Sequences of managerial statements delivered by a teacher during supervised playtime were identified, and a scripting procedure was used to modify these sequences while retaining the overall structure of teacher-student interactions. Five preschool-age children participated in the study. Following an initial assessment phase, the alternative sequence of scripted interactions was implemented first by an experimenter using an ABAB reversal design and then by the classroom teacher. The scripted interaction sequence was effective in increasing levels of appropriate play behavior in all five children, and these levels were maintained when control of the procedure was transferred to the teacher. Moreover, the teacher quickly leamed to implement the procedure, did so with a high degree of integrity, and judged it to be moderately acceptable. The value of scripted interactions as an effective yet flexible management strategy that can be used in teacher training is discussed.
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