What strategy should a teacher use with a high school student with autism spectrum disorder (ASD) who dominates discussions?

The most effective approach for managing a high school student with autism spectrum disorder (ASD) who tends to dominate discussions is to use scripted responses. This strategy helps the student structure their contributions to the conversation, promoting more balanced and inclusive interactions with peers. Scripted responses provide the student with clear, predetermined language that can guide them in expressing their ideas without interrupting or overshadowing their classmates.

This method encourages the student to practice communication skills while also helping them become more aware of the dynamics of group discussions. By utilizing scripts, teachers can ensure that the student has appropriate phrases or questions ready, which can facilitate smoother interactions and give other students an opportunity to participate equally.

Other strategies, while potentially useful, may not directly address the issue of dominating conversations. For example, allowing the student to speak first or work in smaller groups may inadvertently reinforce their tendency to dominate discussions, rather than fostering cooperative dialogue. Asking the student to write down others' points could help with focus, but it might not encourage active participation or improve conversational balance among peers.