![]() We can also teach them to do it more quietly during those “grey area” times such as when they are working independently or waiting in line in the cafeteria. Designate a specific spot in your classroom or home as the ‘sensory spot.’ A certain chair, corner of the room, or part of the carpet where these sensory behaviors are allowed. Provide direct instruction by telling them when it is okay and when it is not. Use visuals, schedules, and other concrete cues to show you student where and when scripting is appropriate. Just like can’t take off your shoes and put your feet up in the middle of a staff meeting, during a math lesson is not the time to script. Like I said, we don’t need or maybe even want to eliminate these behaviors altogether but we do want to teach a child where and when scripting is appropriate. For some students who have scripting behaviors that are extreme or very disruptive, it may be helpful to work on helping the student reduce these behaviors and replace them with other communicative behaviors! But it may limit further skill development and opportunities for friendship or independence. ![]() Scripting isn’t self-injurious or dangerous. While I am giving a presentation, it would be pretty weird for me to lay on the floor and crack my back but when I’m in bed at nighttime it’s okay. We all engage in sensory behaviors but we know where and when we should do it. The goal is to teach our students to control when to engage in these responses. If the scripting behavior is socially significant to decrease, that means that the behavior may be interfering with learning new skills. Remember – we all engage in repetitive responses. Check out my Behavior Series for more info on these types of responses.īefore we get into any strategies you first want to determine if this is a behavior that is important to decrease in order to teach new skills. Some scripting may also be an attention behavior or escape behavior. In this post we will talk about scripting that is sensory related. Not all scripting is a sensory behavior but for many students it can be. We all engage in sensory behaviors of some form. Scripting provides some type of internal satisfaction. It’s like cracking your back or twirling your hair. The child isn’t gaining anything tangible, getting attention, or getting out of doing something he doesn’t like. These are behaviors that don’t result in a consequence that we have access to. Scripting is a hard skill to work on reducing because often times it is a sensory behavior. And you better believe that classroom teacher won’t be pleased to include your student either. A student will struggle in an inclusion setting if he is repeating scenes from the movie Chuckie nonstop. Scripting can limit the student’s ability to learn new skills. If you are scripting – you can’t be answering a math problem, socializing with a friend, or asking for a cookie. However, for other learners, the scripting can take over. Some kids can turn it off and on and still engage in functional and successful communicative responses throughout the day. Whether that’s singing the entire Scooby Doo theme song on repeat, replaying mom and dad’s argument from the night before, or constantly repeating the question of the day well into the afternoon – it can take many forms. ![]() If you work in a special education classroom, you may have had a student who engaged in some form of scripting. Some parents and teachers refer to echolalia as scripting. Echolalia is defined as (seamingly) meaningless repetition of another person’s spoken words. These repetitive behaviors can sometimes take the form of echolalia. One of the diagnostic criteria of autism is repetitive/restrictive behaviors.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |