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.?
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Be specific in your praise. For example, rather than simply saying “Nice job, Lou,” say what you liked: “Nice job answering that question, Lou. You named two recent jobs that you have had. You said what you did in each of those jobs. You even smiled at me once as you answered!” In some cases, you might use a visual checklist (or the Mock Interview Rating Scales housed within the Priming and Motivation section) to show the student the particular aspects of his response were appropriate and on-target.
Below is just one example of a checklist that might support you in providing precise, positive feedback:
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?___You asked the “interviewer” to repeat the question if you did not hear it or if you did not understand it.
___You paused and THOUGHT before you answered the question.
___Your response answered the question.
___You stayed on the topic.
___You gave at least three details to support your response.
___Your details and examples were positive. They showed that you are a good, cooperative worker.
___You described a situation that ended well for everybody, including you (it had a good outcome).
___You tried to look towards the “interviewer.”
___You kept your body still.
___You had a calm, happy look on your face.