How are you adjusting reinforcement to reduce excessive interrupting or interruptions that would be perceived as rude?
Let’s say that the student interrupts you and other instructors frequently to talk about a topic of high interest. A key is to provide a time of day when it is appropriate to talk about a topic of high interest and then redirect any other attempts. Be sure to respond consistently to any such interruptions. For example, if he jumps between you and another student with whom you are speaking, avoid reinforcing the inappropriate method of interruption. Limit your social engagement with and attention to the student while clearly identifying what is expected (e.g. “I’m sorry, you are interrupting us while we are talking. Please go back to your work until we are finished”). Refer to any visual reminder cue that can support the student in performing the expected behavior and refraining from the less appropriate behavior.
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.?
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
During role-plays, the student may do very well with portions of the interruption process but struggle with certain elements. For example, he may practice entering an office to ask an important task-related question. During the role-play, he successfully evaluates that the person is not demonstrating the “busy signals,” he enters the office, and clearly states the purpose of the interruption. Forgetting to knock is one step he missed, but make sure to clearly identify each of the other elements demonstrated successfully (e.g. “You saw that she was not too busy, and that it was the right time to interrupt. You did a nice job saying ‘excuse me….I have a quick question.’ Let’s try again, but remember to knock and wait for her to respond before entering the office”).
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
When the interruption method and timing is appropriate, the student is more likely to get the attention that he seeks, the assistance that he needs, etc. Emphasize this connection between desired behavior and reinforcing consequence throughout the instructional process.