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 stated, coordinating with other peers and authority figures to support your intervention is essential to build fluency in the use of the specific statements and skills. Others should praise and label when they see the student performing better in those interactions.
Generalization also requires skill in redirection as well. If the student twitches and rolls his eyes when given an instruction but then says, “Okay” and begins following the direction, think about what response that teacher could give to build the new behavior. If she confronts him with his eye rolling, it is likely to agitate him further and make him fall back on old confrontational behavior. Instead, she might say, “I am impressed that you calmed down when I directed you. You said okay and started working. Thank you.”
Which do you think will work better at building the desired behavior?
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?
Consider key statements, picture cues and details you can provide in a visual support to assist the student in attending to and acting on expected roles in adult environments.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?