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Scripting (SC). EBP Brief Packet

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Title: Scripting (SC). EBP Brief Packet
Language: English
Authors: Griffin, W., National Professional Development Center on Autism Spectrum Disorder (NPDC)
Source: National Professional Development Center on Autism Spectrum Disorders. 2017.
Availability: National Professional Development Center on Autism Spectrum Disorders. Available from: FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://autismpdc.fpg.unc.edu/
Peer Reviewed: N
Page Count: 23
Publication Date: 2017
Intended Audience: Teachers; Parents
Document Type: Guides - Non-Classroom
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Descriptors: Evidence Based Practice, Scripts, Autism, Pervasive Developmental Disorders, Interpersonal Communication, Expressive Language, Receptive Language, Cues, Intervention, Program Implementation, Check Lists, Data Collection, Elementary School Students, Secondary School Students, Progress Monitoring, Communication Skills, Skill Development, Educational Benefits
Abstract: A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of scripts as an intervention capitalizes upon the strengths of learners with ASD by providing specific, appropriate models for language and/or social behavior in a structured way that will support the learner in engaging in a communicative interaction with a partner. This evidence-based practice (EBP) overview on scripting includes the following components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Abstractor: ERIC
Entry Date: 2019
Accession Number: ED595395
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Scripting (SC). EBP Brief Packet
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  Data: <searchLink fieldCode="SO" term="%22National+Professional+Development+Center+on+Autism+Spectrum+Disorders%22"><i>National Professional Development Center on Autism Spectrum Disorders</i></searchLink>. 2017.
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  Data: National Professional Development Center on Autism Spectrum Disorders. Available from: FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://autismpdc.fpg.unc.edu/
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  Data: 23
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  Data: 2017
– Name: Audience
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  Data: Teachers; Parents
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  Data: <searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Scripts%22">Scripts</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A hallmark of Autism spectrum disorder (ASD) is difficulties with social communication, and some learners with ASD experience additional deficits in expressive and/or receptive language that impair their ability to interact with others. However, a strength observed in many learners with ASD is responding to visual cues and structure. The use of scripts as an intervention capitalizes upon the strengths of learners with ASD by providing specific, appropriate models for language and/or social behavior in a structured way that will support the learner in engaging in a communicative interaction with a partner. This evidence-based practice (EBP) overview on scripting includes the following components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
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  Data: ERIC
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  Data: 2019
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  Data: ED595395
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    Languages:
      – Text: English
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        PageCount: 23
    Subjects:
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Scripts
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Expressive Language
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      – SubjectFull: Receptive Language
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      – SubjectFull: Cues
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Check Lists
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Progress Monitoring
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      – SubjectFull: Communication Skills
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      – SubjectFull: Skill Development
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      – SubjectFull: Educational Benefits
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