Are you arranging opportunities for the student to practice the skill in various settings and with different people?
The discussion on reinforcement in the previous section points to the need to engineer social options at school if at all possible. Is an instructor who is knowledgeable of the system used present in club activities or in volunteer projects? Care should be taken to provide ample practice of skills prior to engagement in social clubs and extracurricular activities. Care should be taken as well to look for socially attentive peers with leadership skills who can support the positive behaviors that you are targeting.
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?
In many cases, practice with the visual supports should immediately precede the social opportunity in the school, class or extracurricular activity. Prior knowledge by review of the organizer, the list or the video model can set the student up to be more likely to engage in expected behaviors. Is the support in the form of a card that the student can carry and review by himself as needed before practice in a natural environment?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?