,
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This review is from: Teaching Conversation to Children With Autism: Scripts And Script Fading (Topics in Autism) (Paperback)
Great book for newbies to the world of running a classroom for kids with Autism. If you've worked with kids with Autism for a while, this book does not inform you of anything you don't already know. If I'd organized myself and put my mind to it, I could have written this book myself.
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Inside This Book
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First Sentence:
Blake's home intervention began when he was three years old. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
unscripted statements, audiotaped script, baseball card holders, fading step, youngsters with autism, spatial fading, graduated guidance, script fading, unscripted interaction, prompt dependence, card through card reader, plays audiotape, card through the card reader, teaching children with autism, script cards, preferred snacks, audio cards, autism learn, blank note cards, five scripts, recorded scripts, novel statements, conversation partner, social talk, behavioral rehearsals Key Phrases - Capitalized Phrases (CAPs): (learn more)
Daily Individual Progress Report, Script Set, Data Sheet Sample, Potato Head, Building Prerequisite Skills, Disney World New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Blake's home intervention began when he was three years old. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
unscripted statements, audiotaped script, baseball card holders, fading step, youngsters with autism, spatial fading, graduated guidance, script fading, unscripted interaction, prompt dependence, card through card reader, plays audiotape, card through the card reader, teaching children with autism, script cards, preferred snacks, audio cards, autism learn, blank note cards, five scripts, recorded scripts, novel statements, conversation partner, social talk, behavioral rehearsals Key Phrases - Capitalized Phrases (CAPs): (learn more)
Daily Individual Progress Report, Script Set, Data Sheet Sample, Potato Head, Building Prerequisite Skills, Disney World New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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