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If John can learn to run the cash register, he should be taught to do that. If it is determined that would not be an appropriate challenge, perhaps switching to bagging, so that he can interact while bagging, could be considered. He would need to learn boundaries and how to read social cues if a person is not able to converse (mother with three small children, for example), but he would have other workers to engage with in between. This relationship would need to be fostered appropriately from the beginning to ensure it is positive for both individuals. It may work to have him stock the shelves, self monitor his engagement in stocking, and every x successful minutes, or completion of a particular task, take a shift bagging. Could also look for a position as a ticket taker in a movie theater who tells people where their theater is,, usher to show people to their seats, stocker or cashier in a resale/low stress store.

create social opportunities within his current position

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meet as a team with the individual included. Adapt job for him that will include his skill set and social preferences (i.e., cashier, bagger, store greeter, etc.) Give more individual job and social skills training to the individual.

John needs a different job at this store or another location where he can engage with other people especially if he enjoys it.

identify appropriate responses for stocking shelves vs peer interactions. video modeling for appropriate peer interacting while stocking shelves

Find a more appropriate job that such as a greeter at the door if stocking shelves is not a good fit.

-Talk to the grocery store about moving his placement to bagging groceries where it aids in more social interaction
-If he stays with stocking shelves, build in breaks so he can socialize
-Develop expectations that he can follow whether that is visually or verbally reminded each day

Incorporate Social Elements into Stocking Tasks:
Give John roles that include brief, appropriate social interaction. For example, he could help greet delivery staff, assist a staff member restocking customer-facing areas, or answer basic customer questions under supervision.

Create a Reinforcement System Linked to Social Goals:
Set up a clear reinforcement system: if John stays on-task for a set time, he earns a short break where he can interact socially (e.g., talk with a coach, engage in a customer service simulation). This builds motivation while reinforcing focus.

Use a Task Schedule with Visual Reminders:
Provide a visual or written checklist to help John stay on track with stocking. Include a cue like "focus zone" or a reminder to "check off tasks" before taking a social break.

Teach Self-Monitoring:
Train John to recognize when he is getting distracted and practice redirecting himself. This might involve a cue card with a self-question like, “Am I working or watching?” or using a tally counter to track times he redirects himself independently.

Job Carving or Role Adjustment:
Collaborate with the placement coach to explore ways to “carve out” a more socially engaging task within the store. For example, maybe he can do customer bagging during slower periods or assist with greeting during certain times.

Simulated Customer Interaction Training:
Since John wants to work checkout, develop a simulated checkout scenario as a reward or enrichment activity. It will allow him to build skills he’s motivated to develop, while showing staff he can eventually handle that role.

Coach and Staff Collaboration:
Work with the job coach to ensure they understand John’s strengths and how to provide brief, structured social opportunities that don’t derail his work.