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| Talk to the placement about a better fit for John.
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| Have him work at the checkout for 15 minutes a day, allow him to engage with customers more often
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| I would inquire about other opportunities if available, inquire about cashier job requirements and training, maybe schedule specific social tasks during his work hours to provide opportunities for interaction.
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| - try to incorporate client interests, when possible
- conduct ecological assessment
- teach environmental cues with social stories & BST
- target social skills for training (video modeling and rehearsal or skills)
- solicit feedback from client and employer
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| Utilize social stories, identify appropriate responses and response rates including observations, have the individual join peer groups for appropriate social interactions, consider changing job position
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| Offer assistance for identifying adaptations
Self-monitoring
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| Talk to John about his interests in another position. Consider switching to a job shadow for a checkout staff where there are opportunities to perform the job with support and then fade the support.
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| ask leanrer for feedback, train him when and where he can talk to others while he is working
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| Train to cashier job, use what’s motivating and interesting to learner.
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| Modify the content, process, or product of learning to fit students’ readiness, interests, or learning profiles.
Example: Offer the same topic in multiple formats—videos, readings, and hands-on activities—so students can choose how to engage.
Why it works: It respects diverse learning styles (visual, auditory, kinesthetic) and allows learners to use their strengths.
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| Look for a different opportunity.
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| Teaching time management and social skills to the client.
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