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?
As the student applies the basic rules and demonstrates targeted skills in one condition, be sure to provide opportunities to generalize the skills to other environments, situations, and people. Remember to use the most consistent rules to avoid confusion for the student during this process, but be aware of how specific circumstances may necessitate adding or exploring other rules based on the particular context and based on the student’s needs. For example, some students may benefit from exploring the general rules around an “open-door policy.” Is there an administrator at the school with such a policy, or can you arrange role-plays to evaluate the differences such a policy makes in the interruption process?
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?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?
As you observe the student interrupting others via role-plays and community-based opportunities, under what conditions does the student demonstrate basic proficiency with the targeted skills? Under what conditions does he continue to struggle? Shared information with key stakeholders can help the team determine if the student needs more focused practice on initiating requests for assistance or deciphering the “busy signals” or “not now” signals, for example.