| Come up with daily task list
Support socialization during break times
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| Ofcourse you can use social stories to explain when he can engage in social interactions and when he can't BUT it is important to honor his preferences which will in turn increase his success on the job. Finding employment where he can use his social skills is super important. This may require teaching different vocational skills.
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| More independence with Work tasks: Asking for supervisor feedback, Self-monitoring
Learning environmental cues and routines: Ecological assessment, Social stories, BST
Social skills training: Need to target reduction of conversations with shoppers - Target specific skills, such as having a conversation, Model with multiple exemplars, In-vivo practice, Prompt with a variety of initiations and responses, provide appropriate break times to engage in conversations with work peers
Or consider changing job tasks so he does not have the opportunity to interact with customers - IE: change his shift to be morning stocker - filling shelves before customers arrive
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| I would consider changing around environmental variables such as time of day. It may be beneficial for this individual to stock during lower traffic times of the day. A checklist with a self-monitoring system built in could benefit this individual and increase performance on the job. You could also think about incorporating natural social reinforcers after task completion or pair the individual with a buddy to complete the task with to incorporate social interests into working.
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| The BCBA should work with the employer to help them understand the data shows the distractions are the things causing poor job performance rather than ability. Perhaps find a location where success can be shown to allow him to be moved into a role where the motivation for social interaction is an asset.
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| Modify job needs to be more socially participating
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| Focus on what skills/routines the client needs to learn. Use his social motivation to teach him how/when to identify peoples cues (looking confused, asking for help) as the prompt to interact.
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| The context may not be a good fit.
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| Find other opportunities that the worker can be more social. For instance bagging groceries or working with another staff member to stock the shelves.
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| Provide John with the opportunity to interact with his coworkers and customers.
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| Learner needs to begin a program where he gets work done then earns a break for social time with customers
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| Allowing times for John to have time to directly engage with others
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| Provide opportunities for John to interact with customers.
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| * Use social interaction as scheduled reinforcement
* Teach a “greet then return to work” routine
* Give structured task lists and visual cues
* Reduce distraction by adjusting environment
* Provide limited, structured customer-facing tasks
* Set clear expectations
* Implement targeted reinforcement and self-monitoring
* Create long-term pathway toward a customer-facing role
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| Establish contingency for learner that he needs to stock shelves first before being allowed to engage with others.
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| Social stories
More opportunities to engage with peers
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
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| Continue to look for other placements that center social interactions and in the meantime, practice identification of cues for when social time is appropriate and not appropriate. Perhaps a scheduled social time could be offered during the day.
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| Provide John with a rule card for what he must do while at work. This should include direct examples of on task behavior that John can replicate and follow. Finally, consider building in to John's current schedule opportunities for him to engage with customer and or co workers this will decrease the likelihood that John seeks out this type of social interaction during work times.
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