What are some reinforcing consequences you can deliver either immediately following the desired behavior or following a practice session– things that this particular student enjoys, wants, seeks out, etc.?
As the student demonstrates closer and closer approximations of the targeted skills, be sure that reinforcers are applied differentially and systematically. That is, the level or “size” of the reinforcement should match the “quality” of the behavior. Arranging the schedule to offer a choice activity immediately following a successful role-play is one option. Instead of only allowing this choice activity as a reward for 100% success, try using a token reward system where the student can gain points or time for success in individual components of the overall skill. For example, if the student selects an appropriate phrase but delivers it with inappropriate nonverbal language, be sure to acknowledge what he did right and provide reinforcers to match, such as 5 minutes of computer time. After more practice, the student may demonstrate delivery with successful nonverbal cues as well, resulting in 10 minutes of computer time.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Some students enjoy performing for others and receiving peer feedback and support. Others may prefer less “public” recognition for successful performance. In these situations, use a checklist of “Appropriate Responses” that you complete while observing the student’s role-play. Provide this completed checklist to the student, praising him as you concretely identify what the student did correctly (e.g. stood tall, walked away quickly, etc.).
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?