| Inclusion context is not an ideal fit: The type of work (stocking) does not match John’s vocational preferences (customer contact). This mismatch fuels distraction and decreases engagement.
Program supports are needed: His distraction around customers shows he needs job-embedded supports to maintain performance and build skills.
Adaptations are needed: The job can be adapted to better fit his strengths—either by modifying the stocking role or creating hybrid duties that build toward his checkout goal.
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| consider including self- monitoring , document engagement across actives and contexts, create checklist or opportunities for social breaks for saying on task.
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| Learner's experience of understanding for inclusion is unclear. Utilize visual schedules to demonstrate when social interactions are and are not appropriate. Find a new placement in which the learner's preferences are more readily addressed, so they can thrive in the work setting and contact naturally occurring sources of reinforcement. Conduct social skills training and use discrimination training to help the learning know when and what social interactions are appropriate across varying contexts in the work setting.
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| place in another area where he can interact more with customers if appropriate
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| Identify appropriate responses and response rates
Social validation through observation of peers
Observing how peers respond to learner
odel with multiple exemplars
In-vivo practice
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| Introduce a self-monitoring strategy to increase on-task behavior and decrease off-task behavior. Utilize talking with customers as a reward for task completion. Use social stories to teach the learner about expectations at work.
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| needs para support and instruction on how to do the job
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| Place him elsewhere and build on interests and skills
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| instead of stocking, he could be trained as to bag groceries and help customers out to their car
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| Provide the individual with a job task that allows him to engage with the customers or staff. Even being a greeter for 15 minutes before he stocks shelves could help alleviate his need for all the interactions.
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| set up self monitoring system with rewards in place for customer facing roles.
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
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| Support in self-management tasks, get participant choice and oppinion on his role, adapt as needed
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| modeling, social story
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| It seems like that he would do better in a position such as a demonstrator at the store so he could talk to everyone, or a greeter. These tasks are the ones that get a lot of conversation in with the public and peers young and older.
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| Examine if other job opportunities are a better fit; provide additional opportunities to access interaction; self-monitoring intervention, get learner input
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| It would be more beneficial to place the learner in a setting with more social opportunities ingrained naturally (ie: cashier, customer service, etc.) to play to strengths and give a meaningful job that social interaction does not distract from
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