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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.
	John needs to adapt to his job stocking shelves and perhaps a timer or other support would help him create boundaries between work and socializing. He should understand that perhaps he needs to "pay his dues" by working up to becoming a cashier, but that he could actually lose the placement altogether if he cannot concentrate on his work. If done in an age-appropriate way, a Social Story might be helpful here in explaining the difference between work time and free time. John could listen to music on headphones or otherwise enrich his environment so that he is better able to concentrate and avoid distractions. He could work with a partner who stocks shelves and shows him some in-vivo strategies for doing so successfully and staying on task. His schedule could also be adapted so that he is working when fewer people are in the store (late night hours, for instance). John could be asked what other strategies might help him be more successful in his current placement. One possibility is "game-ifying" his tasks so that they become more interesting to him.

	Support John by assessing his placement at the workplace
	more training needed
	Identify situations when it is appropriate to chat with others. Support worker for following directions and doing his job. Consider re-training him to bag groceries.

	Learning environmental cues Self-monitoring
	- provide social opportunities as well
	John could be taught how to use self-monitoring and management skills such as monitoring his own job performance and recognising when he becomes distracted or remains on-task. He could also ask for employer feedback to check reliability with his own self-monitoring and to determine areas where he still needs improvement. It would also be better to adapt the program to a more customer-oriented task such as cashier, store greeter etc...that John is more interested in. As mentioned in
	Change in job, access to socialization, accommodations to limit distractions
	He may be better suited to bagging, where he can talk and work effectively. Support needed to keep on task or switch job to be more meaningful
	Review the position requirements with the client. Create a strategy that allows the client to engage with others around him/her, but then gets back on task. This can be done with role plays, having a support staff present for cueing (live or remote with an earbud) that is systematically faded. Meet with the job coach to see if there is a better fitting position that the client can apply for to better support his/her preferences. Utilize technology such as a MotivAider or timer to cue the client to check if he/she is on task.

	1. Adjust Job Placement or Tasks Collaborate with the placement coach and employer to explore opportunities for John to work at the checkout or in other customer-facing roles, aligning with his interests. If immediate job change isn’t possible, consider rotating tasks that include some social interaction components. 2. Implement Behavioral Supports for Focus Teach John self-management strategies to help maintain task focus despite distractions, such as: Use of visual or auditory cues to redirect attention, Self-monitoring checklists, Breaks scheduled to interact socially. Use positive reinforcement for sustained on-task behavior. 3. Incorporate Social Interaction as a Reinforcer Schedule brief, planned social interactions during work breaks as a reward for task completion. Use behavioral contracts that balance work tasks and social time. 4. Environmental Modifications If feasible, position John’s work area to minimize visual distractions from customers or co-workers when stocking shelves. Use noise-cancelling headphones or other supports if auditory distractions are problematic. 5. Train Job Coaches and Staff Provide training on how to prompt, redirect, and reinforce John effectively. Coach staff to recognize when John needs support to refocus. 6. Monitor Progress and Modify Supports Collect data on John’s on-task behavior and social interactions. Adjust interventions based on data and John’s feedback.
	Use Reinforcement Strategies to Strengthen the “Work–Then–Socialize” Behavior Chain Establish clear work–social interaction alternation rules, such as: “After shelving items for 10 consecutive minutes, you may chat with a coworker for 1 minute.” Use a visual timer or task completion card to help John clearly see the connection between focused work and earning social time. Have the coach provide specific positive feedback, such as: “You waited until you finished stocking three boxes before talking—great job!”
	seems like it's an ok fit, but further options could be provided in the future if needed
	Put strategies in place to help keep him on-task. Maybe he could have a schedule where he works for a set amount of time, then can have a break where he can interact with the customers.
	John's interest in working directly with people should be an important factor is selecting in job selection and training. However, he must also learn the working with people is different from socializing during leisure activities and that some types of social interactions impede work performance. Assuming other job training opportunities are not readily available, ecological assessment of current social distractions might provide data that could be used to compose social stories about staying on task during work and BST-based social skill training of acceptable vs distracting social interactions at work. If John can demonstrate satisfactory work performance stocking shelves, the store manager may be agreeable to allowing a portion of John's work hours to involve training on the check out line, but similar social skills training is likely to be needed there also
	Needs to re-evaluate current job duties and see if there is a possibility to work in areas of interest.
	Modify the Job Role to Include Social Interaction, Use Structured Breaks for Social Interaction, Environmental Modifications, Teach Self-Regulation and Environmental Awareness Skills

	Incorporate interests into his job opportunity.
	Identify what other jobs might be a better fit based on interests to increase the success of inclusion
	Interest
	Look for a placement more in line with his interests, build in an opportunity to work with others as a break from working
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.