| More practice
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| motivation will aide in the success
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| Change him to a different role, maybe a greeter for the store or clerk, learning cues to end conversations and to focus on work performance.
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| John should be provided with training in an area that interests him.
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| Research possible other jobs that might be a better fit in this context. Maybe bagging groceries or something that involves constumer or peer interaction. Work out a schedule where there is time on breaks or alternative activities with interaction can be provided if stocking shelves ins completed. Teach skills for maintaining focus and ignoring distractions.
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| teach to behave in that context....limited time to speak with people., a specific time to focus on the work with no distraction, we should measure this 2 behaviour until ...speaking and working are adeguate
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| Allowing a change in the way the job is performed is needed.
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| Help him find a job that better suits his interest
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| social story for on-task behavior
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| Provide instruction to 1:1 staff on how to facilitate social interaction
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| Social skills training
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| If stocking the shelves is an appropriate task for this person, then teach the person to look for appropriate cues (i.e. if there are shelves to be stocked, that needs to happen first before conversations with others can happen). If he is unable to work through these distractions, then maybe completing this job before or after working hours when other people are not present. Then, maybe give him opportunities for social interaction such as bagging groceries, or taking groceries to peoples' cars.
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| Modify the placement to include more people-oriented tasks (e.g., greeting, assisting customers, bagging).
Provide structured reinforcement schedules (e.g., stock shelves for 10 minutes, then a 2-minute social break).
Use visual cues or task checklists to maintain focus.
Incorporate role-playing or job coaching to help John balance social interests with task completion.
Explore alternative placements that align more closely with his social motivation while building vocational skills.
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| - Work with the placement coach to find a more suitable job for the client (e.g, have more interactions opportunities with other people)
- Social skill training
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| Teach appropriate boundaries for the current position; work on finding a better match for his interests with more customer facing opportunities
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| To address John's challenges and support his success in the community-based instruction, several strategies can be implemented. A key element is incorporating his interests into social opportunities by exploring alternative job roles within the grocery store that involve more customer interaction, such as bagging or supporting customers. To improve his performance, self-monitoring strategies can be introduced, enabling John to track his progress and stay on task. The behavior analyst should also use social validation through observation of peers to determine appropriate performance benchmarks. Finally, it's essential to regularly ask John for feedback to understand his perspective and use that information to refine his training and support.
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