Target Selection and Task Analysis:

In what contexts does the student need to display this skill, now and in the future?

If we do not respond to supervisor concerns in a constructive manner and resolve the criticism, we lose our jobs. Criticism or corrections can produce uninhibited reactions and inflammatory responses from some students. The process of accepting criticism and adapting future responses to address that criticism is one that must move from a school environment to future work and community environments.  Within the school, is there a systematic approach to presenting negative feedback and to supporting the student in using that feedback? A job coach working with the student will need to carry out or continue the school-based teaching process for accepting correction. The coach is pivotal in designing and implementing the process that helps the student make a constructive response.

Will the student handle feedback from a supervisor or an experienced co-worker who may be designated to periodically correct the behavior of the student while on the job? Once the skill of handling criticism from a supervisor or experienced co-worker is addressed, is there a plan to systematically help the student if he will be dealing with negative feedback from customers in the future? Customer complaints and concerns can appear quite aggressive, scolding, or confusing. Building a consistent response pattern through scripted practice can help the student develop a concept of ‘the customer is always right’ or ‘politeness is my job.’

What are the steps that comprise this skill? 

1. As we have seen in other topics, having a plan for self-calming is not only a first step but also a step the student may need to call on periodically after the correction or negative feedback.
2. After self-calming, the student must demonstrate that he is focused on and comprehends the comment. 
3. He must read the body language and physical cues of the person correcting him and determine a position or stance that is appropriate to the situation. This needs to be rehearsed to build confidence in the behavioral response.
4. He must identify the role of the speaker or critic. Are there rules for interacting with someone in this role? (See Labeling Roles and Expectations)
5. He must react to the criticism in a constructive or prescribed manner. Often this requires some form of apology.

Finally, the student needs an ‘action plan.’ He needs something to do and something to say that helps him both cope and respond with appropriate action. This may involve asking for help in finding a solution that prevents future errors. It may involve negotiation with a supervisor, instructor, job coach or experienced co-worker to find a plan that the student can use. Or, with customers who are upset, it may require quietly and considerately redirecting the customer to someone who can help.

What sub-skill should you target first for the student to initiate? Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step? 

This teacher had the experience 25 years ago of trying to teach a young man to handle correction but did not teach self-calming strategies first. In the midst of a role-play, the young man threw a screwdriver at the head of the teacher and said in an aggressive voice, “I don’t have to like you!”  The teacher learned a lesson that day to work on self-calming first.

As you teach the other steps, remember to weave in the self-calming strategies as needed to sustain the student’s self-regulation.

Your careful assessment of the student’s ability with these steps is crucial.  Beyond self-calming, the student needs to comprehend the words and attend to non-verbal cues. Does the student label and apologize? Does the student seek assistance in determining what to do instead and with whom? Some students may handle correction without getting upset. However, they may not seek out an ‘action plan’ after apologizing, thus probably continuing the same approach that caused the negative feedback in the first place.