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?
Even if the student’s self-assessments point toward jobs in a single field, such as food services, consider the vast differences in restaurant layouts and environments. A small, quiet diner with a register at the entrance provides more concrete cues of where to go as opposed to a massive chain restaurant with multiple entrances and employees positioned at several stations. As the student displays success in the classroom, how might you offer variety by altering the practice environment and actors? Systematically change specific elements, such as removing a prop serving as the “hostess stand” or by creating a scene where all of the “employees” are busy. Change only one thing at a time, and support the student in practicing behaviors under these slightly altered conditions.
Over time, support the student in connecting these varied circumstances (e.g., approaching a hostess stand; approaching a customer service area; waiting to request an application until the employee finishes with a customer; waiting to request an application until the manager gets off the phone; saying “thank you” when he gets an application; saying “thank you” when he does not get an application because the company is not hiring, etc.) so that the student develops a generalized concept of what it means to effectively and appropriately request an application in person.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Based on the student’s performance in controlled settings, schedule times to visit local businesses that reflect the scenes being used in role-plays. Once on site, guide the student in identifying the entrance, determining where to go to ask for an application, and recognizing employees versus customers. These are more like “full dress rehearsals” and are a good bridge between classroom practice and real-world demonstration.
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Consider how you might adapt scripts and reminder cues to support the student in practicing key behaviors just prior to an actual interaction with employees in a work setting.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?
Comparing data collected from in-class performances with data collected from community-based practice opportunities can help highlight performance gaps and problems.