| Find an opportunity that lines up with his interests more
|
| |
| Change in job / location.
|
| |
| |
| assess whether stocking shelves is the most appropriate and preferred task, he might do better engaging with people.
address or teach conversation skills and reading cues
|
| see if more social job is available.Develop a plan for work then breaks.
Develop a work/ break plan with the worker.
possibly find a new jo to modify stocking hours yo minimize social interactions
|
| |
| Teaching superviosro
|
| |
| Identify if there is another role which gives more access to social interactions
|
| Talk with John and allow him to practice other jobs within the store that may be of interest to him. See if with the right supports he would be able to complete the tasks and feel more fufilled socially.
|
| |
| Ask if John could be moved to a more social position. Ask if the store would be open to this change to enhance John's work performance.
|
| Offer assistance to the staff with developing programs and adaptations.
Behavioral skills training: Help Josh learn appropriate social skills so that interactions can happen but do not interfere with the stocking behavior in the long term.
|
| |
| He needs more opportunities to engage with peers/other people so supports and adaptations are needed
|
| Conduct a vocational assessment to see if there may be a better job match where he can interact with others more often. Consider expanding his time-on-task and work-break durations while providing socialization opportunities on breaks with the use of a signaling program to let him know when socializing on the job is okay/not okay.
|
| |
| person's interests are not being capitalized on
|
| social stories, in vivo modeling, identifiy appropriate responses & response rates, learn environmental cues
|
| To better support John, the behavior analyst can collaborate with the placement coach to create a plan that both leverages John’s interest in social interaction and addresses his distractibility. One solution could be to incorporate structured opportunities for John to interact with customers while still completing stocking tasks, such as greeting or helping them locate items. Visual schedules, clear task lists, and self-monitoring checklists can help John stay on task while reinforcing completing specific amounts of work before taking a brief social break. The team can also explore alternative training opportunities, such as bagging groceries or assisting at customer service, which better align with John’s social strengths and career interests. Additionally, staff can role-play appropriate brief interactions with customers to help John balance being friendly with staying focused on work tasks. By adapting the placement to include his vocational goals and preferred social interactions, the team can create a more meaningful and motivating experience that increases John’s success and prepares him for employment in fulfilling roles.
|
| Observe how others respond to learner, offer assistance for developing skills needed to be placed in more preferred job
|
| |
| training
|
