Teaching Conversation to Children with Autism
Scripts and Script Fading

Teaching Conversation to Children with Autism describes scripts that parents and teachers can use to help children learn to initiate conversation, thereby improving communication. Drs. McClannahan and Krantz—-authors of Activity Schedules for Children with Autism—-have successfully used scripts and script-fading techniques based on their clinical observations and research, and founded on applied behavior 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 nonreaders, 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.

Teach Conversation to Children with Autism also covers:

* Prompts and rewards
* Observing, evaluating, and measuring results
* Activity schedules, card readers, and voice recorders
* Conversation activities
* Scripts for readers and nonreaders
Teaching Conversation to Children with Autism 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.

Purchase this book
(This link will bring you to the WoodbineHouse publishers site.)

isbn# 1-890627-32-1 ◊
2005
Paperback
5 1⁄2" x 8 1⁄2"
150 pages
20 photos, 10 charts & data sheets

Activity Schedules for Children with Autism
Teaching Independent Behavior

Activity schedules enable children with autism to accomplish activities with greatly reduced adult supervision. A child who uses this system of guided independence based on applied behavior analysis, can come home from school and begin his afternoon schedule: putting away his book bag, doing a puzzle, giving Mom a high-five, working on a school assignment, then enjoying an afternoon snack.

Based on a decade of research conducted at the Princeton Child Development Institute, Activity Schedules for Children with Autism uses teaching methods that have proven to be very effective for students with autism. Detailed instructions and examples help parents prepare their child’s first photographic schedule, then progress to more varied and sophisticated schedules. The initial time investment to teach this method is substantial, but parents will learn techniques to gradually reduce their guidance and supervision. Over time, written schedules can be introduced for many children and followed with the same success.

Ultimately the goal of this system is for children with autism to make effective use of unstructured time, handle changes in routine with more ease, and help them choose among an established set of home, school, and leisure activities independently. Activity Schedules for Children with Autism can be used successfully with young children, adolescents, and adults, rewarding them with a significant amount of control over their lives.

Purchase this book
(This link will bring you to the WoodbineHouse publishers site.)

isbn# 0-933149-93-X
1998
Paperback
5½" x 8½"
117 pages
30 photos/charts
$14.95