Once the skill is performed accurately and independently under one condition, are you arranging multiple opportunities for the student to practice the skill with different people, and in multiple settings?
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Coordination with other instructors to support the strategies developed is essential in order to build skill in the use of the specific scripts or sequences. For a student struggling with this skill, generalization might require strong communication with those likely to provide negative feedback. For example, the student may be able to handle correcting a mistake from a teacher regarding a worksheet with a deep breath and a stated “ok”. However, at the job site, the job coach needs to understand both the expected behavior and the prompts and reinforcers that have proved helpful. The coach may correct him on misplacing some cans on the shelf and he responds with a growl but then asks where they go. If the coach knows to not respond to the inappropriate growl and praises him for calming down and asking for help, the student is more likely to build on his skills in this area.
As these situations can be quite varied, systematic use of the strategies across environments and personnel should be practiced frequently in small steps to assure success.
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Maybe a social narrative needs to be placed in the front of the student’s agenda or notebook so he can review it at the start of school or work. He may need his coping card or stress thermometer attached to his clipboard or binder. Does he need a reminder card in his wallet? Is the reminder card placed on his work station on the job so that he can see it? Does he need an affirming statement such as “It’s ok. Everyone makes mistakes” placed on his desk or work area?
If there is limited interaction with customers, a simple reminder card such as “The customer is always right, direct them to Mr. Smith” or “CIAR-see Mr. Smith” could be placed where the student could see it easily.
Whatever visuals are developed, they must be placed in an easily accessible location where the student can refer to them.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?
Collect data on the student’s ability to complete each step in the response sequence in various situations. Note what he is doing well and in what environments. Changes may need to be made to improve performance. Situations to assess could include: accepting negative feedback from teachers/school personnel, from supervisors/job coaches or from peers/co-workers. Does the data show patterns in handling mistakes in the classroom, on school jobs, and on community job sites? Your data can guide the focus of practice and assist in monitoring the success of the sequence.