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?
For instance, as you target appropriate greetings in your classroom, how can you begin to transfer this skill to new environments within the school or vocational setting?
Are you systematically varying the practice experience to promote generalization of this social communication skill to different people and environments? Are you also working to generalize this student’s ability to recognize certain conditions that might alter his initiation or response?
For example, a student can perform the rote steps of greetings and goodbyes, but he struggles to appropriately initiate or respond when the circumstance is altered (e.g. greeting several people at the same time; greeting someone who is engaged in another conversation; greeting authority figures versus peers; saying goodbye when the student will see that person again within the hour). These are aspects to consider when programming for generalization of a skill.
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
What subtle, portable visual cues (instructions, scripts, and social narratives) can this student refer to across settings? Where can such tools be housed for easy transport and review?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?