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?
Systematic use of the procedures across settings and people should be completed incrementally in order to assure success. Effective generalization depends on good assessment. Consider in what environments and circumstances intervention will be most successful.
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?
A specific reminder may need to be added to his schedule at specific points to orient the student to an upcoming transition. Consider how you can set up to-do lists or checklists for parts of his day to ensure focus, to reduce distractions and to support successful transitions between activities or tasks.
The student may need times noted on his schedule with assigned amounts of time for each activity to ensure his ability to transition successfully and on time.
He might need to set his watch a few minutes ahead to assist in his ability to transition on time. Or he may need a visual cue to remind himself to set specific alarms for activities. Would the use of an alarm on his computer assist in helping with time working on projects?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?