| adapt the plan, use opportunity for teaching skills, change the programme to where he could do both options
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| Identifying appropriate responses and response rates.
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| Functional Assessment of the Distraction
Work-Reinforcement Schedule Using Social Interaction.
Teach Workplace Social Skills That Match the Role
Modify the Environment for Success
Explore Job Carving or Adjusted Role
Use Performance Feedback + Self-Monitoring
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| Capitalize on client preferences / motivation
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| Instruct and monitor
Provide feedback and use training to enhance on task behavior
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| Self management for client
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| Come up with a balance of stocking a social parts of the job
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| Ask learner for feedback and alter job placement to meet interest.
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| Provide instruction to 1:1 staff on how to facilitate social interaction
Offer assistance for developing programs
Offer assistance for identifying adaptations
See if there is a position available more suited to his natural interest or a way to incorporate the social aspect into his current role/ embed opportunities for more social engagement/ see if he can be trained for the cashier position instead
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| 1) determine if there is an opportunity to work in checkout.
2) if there is determine the relevant qualifications required and if the individual meets them.
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| Self monitoring
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| If John can get a 'foot in the door' by beginning with shelf stacking, he will need explicit instruction for what appropriate behaviours are required for the role, i.e., taught to say hello and have a couple of brief exchanges with a person, before returning to the job at hand. He might need to be provided with feedback while he adjust to the level of interaction that is appropriate for the role. He could be provided with 'interaction breaks' where he gets the need for people contact and conversation met and he might be trialled on the checkouts as well, especially being considered to fill in for those when they are not able to make their shift.
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| social stories for student regarding expectations, possible adaptation to program that he can stock then engage with others
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| Social skills training
Learning environmental cues and routines
Offer assistance id developing supports and adaptations
Social stories
In-vivo practice
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| John needs a different opportunity to engage with the community. Supports should be in place after an assessment of his skills are made and a job chosen.
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| Start with a discussion with the team managing the store and supporting the student to identify what factors led to his job assignment and how to address any barriers to supporting him in his desired position. Teach and practice social skills appropriate to working at the register, including social boundaries and conversation skills. Conduct some preference assessments to identify all positions in the store that could allow for the person to meet their social needs.
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| support with distractions
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| It sounds like John could either change jobs (perhaps being a bagger would be a more appropriate role) or more program supports are in need with his current role
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| Find a better fit so client interacts with people
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