Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
Create an initially simple framework that can progressively become more expansive and can define a broad array of verbal and physical interactions. If you start with a framework of Co-Worker vs. Friend, you can add verbal and physical behaviors on both sides of the framework. Practice will familiarize the student with each acceptable behavior.
It is likely that you will move next to initiating requests and responding to requests for activity outside of work with potential ‘friends.’ As these verbal behavior sequences are practiced, do you add a definition of ‘romantic friend’? Then do you add scenarios that involve interactions that may lead to more personal activities? Again, focus on the invitation or the response to the invitation. What the student does to cultivate a romantic relationship outside of work is not the focus here; the focus is what the student does at work and how this behavior affects working relationships and work performance.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student rehearse the expected behavior or skill?
In general, use the graphic organizer, the scripts, the scenarios, and/or the lists to practice the expected verbal and physical behaviors in the workplace. Your challenge is channeling the social urges of the student into acceptable outlets through practice of acceptable public behaviors.
What type of prompting might you need to provide in the initial learning phase?
Modeling is crucial initially. The instructor needs to model expected behavior. Selected peers can model expected behaviors so that the student can label and identify what to do. Scripts or more concrete tools may be necessary at first to support the student in initiating a request for social activity outside of work and/or responding to a request. The instructor can point to the script to support student use and then reinforce the student’s initiation of both verbal and non-verbal behaviors in the request. The visual cues must be designed so that they address the student’s needs and the student’s preferences. In other words, the student must agree on the value of the cue and thus of the expected behavior.
What is your plan for systematically and quickly fading out your prompting? How do you time and fade the prompt to support the student in initiating the target behavior?
Can the student discriminate between the more versus less appropriate response in a given role-play scenario? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
One technique is to intersperse ‘less appropriate’ responses or initiations by an instructor so that the student can point out the mistake and what it means to building relationships in the workplace. Such practice may support the student in identifying behaviors that are perceived by others as “weird” or “creepy.” Will the student use the graphic organizer or the visual support to identify the less appropriate response of the instructor? Interspersing practice of expected behaviors with discussion of what is ‘not expected’ may elevate mood and add humor to the learning environment. Of course, instructors are encouraged to carefully choose ‘less appropriate’ verbal and physical behaviors to illustrate that are not invasive. Invasive inappropriate behaviors can go on the graphic organizer or the list of what not to do but there is no value in displaying those behaviors in the instructional setting; it is better to talk about why someone should not do those things.
Are you arranging frequent practice opportunities to build fluency through repetition?
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?
With both Interpersonal Relationships and Romantic Interests, the frequency of opportunity for these behaviors means that all support personnel and supervisors should be familiar with the visual supports being used and the key words or cues that are significant to the student during instruction. All staff should have knowledge of how to prompt the student to positive practice of the targeted skill. Setting up controlled opportunities for practice will require strong communication between key stakeholders.