| Identify appropriate social opportunities while at work. Address placement issues and match something that better fits the learner.
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| Allow him to work as a checker or bagger
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| Appropriately teach peer engagement and small talk to replace distractions. Set expectations on job placement and time management
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| Task analysis
Appropriate communication training
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| They may find ways for him to engage with others or also consider another position. Help him understand social and environmental clues.
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| This particular job may not be the right fit, he may need a job that allows more interactions with others. However, supports/adaptations can be implemented to help him learn to focus on his job, such as self monitoring/reinforcing for staying on task. Leverage motivating operations and schedule social times for him (breaks, etc) for successful completion of tasks
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| John would do best working directly with customers
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| change job expectations
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| Feedback from learner
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| Teach John self-management strategies to ensure on-task vs. off-task. As an incentive to increase on-task of stocking shelves, you could potentially offer him an opportunity to work as cashier if he has shown consistent performance levels of his current task.
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| teach when to break and chat and when to stay on task
teach, model and reinforce work habits
embed self monitoring or timer. work for X amount of time then break
Social skills training
Target specific skills, such as having a conversation
Model with multiple exemplars
In-vivo practice
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| Have him change roles
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| More training is needed for the individaul, cues needed so the client knows when to talk and stop working, give the individual breaks, allow the client to work with a peer
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| Discuss with John- where would he like to work?
Provide training and support in the needed areas
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| See if he can work as a cashier instead
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| Speak with management to see if there were a route toward cashier, provide options for social interaction while stocking shelves, look for other job opportunities with more social interaction
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| Have placement coach shadow John as he spends some time working the checkout after he has completed his stocking responsibilities.
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| The learner could be taught to identify times when interacting with customers s appropriate, he can work for scheduled breaks where he is able to interact for a limited amount of time with others before returning to work. Also, teach him to limit the amount of time he interacts with customers, set a timer on a watch he can wear.
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| The learner’s experience of inclusion is unclear
Ask learner for feedback
Document engagement across various inclusion activities and contexts
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