How are you adjusting reinforcement to reduce maladaptive behavior? Can you reinforce a more appropriate, alternative behavior to replace the maladaptive behavior?
It can be challenging to help the student differentiate between what he perceives as a shared conversation and what is actually a one-sided monologue. Perhaps he thinks “if I am talking and you are here, we are having a conversation.” For students motivated by social engagement, it may be necessary to remove your social reinforcement by walking away from the student or diverting your attention to another task when he engages in the undesired behavior. Then, when he corrects (with or without your prompting), you might re-approach to indicate, “Yes, now I want to talk with you again.” It may also be critical that you explicitly state why you walked away (or why you are about to walk away), as the student may not immediately recognize this contingency.
What are some reinforcing consequences you can deliver either immediately following the desired behavior or following a practice session– things that this particular student enjoys, wants, seeks out, etc.?
If the preference survey has been completed, what reinforcers might be appropriate to arrange when the student practices these challenges in social communication skills?
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Be specific in your praise. For example, rather than simply saying “Nice job, Aaron,” say what you liked: “Nice job asking questions, Aaron. It felt like you were interested in what I had to say.”
When you observe the student displaying the targeted skill in natural environments with peers and others, that is probably not the time to step in and provide praise (you might mortify the student!). Find a way to signal to the student that you like what you see, or wait until later and share that praise with him then.
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
The natural reinforcement, in this case, is that the student will be perceived more positively by others, and others will more likely want to interact with the student. This result may or may not be motivating to the student. While some individuals desire social interaction with others, some do not. For these individuals, the priming process, wherein you teach them why this skill is important for them, will be critical.