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, in multiple settings, and for different scenarios?
Perhaps the student has successfully performed role-plays for in-person contact, even doing so with various actors and demonstrating the ability to produce unique dialogue. At this point, try adjusting the scene so that the student is faced with unexpected situations, such as the potential reference overtly refusing to help, or in a more subtle way suggesting that they might not be the best option.
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?
Adapting visual supports into mobile visual cues is one method of providing the student with a useful resource. For example, reformat scripts or graphic organizers to serve as small reminders for the student via cards kept in his wallet.
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?