Description: Scripts are verbal statements in either written or in an audio format. An individual is taught to repeat the script in appropriate specific social situations (e.g., “At the park I play on the slide.”). As individuals learn to use the scripts, they are faded, typically one word at a time, from end to beginning (e.g., “At the park I play on the ____”).
Research Summary: Studies indicate that script/script fading procedures are effective in teaching verbal initiations to peers, social interactions, and conversation skills to individuals with autism.
Recommendations: Script/script fading procedures are effective teaching procedures for individuals with autism in increasing a variety of skills.
Selected References:
Selected scientific studies:
Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
Stevenson, C. L., Krantz, P. J., & McClannahan, L. E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1-20.
Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script-fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.
For additional information:
McClannahan, L. E., & Krantz, P. J. (2006). Teaching conversation to children with autism: Scripts and script fading. Bethesda, MD: Woodbine House.
