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?
Interspersal can be addressed by having the student practice greetings and farewells in specific classes during the day when entering and leaving. Providing opportunities for the student to practice with school staff on an intermittent basis (i.e., at specific classes or times of day) can assist confidence and quick use of learned skills.
As the student shows profiency with basic greeting scenarios at the beginning of the interview, begin to target responses to increasingly varied and complex scenarios: student greets the “interviewer” in one location, then has to walk with them to the actual room where the interview will take place; student has to wait a long time for the interviewer to come and get him because they are running behind schedule (how does the mildy anxious or annoyed student respond when he finally encounters the interviewer?), etc.
Similarly, as the student shows increasing competence with farewells at the end of the interview, begin to target responses to increasingly varied and complex role-play scenarios: the “interviewer” walks the student out instead of saying goodbye in the interview room; the interviewer introduces the student to other people working in the work area before he leaves, etc.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Try to arrange practice within environments that offer a more natural interview experience. This may be a principal or guidance counselor’s office, a local business, or a modified acting space in the classroom. Visiting unfamiliar offices and other settings where interviews actually occur may increase familiarity and reduce anxiety. Touring a restaurant, supermarket, or retail store allows the opportunity for the student to see an interview area and become more accustomed with some of the general aspects like waiting areas, supervisor office locations, or furniture arrangement.
adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Unless the student has disclosed and receives accommodations during the hiring process, it is unlikely that he will be interviewed in a setting that has been modified to include visual supports. This makes it crucial that the student can review certain supports just prior to expected performance. For example, the student may view a video model prior to an interview. The student may keep a reminder card in a portfolio or folder to review prior to entering an interview, a social narrative to read as a coping strategy, or even cues on a notes page for reference during the interview. Whatever the technique, be sure that you provide guidance for using the tools appropriately (e.g. not reading a script during the interview but just referencing it quickly if needed); this will require practice and role-play opportunities focused on these skills!
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?