Target Selection and Task Analysis:

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

Determining safe topics to discuss in various situations depends on many factors:  the people present, the location of the conversation, the established social and cultural norms of the environment, etc.  Asking about personal information can cause embarrassment at the least, or result in serious repercussions including social isolation or legal trouble.  Divulging personal information, on the other hand, can be dangerous or harmful. 

How can you break this skill down?

Emphasis within this topic is placed on concrete “rules” regarding the sharing and seeking of personal information. The rules may appear excessively concrete to the ‘neurotypical’ mind. However, the complexity of the judgments and the ramifications of certain mistakes in sharing information suggest that clarity and simplicity in the rules are important to success in adult environments.  Students need clear guidelines around what information is personal versus not, where and with whom personal information should never be shared, and where and with whom that information can and should be shared safely. The goal here is to provide a framework on which the student can depend. Many individuals have noted frustration in dealing with ‘neurotypical’ rules, noting that they change too frequently and in surprising ways.  For the student who possesses more advanced social cognition and social communication skills, this topic should be addressed in conjunction with such topics as Going with the Flow – Conversational Topics and Managing Relationships with Co-Workers.

1. Concretely define “Personal Information” = private information about yourself, that you keep to yourself.  Personal information might include certain facts about a person, certain ideas and beliefs that they have, certain activities they do, or certain things that have happened to them in their life. As an instructor, you want to create this list with the student to assure that your list is thorough and relevant to the student.
   
   

   Examples include:
   Social security number Home address Phone number Personal email address Passwords to accounts Bank account numbers, pin numbers Age Weight Ethnicity Medical problems, physical health problems Prescription medication usage	Disability Religious /spiritual beliefs, affiliations Political views, affiliations Sexual orientation, preferences Sexual experiences or interests Dating status, romantic interests Income (how much money I make per hour, per year) Amount of money I have in the bank My parents’ income level Credit card debt, financial problems Monthly expenses/bills (rent, utilities, car payment, etc.)

   
   
2. As an instructor, review the following categories and determine how many categories the student can learn now and can manage in workplace and social interactions. Starting with two mutually exclusive categories (what must be shared with supervisor vs. what is never shared with supervisor) may be the best initial approach. Adding one category at a time may be desirable to assure application of the skill. Building the student’s capacity to discriminate and use the categories in various settings will require systematic practice at successful performance levels.
   
   
3. Categorize the personal information that may be shared with a supervisor or with the Human Resources Department at a place of employment.  You might need to provide your supervisor with your birthday and social security number if you want to get hired and paid!  You might need to provide your supervisor with information about your disability if you seek workplace accommodations (but no-one else at work needs to know this).
   
   

   Personal Information That May be Shared with Supervisor or Human Resources Department:

   Social Security Number; Home Address; Phone Number; Personal Email Address; Bank Account Number; Age; Ethnicity; Medical/Physical Health Problems (under specific conditions and only to a certain degree); Disability (under specific conditions)

   
   Consider contrasting this with personal information that should never be shared or sought by a supervisor or Human Resources Department.
   
   

   Personal Information Never Shared with Supervisor or Human Resources Department:

   Prescription Medication Usage; Religious/Spiritual Beliefs/Affiliations; Political Views/Affiliations; Sexual Orientation/Preferences; Sexual Experiences/Interests; Dating Status/Romantic Interests; Amount of Money in Bank; Parents’ Income Level; Debt/Financial Problems; Monthly Expenses

   
   
4. Once this is learned, consider adding a category for practice with co-workers:
   
   

   Personal Information Never Shared with Co-workers at Work:

   Social Security Number; Passwords to Accounts; Bank Account Numbers/Pin Numbers; Prescription Medication Usage; Religious/Spiritual Beliefs/Affiliations; Political Views/Affiliations; Sexual Orientation/Preferences; Sexual Experiences/Interests; Dating Status/Romantic Interests; Income; Amount of Money in Bank; Parents’ Income Level; Debt/Financial Problems; Monthly Expenses

   
   
5. Also identify the personal information that you might share with friends outside of work. Note that this category is defined to support a clear separation between a co-worker relationship at work and a ‘friendly’ relationship outside of work. Finally, identify the information you would only share with family. Identify the contexts that are most relevant to the student, based on what you know about him and the relationships he has with others.  For many, this should also include emphasis on cyberspace environments (e.g. Facebook wall posts, open chat rooms, etc.).
   
   

   Personal Information That Might be Shared Outside of Work with Established Friends:

   Home address, Phone number, Personal email address, Age, Weight, Ethnicity, Religious/Spiritual Beliefs/Affiliations, Political Opinions/Affiliations, Dating status/Romantic Interests

   
   

   Personal Information Shared Only with Family:

   Medical problems, physical health problems, Prescription medication usage, Credit card debt, financial problems

   
   
6. Practice identifying personal information according to a set of concrete rules for the student (possibly using a graphic organizer and role-play scenarios).  In role-play and video scenarios, practice responding to situations where personal information is sought.  Will the student refer to a graphic organizer to build success in asking and divulging information during practice? Practice situations in which some aspect of the conversation might lead the student to inappropriately seek information about the other person that is private. 
   
   Focus on the contexts when this issue may arise at work:
   • What do I do in situations with a co-worker?
   • What do I do in situations with my supervisor or Human Resources?
     
     
7. NOTE:  Some students will want to discuss situations with ‘friends’ or social acquaintances outside of work. For instance, the student may want to discuss romantic and sexual interests with a co-worker outside of work. The goal of this topic is intended to protect the integrity of the student in work environments.  Attempts to teach ‘flexibility’ or exceptions to rules may lead to student frustration and confusion over the rules. Clarity leads often to student security and confidence; exceptions lead to confusion and even denial of the validity of the rule. Be very careful to sustain a rule system that is clear and not ‘conditional.’ For further information, refer to the JobTIPS Intervention Topic Managing Relationships with Co-Workers. 

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?