Three of the evidence-based practices mentioned on the AutismPDC website above include social narratives, visual supports, and scripting. Below each of these supports is discussed.
Evidence-Based Practices for Students with ASD
Social Narrative | A social narrative, or social story, were developed by Carol Gray in 1993. A social narrative is a story told in first person to help a student understand a challenging situation. The story explains what a student should do in a specific situation, why the situation is occurring, and how other people involved are thinking and feeling. (Baker, 2001, p. xvi)
For example, a social story might go over a skill like how to ask to play with a toy someone else is playing with by breaking down the steps, providing the language, and sharing the feelings of the other child involved.
Social stories can be created and shared as an intervention for challenging behavior or to teach a new skill. To create a social story, follow these steps:
1. Identify the social situation for the intervention 2. Define the target behaviour or skill 3. Collect baseline data to assess the target skill 4. Write the social narrative in language appropriate for the learner 5. Choose the length of the story and amount of text per page 6. Include photos or images appropriate for the learner 7. Implement the social narrative and practice routinely 8. Monitor learners progress 9. Review data and make changes to the social narrative if necessary 10. Move to generalizations and maintenance of target behavior or skill (Wragge, 2008) |
Visuals Supports | According to Wong et al., visual supports are, “Any visual display that supports the learner engaging in a desired behavior or skills independent of prompts. Examples of visual supports include pictures, written words, objects within the environment, arrangement of the environment or visual boundaries, schedules, maps, labels, organization systems, and timelines.” (2013, p. 22)
Visual supports are important for people with ASD because they provide concrete, stable information that tend to engage learners. (Baker, 2001, p. xiii) Visual supports are useful universal supports as well, so they benefit all students.
An example of how I use visual supports in my classroom to support a student with ASD as well as other students, is by having a visual schedule (shape of the day), so the student can refer to the schedule when she arrives in the morning and perform the first task independently. The student may have to be taught explicitly what the visual is communicating and what expectations are. Other ways I use visual supports in the classroom are though visual cue cards (hands up, full body listening, Think-pair-share etc. that I have made) as well as a communication book for my particular student, and access to an ipad to share new vocabulary that crops up. |
Scripting | Scripting involves creating a verbal or written model for a certain skill. It is practiced many times before a student utilizes the model in a real situation and helps learners anticipate what may happen during an activity and help them participate appropriately. (Wong et al, 2013) Scripting can also support students who may find communication in certain situations stressful.
An example of scripting intervention could be using a script to teach a child language to initiate and play a game such as “Go Fish”. A teacher could teach the language around asking a friend to play, and then language used in the game such as, “Do you have a [card number]?” and “Yes. Here you go.” or “No, I don’t. Go fish.” Modeling, prompting and reinforcements are also important when practicing the script before it is used in a real life situation.
How to implement scripting: 1. Identify the skill you will be targeting and outline the steps in language appropriate for the learner to use and understand. 2. Practice the steps in the skill repeatedly prior to using the steps in a real situation. 3. Once the learner is using the script appropriately in a real situation and begins to generalize within the situation, start to fade the script out. (Fluery, 2013, as cited in Tslat, n.d.) |
References:
Baker, J. (2001). The social skills picture book: Teaching play, emotion, and communication to children with autism. Arlington, TX: Future Horizons. PP. xiii-xvi
Tslat. (n.d.). Scripting (SC). Retrieved June 04, 2020, from http://www.txautism.net/interventions/scripting-sc
Wragge, A. (2008). Social narratives: Online training module. (Lincoln, NE: Nebraska Department of Education). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
Wong, C. et al. (2013). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder [PDF]. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. Retrieved from http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf
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