• Inclusion context is not an ideal fit
• Teaching formats not adapted to the learner
• Program supports are needed
• Adaptations are needed

1. Incorporate Social Interaction into Reinforcement System:

* Use a **differential reinforcement strategy** (e.g., DRL or DRA): Allow brief social breaks as reinforcement for sustained work.
* “Stock 10 items, then say hi to 1 person” – build a contingency that gives him **access to social interaction** for meeting task goals.

2. *Modify Job Tasks to Include Social Components:

* Add structured social roles to his routine, such as:

* Restocking customer service displays
* Asking staff if items need to be restocked
* Welcoming customers in the produce section or asking if they need help finding something (with scripts and supports if needed)

3. Use Visual Supports and Work Systems:

* Provide a **visual checklist or task strip** to help him track what to complete before taking a break.
* Use a **timer** or “work first, then talk” visual to reinforce task completion.

4. Build Toward Preferred Roles:

* If working checkout is not an option now, develop a **long-term vocational goal** with clear benchmarks:

* Improve task focus and social restraint
* Practice interpersonal skills in lower-stakes settings (e.g., greeting roles, bagging)
* Use this as **motivation** to engage with less-preferred tasks as part of his training path.

5. Provide Social Skills Coaching:

* Teach John **context-appropriate conversation timing and cues** (e.g., "It’s okay to say hi when we’re on break, but not while working").
* Role-play or use **video modeling** of professional social behavior in work settings.

6. Collaborate on Goal-Setting:

* Involve John in his transition or employment planning process.
* Help him understand how current roles are **stepping stones** to future opportunities more aligned with his interests.