• Inclusion context is not an ideal fit
• Teaching formats not adapted to the learner
• Learner is not engaging with environmental cues; seems lost or overwhelmed
• Program supports are needed
• Adaptations are needed

To support John’s success and keep him motivated, the behavior analyst can modify the placement so that it incorporates structured and appropriate social interaction while maintaining productivity expectations. One solution is to build scheduled “social breaks,” where John can interact with customers or assist briefly at the front end after completing a defined amount of stocking. The coach can use a visual task list or checklist to clarify expectations (e.g., number of shelves or boxes to complete before checking in) and reinforce completion with access to brief social engagement. The paraprofessional or job coach can teach John how to appropriately acknowledge customers without stopping his task—such as greeting them briefly and returning to work. If the long-term goal is a checkout or customer-service role, the team can gradually shape toward that by introducing tasks related to customer interaction (bagging groceries, pushing carts, helping customers find items). These adaptations would allow John to practice job skills while still honoring his interests, increasing engagement and workplace success.