Voice Navigator Slides VOICE NAVIGATOR
Mastering Verbal Communication in High School & Beyond
Why Use My Voice?
Connection
Sharing who I am and building relationships with others.
Self-Advocacy
Making sure my needs are met and my boundaries are respected.
Community
Navigating public spaces with confidence and independence.
"My voice is a tool. Just like a GPS, I can use it to get where I want to go and help others understand my path."
The Internal Weather
Feelings can be intense. Verbalizing them helps "lower the pressure."
Step 1: Pause
Take a breath. Identify the sensation in your body.
Step 2: Name It
"I am feeling [Overwhelmed / Excited / Confused]."
Step 3: Request
"I need [a break / help / some space]."
Pro-Tip: "I" statements focus on your experience, making it easier for others to listen without feeling blamed.
The Conversation Ping-Pong
The Serve
Start with a greeting or a comment about the current environment.
The Return
Listen to their response and say one thing back related to what they said.
The Follow-Up
Ask a question to keep the ball in play: "What do you think about that?"
Wait Time Rule
It's okay to have silence for 2-3 seconds while you think. You can even say:
Navigating the Community
At a Store
"Excuse me, where can I find the batteries?"
Goal: Information Gathering
Ordering Food
"Hello, I'd like a medium cold brew with oat milk, please."
Goal: Clear Requesting
Asking for Help
"I'm a bit lost. Can you point me toward the library?"
Goal: Problem Solving
Joining a Group
"Is it okay if I sit here and join the discussion?"
Goal: Social Inclusion
Navigation Safety
Sometimes the environment is too loud, too bright, or too busy to talk effectively.
It is okay to say:
"I need a moment before I can talk."
Your voice is for you. You decide when and how to use it.
Social Navigator Handbook Social Navigator Handbook
A Guide to Expressing Myself and Connecting with My Community
Name:
Date:
1. Why My Voice Matters
Every person has a unique way of seeing the world. As a high school student, I am learning that my voice is a powerful tool to share my ideas, my needs, and my feelings. When I use my voice to speak to others, I am acting as my own navigator. I am telling people where I want to go and how they can help me get there.
Verbal communication isn't just about saying words; it's about building a bridge between my thoughts and the people around me. It helps me make friends, solve problems, and become more independent.
2. Checking My Internal Weather
Sometimes, my feelings can feel like a storm inside me. I might feel overwhelmed, frustrated, or even very excited. When I name these feelings out loud, it's like putting a label on a map. It helps me understand where I am emotionally, and it helps others understand me too.
The Formula
"I feel ________ because ________. I need ________."
Example
"I feel overwhelmed because it is loud. I need a five-minute break."
By using my voice to express my feelings, I can advocate for myself before the "weather" gets too intense.
3. Mastering the Conversation Flow
Having a conversation is like a game of catch or ping-pong. One person "throws" a topic, and the other "catches" it and throws it back. In high school, conversations move quickly, but I can use specific strategies to stay in the game:
Active Listening: I show I am listening by nodding or saying "Okay" or "I see."
The Balance Rule: I try to share one thing about myself, then ask one thing about the other person.
Follow-Up Questions: If a friend says, "I played video games all weekend," I can ask, "What game were you playing?"
If I don't know what to say, I can always say: "That's interesting. Tell me more about that." This keeps the conversation going while giving me more time to think.
4. My Voice in the World
Outside of school, my voice helps me participate in my community. Whether I am at a store, a restaurant, or a club, I can use my voice to be part of the world. Each situation has a different "script" I can use:
The Customer Script
"Hello, do you have this shirt in a size Large?"
The Diner Script
"I'd like a chicken sandwich with no onions, please."
The Assistance Script
"Excuse me, can you help me find the bus stop?"
My Navigation Goals
Think about one social situation where you want to use your voice more this week. Write it down below:
The Situation:
The Script (What will you say?):
The Goal (What do you hope happens?):
Communication Coach Notes COMMUNICATION COACH NOTES
Teacher & Facilitator Guide
Lesson Objectives
Students will be able to:
Identify 3 reasons for verbal communication.
