Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
What environmental features and visual supports (e.g. scripts, reminder cues and instructions, and video models) will you use to help the student rehearse greetings and goodbyes?
Such tools as visual scripts and reminder cues can certainly assist your efforts to shape a student’s initiations and responses in the context of greetings or goodbyes.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
How will you fade out your modeling prompts and shift the student’s attention to key visual cues that can sustain independent performance?
Can the student discriminate between the more versus less appropriate greetings and goodbyes in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
In many cases, it would be necessary for you to create your own scenarios (via video, or through live demonstrations) to meet the needs of your particular student. See Communication Systems, Scripts, and Scenarios section for several scenario cards, and video scenarios to assist the student in making accurate discriminations between appropriate and less appropriate greetings.
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting this social communication skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?