| find a better position where he won't be as distracted
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| There may be a placement that will better reinforce his interests.
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| Clarify job expectations
Explicitly teach when it is appropriate to talk and when to focus on work tasks.
Teach self-management strategies
Use visual cues or checklists to prompt staying on task.
Structure social interaction opportunities
Allow brief, scheduled interactions with customers or staff as reinforcement.
Modify the job placement or tasks
Add customer-facing responsibilities when appropriate (e.g., greeting, bagging).
Use differential reinforcement
Reinforce task completion before access to social interaction.
Gradually increase task demands
Start with shorter work intervals and increase duration as attention improves.
Collect data on on-task behavior and distractions
Track performance to guide adjustments.
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| Look for job openings that better fit John's interests and skills. Incorporate conversations with other employees or customers after the stocking job is complete. Use self-monitoring checklists.
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| Identify task at hand, which is stocking shelves, and have him self monitor so job gets done
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| Offer assistance for developing programs
Offer assistance for identifying adaptations
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| maybe the student can be repositioned to a job with more customer engagement
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| Going over job expectations, creating a self-monitoring checklist, criteria on how he can change positions within his current duties, designate times where he can talk and interact with others
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| Provide more direct instruction and modeling/feedback with self monitoring around on task behaviors - specificaly in the presence of distractions
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| Social validation of how peers act, what they talk about
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| Providing parameters for additional opportunities at the current job site if available. Ensuring he's meeting expectations and is able to monitor his level of distractability in order to complete his tasks in the time and to the quality that the employer expects.
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| Increase opportunities to engage in the environment.
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| Train the paraprofessional in active support strategies (prompting, positioning, scanning).
Add visual schedules, task breakdowns, and clear cues aligned with classroom routines.
Create structured peer engagement opportunities (assigned partner, cooperative tasks).
Modify seating and activity placement to reduce auditory and visual overload.
Gradually increase exposure to unstructured times using planned fading, not abrupt immersion.
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| Offer assistance for developing programs, discuss with supervisors and consider adaptations.
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| May need to find a different job for him to utilize his primary skill strengths
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| Find a better fit or build in opportunity for engagement with employees though partner tasks
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| Consider building in times for tasks involving more social engagement.
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| Job skill prep and training
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| Use clear work–social schedules
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| Identify appropriate responses
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| This particular inclusion setting may not be the best fit for John, as he is unable to fully complete his expectations without distraction. The support staff may need to support identification of appropriate responses for the context and further training, or consider an alternative placement.
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| -Work with store to determine if bagging groceries is an option for that student to learn or if there are other opportunities for them to engage with customers
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