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Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.

	-Work on changing placement to match his strengths
	Work to engage when it is appropriate to have social interactions, build performance of current job to show performance and to allow for some socialization,

	Offer assistance for identifying adaptions Once he can stay on task he can then be trained for another role. One on one role play with customers while staying on task

	Conduct a task and environmental analysis to identify when and why John disengages from stocking tasks in the presence of social stimuli. Teach clear expectations and self-management strategies (e.g., work-then-talk, visual “on/off task” cues, timed social breaks). Incorporate planned, appropriate social interaction as reinforcement for task completion to maintain motivation while improving job performance. Collaborate with the placement team to explore future roles with higher social demands once John demonstrates sustained task engagement.
	Identify opportunities to engage with peers or request a change that allows for a more appropriate placement.
	self monitoring, social story, in-vivo practice



	cashier position? bagger?
	teach John self-management tools that will help him stay focused on stocking and provide him with break opportunities to chat with customers

	Learning environmental cues and routines Ecological assessment Social stories BST
	I want to say the context isn't perfect but in reality sometimes we want to use what makes sense contextually over holding out for ideal
	Support with John strategies to keep him on task and less distracted so he can complete his role Discuss with placement criterion to alter to check out position and what skills would have to be demonstrated so they can be addressed with John and provide motivation for him

	Possible Solutions / Supports: Task Adaptation and Interest Alignment Incorporate customer interaction opportunities into stocking tasks (e.g., greeting customers while shelving, assisting in restocking at the checkout). Gradually rotate John into tasks that more closely align with his interest in working at the checkout. Environmental Supports Reduce distractions by structuring the work area or scheduling stocking during less busy hours. Provide visual or verbal prompts to redirect attention back to tasks when distracted. Behavioral Supports Use self-monitoring checklists or small token systems to reinforce completion of assigned tasks. Set clear, achievable goals for both task completion and social interactions. Skill-Building Teach strategies for managing attention in social environments, such as scheduled breaks for conversation or appropriate ways to interact while working. Practice multi-tasking skills in controlled environments before applying them on the job. Monitoring and Feedback Collect data on task completion, distraction frequency, and social engagement to guide adjustments. Provide timely feedback to John to reinforce progress and self-management strategies.
	Provide opportunities for learner to socialize outside of working hours, such as with friends or during break times at work. Provide cues for working that help to maintain focus on the shelving task.
	Ask learner for feedback and consider other positions in the store that are more suited to his interests;
	find a place he can talk to others.
	self monitoring, BST, Social Stories,
	-lack of interest in that job may lead to less success
Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.