How to Reduce Scripting In Autism

Scripting is a common behavior in autism where an individual repeats words, phrases, or full dialogues that they have heard before, often verbatim from movies, shows, songs, or other media. This repetitive use of spoken words or phrases is referred to as “scripting.”

Some key features of scripting include:

• Repeating words, phrases, or dialogues over and over again, often out of context
• Using an adapted speech pattern that sounds like something they’ve heard before rather than their natural speech
• Speaking in a sing-song voice or a different tone than their regular speech
• Reciting lines from movies, TV shows, songs, books, or other media
• Seeming to get “stuck” repeating certain scripts when stressed or excited

Scripting is believed to be a self-soothing, calming mechanism for autistic individuals. The familiar words provide comfort and predictability. Scripting may also reflect a desire to communicate but difficulty with spontaneous self-expression. Some autistic individuals script frequently, while others mainly do so in certain situations. Excessive scripting can interfere with learning and socialization.

Why do autistic individuals script?

Scripting serves several important functions for autistic individuals. At its core, scripting is a form of self-stimulatory behavior, or “stimming.” The repetitive nature of reciting scripts provides a calming, self-soothing effect that can help manage anxiety. Scripting also represents an attempt to communicate and interact socially in a structured, predictable manner. Many autistic individuals struggle with the ambiguous nature of social communication.

Scripting pre-determined conversations, movie lines, or routines allows them to engage socially while avoiding the stress and uncertainty of spontaneous interaction. Additionally, scripting is a way to re-live pleasurable experiences and immerse oneself in topics of intense interest. Quoting favorite lines from a beloved movie or show provides enjoyment and allows the person to feel connected with something meaningful to them.

In essence, scripting allows autistic individuals to self-regulate, communicate, and satisfy intense interests in a way that feels safe and comforting for them. It serves several vital sensory, emotional, and social functions.

When does scripting become problematic?

Scripting behaviors in autism can become problematic when they start to interfere with learning and social interactions. Here are some signs that scripting may need to be addressed:

• Scripting prevents the child from engaging in a two-way conversation. For example, the child may repeatedly quote lines from a movie to respond, rather than have a back-and-forth discussion.

• Scripting interferes with learning. The child may use scripted language even when it doesn’t fit the situation or may not be able to respond appropriately when prompted.

• Scripting alienates peers. Neurotypical peers may feel uncomfortable or confused if scripts don’t match the social context. This can lead to social isolation.

• Scripting increases in stressful situations. Some children rely more heavily on scripting when anxious, upset, or overstimulated. This prevents them from learning coping strategies.

• Scripting interferes with daily activities. Excessive scripting can disrupt situations like meals, getting dressed, or bedtime routines.

• Scripting redirects the child from instructions or tasks. The child may use scripts to avoid demands or redirect attention.

If scripting has crossed over into problematic territory, interventions may be needed to increase functional communication and appropriate social interaction. But scripts aren’t inherently bad – they serve a purpose for many autistic individuals. The goal is to reduce excessive scripting while meeting the underlying needs it fulfills.

Environmental strategies

One effective way to reduce scripting is through environmental modifications. This involves identifying triggers in the environment that prompt scripting, and then reducing exposure to those triggers.

For example, if a child tends to repeatedly quote lines from a favorite TV show or movie when they hear the theme song, try muting or avoiding playing the theme song around them. Or if a teen scripts social scripts they’ve learned when they’re in crowded, noisy settings, aim to bring them to quieter, calmer environments.

It can also help to provide alternative activities and stimuli to redirect scripting urges. Offer engaging fidget toys, music, exercise, or other preferred interests to occupy their mind and hands. Structure activities that promote back-and-forth interaction and turn-taking, rather than monologuing scripts.

The goal is to minimize triggers that kickstart scripting, while also giving the individual healthy outlets for sensory input, communication, and expression. With less exposure to triggers and more functional replacements, scripting behaviors may naturally subside.

Visual Supports

Visual supports are a common strategy used to reduce scripting in autistic individuals. They provide visual information to help communicate expectations, routines, and steps for activities. Visual supports are beneficial because many autistic individuals are visual learners.

Some examples of visual supports include:

Visual Schedules

Visual schedules use pictures, drawings, or words to outline the activities and order of events for the day or a specific activity. They provide a clear sequence of what will happen to help the individual anticipate changes and transitions. Visual schedules can be made for the entire day, morning routine, school day, therapies, dinner time, bedtime routine, or individual activities like using the bathroom, brushing teeth, or getting dressed. They bring predictability, which can minimize the anxiety that leads to scripting.

First-Then Boards

First-then boards show a preferred activity as a reinforcement for completing a non-preferred task first. For example, it could show “First work” and then “iPad” to communicate that the iPad is a reward for completing work first. The visual cue helps the individual understand the contingency and sequence. It serves as a visual prompt to motivate them to complete the task before earning the reward. First-then boards help minimize scripting by providing a clear structure and positive reinforcement.

Visual supports like schedules and first-then boards create clarity, predictability, and incentives to help reduce scripting. They tap into visual learning strengths in autism to communicate key information and contingencies. Strategic use of visual cues empowers autistic individuals to understand routines, meet expectations, and work toward rewards.

