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?
Sometimes, a student associates certain topics with different people. For example, they may perseveratively ask questions about sports when they are with their job coach, politics with their teacher, and their daily schedule with their father. In other words, perseverative questioning may take on different forms with different people- The topic might be different, but the way in which they interact with others is similar.
Therefore, it will be important, first of all, to be aware if this is happening, and secondly, ensure that you are practicing strategies to encompass all situations in which the behavior could occur. Practice appropriate ways to socially engage with others with a variety of different conversation partners and topics and in a variety of different settings.
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?
Visual supports used in teaching sessions can easily be placed in the student’s work space as a reminder to them. Some supports may need adaptation (e.g. extract two important phrases from a social narrative to include on a post-it note reminder cue). Others may need very little adaptation, such as a picture reminder not to ask about a certain topic.
Are you collecting data to make adjustments to your teaching and to ensure that there is a reduction in perseverative questioning across multiple conditions?