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Title:Teaching Conversation to Children with Autism : Scripts & Script Fading
Author:Lynn E McClannahan PhD & Patricia J Krantz PhD
ISBN:1890627321 : 9781890627324
Illustrations:photos, charts & data sheets
Format:Paperback
Size:140x215mm
Pages:160
Weight: .212 Kg.
Published:Woodbine House - January 2006
List Price: 11.99 Pounds Sterling
Availability:In Print
Subjects:Teaching of children with emotional & behavioural: Coping with disability


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.

Why Doesn’t He Talk to Us?; What Are Scripts? What is Script Fading?; Scripts, Script Fading and Activity Schedules; Building Prerequisite Skills: Scripts for Children Who Do Not Yet Talk; Preparing to Teach; Teaching Children to Use Scripts: Prompters and Conversation Partners; Scripts for Children Who Say Words or Phrases; Measuring Scripted and Unscripted Interaction; More Scripts and More Interaction Opportunities; Scripts for Beginning Readers; Scripts for More Accomplished Readers; Measuring More Complex Conversation; Using Scripts to Promote Peer Interaction; Teaching Young People to Create Their Own Scripts; Scripts for Non-readers and people with Severe Disabilities; Making It Work; Solving Problems.