| They should seek out a role that allows him to focus less on the executive functioning of managing stocking tasks and a role that is mostly social in dynamic
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| Program self monitoring and feedback are needed to inform John about what he is doing well and then add adaptations to enhance his job performance in other areas.
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| Teach necessary skills based on ecological assessment
Look into additional options for appropriate engagement with customers and teach social appropriate social skills.
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| Needs more social.placement possibly as a reinforcer for doing other things
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| social stories to support his completion of tasks
self-monitoring strategies
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| Talk to John regarding his job expectation
Program training to teach John how to interact with customers
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| Include ways for the student to have a job that works more with people.
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| Perhaps he needs more clear structure around when he can work and when to chat or a different role in the store that allows for more interactions.
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| -consider having John take on a more social role on the job site (ex: be a greeter)
-make sure the interest in the position is there and build on the interest in order to develop job skills
-conduct a career assessment appropriate to client to match him to opportunities
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| To help John succeed, the behavior analyst can add more structure by using visual task lists and clear expectations for when to work and when to talk. Reinforcing on-task behavior and allowing planned, brief social interactions can help reduce distractions. If possible, adding limited customer-interaction tasks may better match John’s interests while keeping him focused on his job responsibilities.
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| set up skill training/expectation for job, look for other areas of social interactions
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| Since he is social, can he work the cash register so he can chat while scanning items at checkout?
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| Social acceptance
Learning environment cues and routines
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| Find ways to provide social opportunities, review his job functions and when it’s appropriate to interact with others, develop a self monitoring tool to stay on task
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| Reevaluate whether stocking is the best match for John’s interests and consider a role with structured social interaction (e.g., bagging with clear rules, greeting, or assisted checkout tasks).
Use a preference–skill match approach by identifying jobs that allow social contact while still supporting task completion and performance expectations.
Teach context-appropriate social responding (when to talk vs. when to work) using clear cues, modeling, and rehearsal during shifts.
Consider a blended placement plan where John builds skills in stocking while gradually introducing customer-facing responsibilities if feasible.
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| John likes the location but wants to interact with people and his job involves stocking shelves. It may be more appropriate to look for a job at the same location that involves supported interaction interaction with customers. He might be successful helping with bagging or a more customer facing position. This should be fairly easy to fix.
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| Include times for him to socialize when not on the clock to meet his social needs. Set a time limit on social interactions.
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| Talk to John
Identify times he can/should not be interacting with others (e.g., during break, after work)
Learning environmental cues and routines
Ecological assessment
Social stories
BST
Since John is so interested in people, see if there are opportunities for him to do work other than stocking shelves
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| It may be important for the client to receive direct instruction in order to learn how to stock shelves with the motivation that should he engage well within the stockroom, moving to a more customer facing positions may be open for him. Using first/then language to facilitate his strong social skills/
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| allow designated times for John to interact with others
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