How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
What are this student’s short-term (and long-term) vocational goals? Clearly, the application search process should be centered on these goals. Some applications are only accessible online, and some applications are only accessible via the traditional door-to-door search process. In priming the student, the instructor may need to select specific job-keeping skills (that will be relevant in future jobs) and create a graphic organizer that helps the student see how success in an entry level job can help the student later in landing a job directly related to his interests.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
If the student has a desire to work in a particular career area, identify positions related to his interests where he would have to go to the workplace in order to obtain a job application. Work with the student to make a list of places where the student would like to work. From this list, identify the places where the student would need to obtain an application in person.
Can you make it visually clear to the student who is resistant to seeking applications that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement on the solution and create the motivation for change?
Perhaps the student does not see the value in the door-to-door search process, or perhaps he finds the process anxiety-provoking. You may need to help him see the relevance of the door-to-door search process by developing a graphic organizer that matches his career interests with a particular organization that can offer employment opportunities. You might use social narratives to emphasize the rationale behind certain behaviors (e.g., wearing appropriate attire to make a good impression; waiting until an employee is not busy to avoid being perceived as rude) in order to promote buy-in. Introduce scripts that can clarify what to do and say, in an effort to reduce performance anxiety.
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
Applying - Locating and Completing Applications
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
Students with social communication differences may find many of the sub-skills within this topic to be challenging and draining. As you target a particular sub-skill(s), be sure to intersperse activities that do not place demands on the student’s social communication skills. Integrate familiar activities enjoyed by the student during instruction. Provide quiet breaks so that the student can process what he has learned away from the highly interactive and dynamic role-play teaching sessions.
Before the student encounters a situation where he will need to perform this skill, how do you help the student prepare? How do you orient the student to the upcoming situation?
If possible, it would be ideal for him to preview the employment setting under relaxed conditions before he enters it to obtain an application. Reiterate where to go upon entry (e.g., back of the store, right side). Write this information down if necessary. Quick role-plays with scripts may prime the student to initiate communication with the employee. In addition, the student may review a reminder card of the concrete signals to look for when determining if it is the right time to approach the employee.