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Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.
	Ecological assessment Find opportunities for socialization or other job opportunities
	Target specific skills, self-monitoring, ask learner for feedback, change job responsibilities so that more interaction is possible
	Specific instruction in expectations or more social placement
	checklists and timers

	Behavior analyst can do her best to help John conform to the requirements of a job that may not be his best fit. It might help if he had a fellow stocker with whom to work and they could talk as they worked. This could be a replacement behavior for talking to customers, and he could receive reward for appropriate behavior and task completion on the job. A self-monitoring program could also be put into place for John. If John has the capability to become a checker, he could be rewarded for high performance as a stocker by receiving training and coaching in checking. However, he would also need training in how to appropriately talk with customers as a checker and not let it interfere, again, with task completion.
	Needs a different position or the position needs to be adapted to allow for interaction
	Individual can get extar training and some adaptations to training techniques
	teach social skills when and how to interact with customers- initiate and read when to stop conversation, body cues and duration, use video modeling and self management,

	John is motivated by people, but his current task doesn’t fit. The solution is job carving, structured supports to manage distractions, and transition planning toward customer-facing roles that match his strengths. Possible Solutions: Match Placement to Interests: Explore checkout, greeter, bagger, or customer service helper roles — even short trial shifts — since John thrives on social interaction. Use job carving: combine limited stocking with short bursts of customer-facing tasks to keep him motivated. Teach Work-Readiness Skills: Create clear expectations: “work first, socialize later” with visual reminders or task checklists. Teach strategies for politely limiting conversations with customers while working (e.g., brief greeting, then returning to task). Reinforce on-task behavior with short, scheduled social breaks. Environmental Adaptations: Place John in lower-traffic aisles to reduce distractions while stocking. Use a visual timer or productivity tracker so he can see progress and stay focused. Structured Social Opportunities: Give John roles that allow safe interaction: restocking near the register where brief interactions are natural, or helping customers find products. Allow end-of-shift “customer interaction time” as a reward for staying on task earlier. Coach & Employer Collaboration: Train the placement coach to prompt and reinforce appropriate customer interactions. Communicate with the store about John’s strengths so they can consider flexible roles (e.g., bagging, carry-out assistance). Future Career Planning: Incorporate John’s long-term career goal (customer-facing roles) into his IEP transition plan. Build toward certifications or experiences that align with cashiering or service industry work.

	a proper assessments needs to be made to teach John to work at the checkout. MO is interacting with peers

	Provide BST for learner in order to work as cashier

	Adaptation in task is needed
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	Incorporating interests into social opportunities Social validation of how peers act, what they talk about

	Identify appropriate responses and response rates, use self-monitoring to be sure he complete tasks, look for opportunities to match his skills to his interests
	ob Placement Adaptation The best solution is to adapt the placement to align with John's interests. The behavior analyst should discuss with the grocery store manager the possibility of creating a new role for John that combines his interest in interacting with people and the need for a productive job. For example, he could: Act as a Greeter: John could be a greeter at the front of the store, directing customers to items or answering simple questions. Work in a More Socially Integrated Role: A role as a customer service assistant or a bagger would provide constant opportunities for interaction while still contributing to the store's operations. If a new role isn't possible, a compromise could be made. John could spend a portion of his time in a role like a greeter and the rest of his time stocking shelves. The time spent stocking would then be more tolerable and less distracting since he knows a social activity is coming up. This acts as a powerful reward for his hard work.


	Provide parameters on when engaging the customer is appropriate. Create opportunities for engagement. Lay out a plan as to when he will get to move to a position, he is more interested in.
Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.