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| Cc
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| 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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| To better support John in his community-based job training, task modifications can be implemented to incorporate more structured social interactions while maintaining his focus on stocking shelves. One approach is to assign him a dual-role task, such as helping customers locate items while stocking, giving him appropriate opportunities for interaction. A reinforcement system can also be introduced, where John earns brief, structured social breaks after completing a set amount of stocking work. Additionally, a self-monitoring system with visual or auditory cues can help John stay on task when distracted by customers. If stocking remains a poor fit, his placement coach and behavior analyst should explore alternative roles within the grocery store, such as bagging groceries or assisting at self-checkout, which align better with his strengths and social interests. Regular coaching sessions and check-ins can ensure that job expectations and performance improvements are supported effectively.
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| learn about other work opportunities, strategies to learn about distractions, cues
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| Pursue other opportunities that involve more social interactions. Arrange schedule of opportunities for engagement following task completion.
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| Ask if he can move to other placements
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| Trial some work at the cash bagging groceries or find a placement that includes more socialization; Combine present tasks with rewards for small chat breaks with customers for a good job stocking
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
Incorporating interests into social opportunities
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| Evaluating the placement of his inclusion and if there is a scenario in which he can better use his skills
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| Review with learner expectations of job being trained for, including specific job responsibilities and importance of remaining on task to completion. Social stories, reminders for learner of following instructions and praise for a job well done. Engage other colleagues with similar job and how they do it and how accomplished they feel upon completion.
Review with job coach strategies to keep learner engaged in the task. Include Learner feedback. Review with coach any opportunities that may include some hours working include register to play to interests of learner to promote successful work sessions.
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| The learner should be given a routine that allows him both social experiences when working such as bagging groceries or helping with customer service needs, especially as he finishes expected tasks on time or per an expected routine.
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| Teach appropriate times to chat and increasing times to stay on task or teach to multi task- stock two items, chat, listen while stocking and repeat.
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| teach needed skills
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| provide the learner a job placement that utilizing his interest in others
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| Build in helping customer once basic job tasks are mastered.
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