How are you adjusting reinforcement to promote successful identification of appropriate potential references as opposed to individuals the student incorrectly assumes to be potential references, such as his parents and friends, or a teacher for whom he performed very poorly?
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..?
As mentioned earlier, some students may not enjoy this task due to the demands of reflecting on personal and professional relationships that may have been difficult or generally negative experiences. For these individuals, try offering alone time or relaxation as a scheduled activity immediately after working on this task.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to your student?
For example, as your student correctly identifies a potential reference, provide clear, explicit feedback that reiterates why this choice was correct – “Yes, Ms. Brooks would be an appropriate reference for you. Good decision. You worked really hard in her class and came in at lunch to work with her on many days; your grades improved across the semester from D’s to B’s.”
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
Help the student to recognize the overall purpose of identifying references: to get the job, volunteer position, or other desired role. Being able to connect the many steps in the job-seeking process to actual job-attainment is the most naturally reinforcing consequence the student can experience. Again a flow chart may prove beneficial, showing the connections of identifying references, contacting references, applying, obtaining a job, (individual motivation related to employment – money, favorite activities, etc.).