• Inclusion context is not an ideal fit
• Lack of meaningful engagement with peers
• Program supports are needed

Addressing Distractions and Increasing On-Task Behavior
Environmental Modifications:
Strategic Placement: Discuss with the store to place John in areas with less foot traffic or during less busy times when stocking, if possible.
Physical Barriers: Explore options like using a stocking cart as a subtle barrier to create a more defined workspace and reduce visual distractions from passersby.
Sensory Supports: If John is sensitive to the noise or lighting, providing noise-canceling headphones or a baseball cap might be helpful.
Self-Monitoring Strategies:
Visual Cues & Checklists: Create a visual checklist or simple graphic that reminds John of the steps involved in stocking and encourages him to stay on task.
Timers & Breaks: Utilize a timer for specific work intervals and encourage short, planned breaks away from the distractions to help John maintain focus. According to The Pathway 2 Success, this could also include mindfulness exercises or listening to music to recharge.
Self-Talk and Goal Setting: Teach John self-talk phrases to refocus himself when distracted. Help him set small, achievable goals for each stocking session.
Prompting & Reinforcement:
Positive Reinforcement: Consistently praise and reward John for staying on task and completing stocking goals. This can involve verbal praise, preferred activities (e.g., a brief chat with a friendly co-worker during a break), or a token system for earned rewards.
Fading Prompts: Gradually reduce the frequency of verbal and visual prompts as John demonstrates increased independence in staying focused on stocking tasks.
2. Incorporating Customer Interaction into the Current Placement
Social Stories & Role-Playing: Develop social stories or engage in role-playing scenarios to help John understand appropriate ways to interact with customers during stocking tasks, such as answering brief questions or offering help.
Limited Customer Service Tasks: Discuss with the store supervisor the possibility of John handling a few low-demand customer interaction tasks, like:
Directing customers to specific aisles (after he masters the store layout).
Briefly answering simple questions about product locations.
Greeting customers as they pass by, while still focusing on his stocking duties.
Facing and straightening products at the end of an aisle, which can sometimes involve brief interactions with customers.
3. Future Planning and Exploring Customer Service Opportunities
Functional Communication Training (FCT): Implement FCT to teach John appropriate ways to initiate and maintain social interactions while stocking. If John's distractions are attention-seeking, teaching him to politely ask for assistance or engage in brief, work-related communication could be a positive alternative.
Interest-Based CBI Placements: Explore other potential CBI placements that align with John's interest in customer interaction, such as:
Working in a library or bookstore, where interactions may be more structured.
Assisting in a school or office setting with front desk duties.
Helping at a community center or recreational program, where interaction with participants is a primary component.
Job Shadowing & Observation: Arrange for John to observe people working in customer service roles at the grocery store or other businesses. This can provide valuable insight into the demands of such jobs and help him determine if it is the right fit.
Career Exploration Activities: Use John's current interest in customer service as a starting point to explore various career options that involve interacting with people. This can involve researching different jobs, discussing job requirements, and potentially visiting different workplaces