Target Selection and Task Analysis:

In what contexts does the student need to display this skill, now and in the future?

Since interactions in the workplace are inevitable, the framework to understand what to say, how to say it (non-verbal features) and to whom to say it, may be your first step in supporting more complex social skills in the student.
Workplaces can be crowded and social engagement can be inevitable.
Simply put, the better this skill, the larger the number of options for potential work environments for the student.

How can you break this skill down?

The break down depends on how many categories of social verbal behavior are within the capacity of the student. For some, ‘what to do at work’ vs. ‘what NOT to do at work’ will be the framework. Or the student may be capable of three categories: behavior with peers, behavior with ‘bosses,’ vs. behavior at home. The guiding questions all point to essential assessment that helps in designing the framework. What categories can the student act on now? Can the student understand boss vs. peer vs. customer vs. mentor?

1. Clearly, having a ‘code of conduct’ for interactions with a supervisor is the most important basic core skill. Working on what to say and do in response to a supervisor is a way to build that ‘code of conduct.’
2. Recognizing context and using a different interaction pattern with peers is valuable in maintaining positive working relationships.
3. Recognizing and using a code for customer service is a third level.
4. Finally, can the student differentiate mentor or experienced co-worker from supervisor, showing a level of skill with multiple roles?

Wherever you start on this continuum, focus first on what to say to whom. The next step may involve adding non-verbal cues (how to say it). Expansion of the verbal and non-verbal skills within each category is an ongoing part of skill development. If the student has any history of inappropriate statements, analyze the function and context of those statements and provide the student with a more appropriate way of addressing the function. What will he say?