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?
Practice across a wide range of conditions is essential. Consider the student who may demonstrate tolerance of interruptions during certain activities, but not when the activity relates to a high interest area. Consider the student who may tolerate momentarily pausing an activity, but struggles if he has to cease the activity for an extended period.
Consider the student who only responds to questions when s/he is addressed by name (“Ashley, ….”). For this student, it will be important to devise multiple practice opportunities in which the questions are presented differently (“Hey, I have a question for you…”; “Can I ask you something?”; “What is…?”)
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?
Is there a notebook or bulletin board where the visual reminder cards can be kept at the job site for easy access by the student? Can the student initiate referring to these supports independently? Does he need a “Take a deep breath” card on his desk? Would a portable “work bookmark” visual cue support the student in pausing an activity and then locating where he left off when he resumes work?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?