Use an "I feel" statement to communicate emotions.
Describe the "Ping-Pong" flow of conversation.
Apply basic scripts to community interactions.
Key Vocabulary
Self-Advocacy: Speaking up for what you need.
Verbalizing: Putting thoughts into words.
Wait Time: A pause before responding.
Facilitation Strategies
01
The "Process Time" Protocol
Many autistic students need 5-10 seconds to process a verbal prompt and formulate a response. In conversations, encourage students to use "bridge phrases" like "Let me think about that," to signal they are still engaged during wait time.
02
Role Play Modeling
Before students try the scripts themselves, model "non-examples" (like being too quiet or interrupting) and then model the "navigator" version. Ask students to spot the difference.
03
Visual Prompting
During the "Ping-Pong" discussion, use a physical object (like a ball or card) to visualize the flow of the conversation. Only the person holding the object should be speaking.
Common Misconception
"Verbal communication is only successful if it is perfectly social."
The Correction: Focus on functionality over "perfection." If a student clearly communicates a need or asks a question in a store, that is a success—even if eye contact is minimal or the greeting is skipped. The goal is independence and self-advocacy.
Deep-Dive Discussion Prompts
On Self-Expression:
"When you feel a strong emotion, what is the hardest part about saying it out loud? Is it finding the words or deciding who to tell?"
On Conversation:
"How do you know when a conversation is over? What are some cues that people are ready to move on?"
On Community:
"Think about your favorite place to visit. What is one thing you usually say to the people who work there?"
On Independence:
"How does using your voice make you feel more like an adult?"
Troubleshooting Common Challenges
Challenge Support Strategy Monopolizing Topics Use a "3-Sentence Rule." After 3 sentences, ask the other person a question.
Talk Track Practice Worksheet Talk Track Practice
SOCIAL NAVIGATOR: MISSION 01
NAVIGATOR:
DATE:
Navigator Instructions:
Below are three common scenarios you might encounter. For each one, use your "Social Navigator" tools to write down exactly what you would say to handle the situation successfully.
01
Mission: Feeling Overwhelmed
"You are in a crowded cafeteria and the noise is very loud. You feel frustrated and need a few minutes in a quiet place."
Your "I Feel" Statement:
Your Request for Help:
02
Mission: Keeping it Moving
"A classmate says to you: 'I watched that new space documentary this weekend. It was really cool!'"
One Comment about the Topic:
One Follow-up Question:
03
Mission: Community Support
"You are at a local bookstore. You are looking for a graphic novel, but you can't find the section."
How do you get the clerk's attention?
What is your "Information Script"?
Complete
Navigator Check-In:
"I have practiced my scripts and I am ready to use my voice as a tool for connection and self-advocacy."
Talk Track Key Talk Track Key
Facilitator's Reference Guide
These are example responses. For students with autism, focus on functional success over social perfection. Any answer that clearly communicates the student's need or keeps the interaction moving should be considered correct.
Mission 01: Feeling Overwhelmed
"I Feel" Statement
"I feel overwhelmed because it is too loud in here."
Acceptable alternative: "I'm feeling frustrated by the noise."
Request for Help
"May I please go to the library for 5 minutes?"
Acceptable alternative: "I need to take a break in a quiet place."
Mission 02: Conversation Ping-Pong
Topic Comment
"That sounds interesting. I really like learning about space too."
Acceptable alternative: "Cool! I've seen some pictures from that documentary."
Follow-up Question
"What was the most interesting fact you learned?"
Acceptable alternative: "Where did you watch it? Was it on Netflix?"
Mission 03: Community Support
Getting Attention
"Excuse me, do you have a moment?"
Acceptable alternative: "Hello, could you help me with something?"
Information Script
"Could you tell me where the graphic novel section is?"
Acceptable alternative: "I'm looking for the graphic novels. Where are they located?"
Navigator Tip:
If the student struggles to come up with their own words, offer two options for them to choose from. This reduces the cognitive load of formulating a script while still giving them the power of choice.
Communication Navigation Rubric Communication Navigation Rubric
Assessment & Progress Tracker
Student:
Date:
Scoring Guide
Use this rubric to assess the student's verbal communication skills across key navigation areas. Focus on functional independence and the student's ability to initiate and maintain communication with support or independently.
