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| Preface | |
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| About This Book | |
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| Why Doesn't He Talk to Us? | |
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| What Are Scripts? What Is Script Fading? | |
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| Scripts, Script Fading, and Activity Schedules | |
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| Building Prerequisite Skills: Scripts for Children Who Do Not Yet Talk | |
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| Why Use Scripts with Nonverbal Children? | |
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| Making Social Interaction Fun | |
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| Pairing Pictures, Words, and Objects or Activities | |
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| Creating Helpful Language Environments | |
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| Not All Activities Are Social | |
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| Preparing to Teach | |
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| Observe Preferences | |
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| Select Scripts | |
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| Record the Scripts | |
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| Enlist the Help of Two Adults | |
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| Construct an Activity Schedule | |
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| Teaching Children to Use Scripts: Prompters and Conversation Partners | |
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| How to Be an Effective Prompter | |
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| Fading Prompts | |
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| How to Be a Good Conversation Partner | |
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| Dealing with Errors | |
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| Measuring Progress | |
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| What's Next? | |
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| Scripts for Children Who Say Words or Phrases | |
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| Initiating Conversation with a Word or Phrase | |
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| An Additional Measure of Progress | |
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| What If a Child Doesn't Say the Scripts? | |
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| Fading Audiotaped Scripts | |
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| Measuring Scripted and Unscripted Interaction | |
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| New Definitions of Interaction | |
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| Observing, Scoring, and Graphing Scripted and Unscripted Interaction | |
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| The Importance of Two Observers | |
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| More Scripts and More Interaction Opportunities | |
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| Talking about Reward Activities | |
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| Talking about Play Activities | |
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| Talking about Home-Living Activities | |
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| Extending Conversation | |
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| When Are Scripts Faded? | |
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| Scripts for Beginning Readers | |
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| Fading Pictures and Audiotapes | |
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| Talk Books | |
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| What to Do When Conversation Fails | |
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| Scripts for More Accomplished Readers | |
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| Scripts about Past and Future Activities | |
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| Photo Albums and Scrapbooks | |
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| Using the Telephone | |
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| More about Fading Written Scripts | |
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| Don't Forget Rewards! | |
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| Measuring More Complex Conversation | |
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| Defining Interaction | |
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| Types of Interaction | |
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| Using Scripts to Promote Peer Interaction | |
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| Peer Tutoring | |
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| Interaction with Siblings | |
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| Peer Interaction in Groups | |
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| Teaching Young People to Create Their Own Scripts | |
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| Using Topic Lists | |
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| Writing Their Own Scripts | |
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| Scripts for Nonreaders and People with Severe Disabilities | |
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| Silent Partners | |
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| Pictures as Cues for Conversation | |
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| Making It Work | |
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| Selecting Scripts | |
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| Modeling Conversation | |
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| Fading Prompts | |
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| Programming Generalized Interaction Skills | |
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| Solving Problems | |
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| Audio Card Readers | |
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| Data Sheet Used to Measure the Progress of a Child Who Is Not-Yet-Verbal | |
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| Daily Individual Progress Report Chart for a Child Who Is Not-Yet-Verbal | |
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| Data Sheet Used to Measure the Progress of a Child Who Says Words or Phrases | |
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| Daily Individual Progress Report Chart for a Child Who Says Words or Phrases | |
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| Data Sheet for Scoring Scripted and Unscripted Interaction | |
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| Data Sheet for a Child Who Uses Sentences | |
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| Button-Activated Voice Recorders | |
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| Hand Counter | |
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| Materials Needed for Script-Fading Programs | |
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| References | |
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| Glossary | |
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| Index | |