How are you adjusting reinforcement to reduce the inappropriate response (e.g. escalations when interrupted; non-responsiveness to questions)? What behavior can you reinforce in its place?
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.?
The student may need a point system or some type of motivational reward while learning and using self-calming and repair strategies. Verbal praise by co-workers or a supervisor on a job site might also be very reinforcing to the student.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
When the student responds to the question or interruption, it is likely that he can then resume whatever he was focused on. This is one naturally reinforcing consequence to emphasize to the student who struggles to shift away from a focused activity in order to respond.
For the student who is socially motivated, when he responds to questions and interruptions by others appropriately, it is more likely that other people will want to engage with him under other conditions as well (rather than avoid him because he is non-responsive or seemingly intolerant).
Both of these consequences described above could be emphasized in social narratives (e.g. situational stories, thought stories, coping cards, etc.).