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| Practice skills in a different setting before in vivo. Consider less busy settings
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| Might need to assess whether an alternative placement that is more aligned with learner interests is possible.
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| You have to give John goals, have so many things done by a certain time. Allow John social opportunities on his breaks.
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| Participant can take a role that provides more interaction with others.
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| Provide other opportunities for socialization, stock shelves at a different time, or find a better job fit.
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| This is a great example of a mismatch between a learner’s strengths/interests and the structure of the current opportunity—but it’s also full of potential. John’s interest in social interaction can be used to build motivation, shape appropriate workplace behavior, and inform future job planning.
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| Incorpórate interest
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| adaptations for opportunities to engage in preferred activities while still completing the job duties
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| Cooperative learning
Social validation of how peers act, what they talk about
Learning environmental cues and routines
Ecological assessment
Social stories
BST
More independence with academic tasks
Asking for teacher feedback
Self-monitoring
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| use his interests- he is motivated by social engagement and so perhaps giving him the opportunity to do so would allow for skill acquisition
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| the community should re-think of if they really want to put John in a position of stocking shelves , may be check out is a better position for John. John also need to have program support him ,to teach him some communication cues and skills, to learn when to talk to people and when not. so he can focus better on his job and fit the position well.
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| Change jobs when the opportunities is available. Use of a checklist of work completion. Work on social skills that are how to deal with distractions and still be able to work
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| Review job expectations
Provide trainng and support to reinfore adaptive behavior iin setting
Create social stories to facilitate social interaction
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| Modified Job Roles: Work with the placement coach to explore tasks in the store where John can interact with people, even in small ways. For example, he could assist customers in finding products or offer help at the self-checkout, gradually increasing his customer interaction while continuing his training.
Create a Structured Distraction Plan: Develop a strategy to reduce distractions for John when he’s working. For instance, designate certain times of day for him to focus on stocking when the store is quieter, or provide noise-canceling headphones to help him concentrate.
Task Shifting: Gradually introduce John to more people-oriented tasks. For example, after he completes a certain amount of stocking, he could be given short breaks where he can assist customers or work with coworkers in other roles that align with his interests.
Behavioral Supports: If John’s attention is easily diverted by interactions with others, consider reinforcing staying on task. For instance, use a reward system that gives him incentives for focusing on stocking tasks for set periods, with short breaks for interaction.
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