Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
Considering the number of steps in this framework, the instructor may want to move methodically through the steps, assuring high levels of success in integrated labeling and practice of the skills. Where do you want the student to be? Your goal here is a capable co-worker who is considerate and even-handed in his interactions with peers at work. That is a career goal for many so getting success with one or a few of the steps should be considered a worthwhile endeavor on your part.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
A graphic organizer to define and separate ‘friend’ from ‘co-worker’ may help the student comprehend those roles in social interaction. A graphic organizer or visual support that defines topics for conversation, when to talk and what not to discuss (see the topic on Asking & Divulging Personal Information) may be a helpful tool. A visual support that portrays the sequence of steps in initiating an invitation or in responding to an invitation may prove useful as well. Scripts will certainly support role-plays sessions – for example, as the student rehearses asking someone to hang out, consider how a script will help attend to and perform the key verbal and non-verbal components that comprise an appropriate request, versus one that seems awkward or persistent. Once the student can perform these social communication skills in scripted contexts, he might be ready to use visual scenario cards that lead him to generate the dialogue within role-plays. Also consider how video scenarios (depicting an appropriate response, versus one that is less appropriate) can support subsequent rehearsals.
What type of prompting might you need to provide in the initial learning phase?
Inevitably, modeling of the expected target will be necessary. When you model the target behavior, label what you see. Then encourage the student to verbally label the expected behavior when he sees it. Then if you model the less appropriate behavior, label what you see. Guide him in labeling such behaviors as well. Guide him through verbal prompts and demonstration in performing repair strategies when things go wrong. Are you intermingling practice with labeling? The use of a visual support with the key elements in practice and labeling can support student confidence and investment.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
After initial modeling, labeling and use of the visual support, your goal is to fade your labeling by waiting to get the student to label. Encourage the student to use the visual support to label what he has seen. Encourage him with gestures to use the visual support to initiate the invitation and to respond to a decline on his own, using the visual support as a reminder.
Are you arranging opportunities for the student to label when the instructor or someone else performs the behavior incorrectly?
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?