Functional communication training

Functional communication training (FCT) is an evidence-based intervention for autism that teaches more appropriate ways to communicate needs and desires. This helps to replace scripting behaviors that may not effectively serve a communication function.

FCT starts with conducting a functional behavior assessment to understand what need or desire is driving the scripting behavior. Once the function is identified, the next step is to teach an alternative communication response that serves the same function in a more socially acceptable way. This could be using sign language, exchanging a picture card, or pressing a button on a speech device.

When the individual uses the appropriate communication response, they receive access to the item or activity they requested. This reinforces using the functional communication method. Scripting is discouraged by withholding reinforcement. With consistent practice, FCT builds a new communication habit to replace scripting.

FCT should be customized to the individual’s abilities. It may focus on simple requests at first before working up to more complex communication. Implementing FCT requires ongoing coaching and support. But over time, the functional communication responses become a natural part of the person’s interactions. This allows them to get their needs met in a more socially appropriate and effective manner.

Differential reinforcement

Reinforcing non-scripting verbalizations is a technique that can help reduce problematic scripting in autistic individuals. The premise is to identify scripted phrases that are unhelpful or disruptive while praising and rewarding novel, spontaneous language.

For example, if a child frequently repeats lines from a movie at inappropriate times, caregivers can give attention and praise when the child communicates something new and relevant to the situation. Even short utterances like “I want juice” or “Look, a dog!” are reinforced.

The goal is to shift the balance so that non-scripted speech gets rewarded more than scripting. This helps the child learn that novel language is more effective for communication. Functional communication increases while scripting decreases over time.

Caregivers should initially reinforce all non-scripting, then gradually expect longer phrases. Some tips:

• Give descriptive praise like “Good asking!” rather than just “Good job!”
• Use rewards like stickers, points, or access to preferred items.
• Ensure reinforcers are motivating and delivered immediately after the non-scripted speech.
• Be consistent. Reinforce every instance of spontaneous language.
• Prompt and shape communication by providing choices if needed.

With positive reinforcement for functional communication, many children can learn to rely less on scripting to meet their needs. It takes time and consistency, but can significantly improve communication skills.

Cognitive Strategies

Cognitive strategies aim to help autistic individuals become more aware of their scripting behaviors and develop skills to manage them independently. Two evidence-based approaches include self-monitoring and cognitive behavior therapy.

Self-monitoring involves teaching the individual to recognize when scripting occurs and record the details, like the trigger, script used, and duration. This meta-cognition builds awareness of patterns. The person can then use the insights to employ coping strategies, avoid problematic triggers, or replace the scripting with a more appropriate response. Self-monitoring works best alongside reinforcement of desired behaviors.

Cognitive behavior therapy (CBT) focuses on identifying distorted thoughts that underlie problematic behaviors. The therapist helps reframe irrational beliefs and develop positive coping statements. CBT aims to replace scripted words with more flexible, responsive language. This therapy often uses modeling of appropriate social interactions. Through practice, the person can improve social perception, conversational skills, and emotional control. CBT also teaches strategies like counting before speaking, delaying responses, and formulating novel phrases.

Social narratives

Social narratives are short stories that describe social situations and appropriate responses or behaviors for those situations. They are a common cognitive strategy used to teach social skills and reduce scripting in autistic individuals.

Social narratives help autistic children understand the perspectives of others and learn appropriate social skills through modeling. The stories are written from the child’s point of view and describe specific social settings, the expected behaviors, and the responses or feelings of others.

For example, a social narrative may describe in detail going to a birthday party, taking turns opening presents, singing happy birthday, eating cake, and thanking the hosts before leaving. Stories are tailored to the child’s specific needs and challenges. They provide concrete examples of desired social behaviors.

Social narratives are most effective when they are individualized, incorporate the child’s interests, and are read repeatedly to learn the skills. They can be combined with other strategies like modeling, role-playing, and visual aids. Over time, social narratives help replace restrictive scripted language with greater social understanding and more flexible interactions.

When to Seek Professional Help

Scripting is considered a core symptom of autism, but excessive scripting can interfere with learning and social interactions. Seek professional help from a speech therapist, behavior analyst, or psychologist if your child’s scripting:

• Interferes significantly with daily functioning at home, school, or in the community. Your child may have difficulties participating in instruction, conversations, play, or self-care if scripting severely impedes their focus and engagement.

• Does not respond to environmental changes, visual supports, differential reinforcement, or other caregiver-implemented strategies. Professional guidance can help identify the function of scripting and develop a more intensive behavior plan.

• Causes your child distress or negatively impacts their quality of life. Scripting should not completely dominate their interactions or prevent participation in preferred activities.

• Persists for months with no improvement. A specialist can conduct a functional behavior assessment and determine if the scripting serves a communicative function that needs to be addressed.

• Prevents learning and using spontaneous, flexible language. A speech therapist can provide alternative communication strategies to encourage functional communication.

Seek help as soon as you notice scripting interfering with your child’s ability to learn, communicate, and function adaptively. Early intensive intervention can improve outcomes in autism.