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?
Determining what personal information is “appropriate” to share is based entirely on the setting and circumstances (location, people, purpose). The more ‘social’ a setting, the more ambiguous the rules may become. A classmate asking “how much do your parents make?” may be viewed as okay, depending on a variety of factors.
This is why this topic is described in such concrete terms that protect the student under all conditions. The individual can be overwhelmed by exceptions and can, as a result, make errors in sharing or asking that have repercussions. The intent here is to set up rules that will fit future work environments and that can remain intact across environments.
Generalization in this case requires that all instructors understand the ‘rules of the workplace’ and apply them consistently with the student. Remember that a major goal of transition is positive adult outcomes. Be sure practice opportunities are provided with different instructors and peers in the classroom, but also in different settings at any potential community or work locations.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
If you have common understanding among the school professionals, the student can practice the skills of determining when to divulge or ask personal information in natural settings daily with various school employees. When the student is fairly confident with recognizing these rules, perhaps set-up a situation where the principal or another instructor asks the student an obviously too-personal question so he has the opportunity to politely refuse to divulge the information.
Although the focus here is asking and divulging at work, you may want to talk with the student’s guardians about any upcoming medical or therapy appointments. Help them to set up a graphic organizer for medical appointments. Work to prepare them to support the student in divulging personal information requested by the doctor or therapist. This provides a unique opportunity for the student to experience one of the few times when sharing personal information is appropriate while being rewarded by exhibiting self-advocacy skills and gaining sense of empowerment.
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?