| Proving he can stay focused and complete the tasks in order to move to bagger.
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| Further teaching and training, assessment of skills
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| a placement change may be needed where this student can be presented with opportunities to interact with peers (bagging?), or bag some of the time and stock shelves other times (program adaptation)
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| Interest in an acitivty is a better indicator of success than the ability to perform the skill itself. This should be taken into cosideration and the job should be switched if possible.
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| Have John maybe greet during busier hours and stock when the store is quiet.
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| find a position that is more client facing
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| John’s interests should be taken into account when placing him in a vocational setting. Providing additional instruction and reinforcement opportunities for jobs that he is less interested in.
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| teaching him the skills needed to work the register is needed
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| BST, Find a better fit for him
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| Create a schedule for him to work for 15 minutes and spend 5 minutes visiting with customers.
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| Deermine if there is a position where he can still be productive and have socialization. Designate work times vs. socialization times (e.g., work independently for 15 minutes then soicalize with customers for 10 minutes). Increase the time to work independnetly as productivity increases.
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| Perhaps stocking shelves is not a good fit for John and a more suitable placement should be discussed.
Implement training opportunities for John about how to appropriately interact with customers while stocking shelves.
Speak with co-workers about how to support John while he is working as to not distract him but not ignore him.
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| I would say to let him try to have a position that allows him to interact more with people and teach him skills to stay on task.
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| The inclusion context is not ideal; he needs to socialize and share with different people.
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| Provide clear guidelines for expectations
Use video modeling
Use self-monitoring
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