How can you connect rehearsing responses to interview questions to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
As one example, perhaps you can work with the student to develop written scripts that identify what one of his favorite characters (real or fictional) might say in a job interview. Or, you might draw the character and insert speech bubbles into which the student can write responses. For example, if Iron Man were applying for a new position, how would he respond to a given question? If you use this type of approach, be sure that the “character” provides responses that are adequate, relevant, and appropriate so that the student understands what is expected in an actual interview.
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that improvement is needed, get agreement on the strategies to prepare for interview questions, and create the motivation for change?
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools and corresponding instructor assessments that align with this intervention topic:
"Interviewing-During the Interview"
"Supervisor Assessment – Interviewing for a Job"
"Mock Interview Rating Scale – Instructor Version"
"Mock Interview Rating Scale – Student Version"
It is also important to consider whether the individual has determined that it is in his best interest to disclose his disability during the hiring process, or if he has determined that he will not disclose to a prospective employer. Disclosure is a very personal decision made by the individual (and his caregivers in some cases). For some, it may be necessary to disclose in order to obtain accommodations and other services. We have observed some individuals who disclose during interviews in ways that are not effective because they highlight their weaknesses and needs, rather than emphasize their strengths. It is crucial for the individual to weigh the pros and cons of disclosure, and if he plans to disclose, he must carefully plan when he might disclose, what he will say (or write), and then repeatedly rehearse this disclosure.
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging task. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
Students with social communication differences may find rehearsal activities to be challenging and draining. As you target a particular sub-skill(s), be sure to intersperse activities that do not place demands on the student’s social communication skills. Integrate familiar activities enjoyed by the student during instruction. Provide quiet breaks so that the student can process what he has learned away from the highly interactive and dynamic role-play teaching sessions.
Also consider that all interview questions are not equally complex. Therefore, as you target a response to one new interview question, be sure to sandwich that question between several “maintenance” interview questions to which the student independently and successfully responds.
How do you prime the student just prior to a real or simulated interview? How do you orient the student to the upcoming interview situation?
Scripts, reminder cues, and video models are likely to be most effective in priming the student just prior to interview situations. In addition, brief role-play will be necessary to ready the student for the situation. A verbal reminder that relates to concepts targeted in previous rehearsal sessions may also be helpful (e.g., “Remember, your strengths are that you are very dependable, honest, and you always try to fix mistakes” or “No talk about politics.”).
Familiarize the student with the interview setting ahead of time. If possible, take him to the actual location to preview the environment. If this is not possible, show him images of the actual place of business on the internet, or present images of interview settings that are very similar to the one he will encounter.
Finally, identify the key features of an interview. Answer any questions the student might have about the basic “flow” of an interview to better familiarize him with the event: