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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.
	1. Adjust Job Role or Tasks to Align with Interests Advocate for task rotation so John can spend part of his shift stocking shelves and part greeting customers or bagging groceries (building in social interaction). Explore job carving, where his role is modified to fit both employer needs and his social preference (e.g., helping customers find items while stocking). 2. Increase Tolerance for Current Role Use self-monitoring tools to track time on-task vs. distracted behaviors, paired with reinforcement for meeting goals. Set up clear environmental cues (e.g., a checklist or a visual timer) to help John return to task after brief customer interactions. Provide in-vivo practice with prompts fading over time to strengthen his ability to manage distractions.
	The client may benefit from specific instruction and clear exceptions of his job. The BA should also work with staff to see if another job, such as bagging groceries, is something that client can work towards or do as reinforcement for stocking shelves.
	This may not be the best fit for this student; need to incorporate interests in work performance---performance will improve when interests are considered. establish social interactions during breaks; and following work (i.e, reinforcement);
	Build opportunities to socialize into the job requirements.
	adapt position to provide more social opportunities
	John needs more support in completing his stocking job and being able to interact with others. He can learn to manage his time by making sure he gets his work done- for instance finish one isle, and then take a break and engage with customers. He also needs more time outside work to socialize. He can find an activity or group of his interest to interact with peers such as a bowling league or something that he likes. A checklist for self management could help keep him on task.
	Task modification & role alignment Add occasional customer-facing micro-tasks within stocking duties (e.g., helping a customer find an item, greeting shoppers at the aisle). Create a hybrid schedule where part of the time is stocking, part involves assisting baggers or organizing carts near checkout. Distraction management strategies Use visual task checklists that John can reference to stay on track. Implement a “finish-then-socialize” rule reinforced with a token or point system — complete a set number of tasks before brief social interaction. Practice ignoring distractions through role-play before work shifts. Motivation pairing Embed short social interaction breaks as natural reinforcers after task completion. Allow him to work alongside a friendly, task-focused peer to balance engagement and productivity. Skill building for long-term goals Begin training in customer service skills so he’s working toward his desired checkout position. Teach job flexibility — understanding that various roles (like stocking) are stepping stones to customer-facing jobs. Collaboration with placement coach Share observation data on distractions and strengths. Adjust performance expectations and success measures based on individualized goals, not only typical productivity metrics.

	1. See if there is a way that John can also bag at the checkout when he finishes stocking the shelves so. he gets more social interaction or placement may lessen/hurt current social skill repertoire; 2. Have peer use some basic BST/ to help John get good skills at stocking, can be supervised by BCBA so some coaching of the peer can be done prior to training start; 3. Talk to store supervisor about ways John can engage with co-workers regularly (i.e., standard breaks during the day with at least one other co-worker
	Work tasks could be adapted to facilitate more social interaction.
	More supportive training
	Person is expressing they would like another job where they interact more with people.

	Increase opportunities for him to interact with customers; pair him with another worker to stock shelves

	Incorporating interests into social opportunities The learner’s experience of inclusion is unclear
	Teaching appropriate opportunities to chat with coworkers, having a transition plan to register or bagging so he can talk to people more often
	Find him a position where he can interact with customers.
	The current work assignment may not be the best suited. The individual might best serve as providing infiomration to customers

	Find a job that is more interactive to suit his needs and interests
	Since John has an interest in interacting with people a placement should be made that involves some socialization; otherwise, he will not succeed if his interest is not in the matter. So he needs a more social placement, and also social skills training that ensures he knows how to establish boundaries.
	Maybe provide some inclusion with being a bagger after finishing stocking shelves
	Realizar adaptaciones al programa Incoporar tareas de oportunidades sociales Quizas no sea el puesto de trabajo ideal Proporcionar instrucciones claras de los objetivos de su trabajo y poner limites Entrenarlo en el puesto de cajero

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.