Skill Area Emerging Proficient Expert Self-Expression
"I feel... because... I need..."
| Requires significant prompting to identify feelings or needs. May rely on non-verbal cues. | Expresses feelings and needs using provided scripts with 1-2 verbal prompts. | Independently verbalizes feelings and specific requests for help or space. |
|
Conversation Flow
"Ping-Pong" dynamics
| Listens but rarely responds. Conversation often ends after one exchange. | Maintains 2-3 exchanges. Uses follow-up questions with occasional prompting. | Initiates topics and asks relevant follow-up questions to maintain the flow. |
|
Community Interaction
Public scripts
| Hesitant to approach community members. Relies on others to speak for them. | Uses scripts to make requests or ask for information in familiar settings. | Navigates new community environments and makes clear, functional requests. |
|
Processing Time
Managing silence
| Displays distress or shuts down during extended processing times. | Wait times are increasing; beginning to use "bridge phrases" with prompting. | Effectively uses "bridge phrases" (e.g., "Give me a minute") to signal thinking time. |
Strengths Observed
Goals for Next Mission
Navigator Level Achieved:
Emerging
Proficient
Expert
Coach Signature:
Talk Track Challenge Worksheet Talk Track Challenge
SOCIAL NAVIGATOR: MISSIONS 04-07
NAVIGATOR:
DATE:
04
Mission: Classroom Collaboration
"You are working on a science project with two other students. They are talking quickly about an idea you don't understand. You need them to slow down and explain."
The "Bridge Phrase" (What to say to stop the flow):
Your Request for Clarification:
05
Mission: Accepting a Compliment
"A teacher says to you: 'I really like the way you organized your notes today. They look very clear!'"
The Acceptance (A polite response):
The Follow-up (Adding one detail):
06
Mission: Ordering Food
"You are at a fast-food restaurant. You want to order a burger, but you don't want any pickles. The cashier asks, 'What can I get for you today?'"
The Greeting and Order:
The Specific Request (The "No Pickles" part):
07
Mission: Clearing the Path
"A friend thinks you are mad at them because you haven't talked much today. You aren't mad; you are just tired and needed some quiet time."
The Explanation (The truth about how you feel):
The Reassurance (Checking in on the friendship):
Mission Reflection:
Which mission felt the hardest to complete? Why do you think that one was challenging?
Talk Track Challenge Key Talk Track Challenge Key
Facilitator's Reference Guide (Missions 04-07)
These are example responses. Remind students that being clear and direct is the goal. For students with autism, these scripts serve as a "communication bridge" to help them navigate complex social moments independently.
Mission 04: Classroom Collaboration
Bridge Phrase
"Excuse me, could you pause for a second?"
Alternative: "Can we stop for a minute? I'm trying to follow along."
Request Clarification
"I don't quite understand that idea. Could you explain it differently?"
Alternative: "I'm a bit lost. What did you mean by that last part?"
Mission 05: Social Compliments
Polite Acceptance
"Thank you! I appreciate you saying that."
Alternative: "Thanks, I'm glad you noticed."
Adding Detail
"I spent a lot of time this morning getting them organized."
Alternative: "I used some new color-coding stickers that I really like."
Mission 06: Community Ordering
Greeting & Order
"Hello, I would like a cheeseburger combo, please."
Alternative: "Hi, I'd like the number three with a water."
Specific Request
"Could I get that without any pickles, please?"
Alternative: "No pickles on the burger, please."
Mission 07: Handling Misunderstandings
Explanation
"I'm not mad at all! I'm just really tired and my brain needs a break."
Alternative: "I'm just feeling quiet today. It has nothing to do with you."
Reassurance
"We're still friends. I just need some time to recharge."
Alternative: "Don't worry, everything's fine between us. I just need a quiet day."
Coach's Corner:
For Mission 07, many students struggle with the idea that others might misinterpret their quietness as anger. Help the student practice the "Explanation + Reassurance" combo to preserve their friendships while maintaining their need for quiet time.
