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.?
Is the student able to identify what is most reinforcing to him so that you can then arrange such consequences (i.e., advocating for what he likes and wants)? Remember that an individual who is provided with choices and who feels as though he has the power to choose at times, is more likely to develop key self-advocacy behaviors.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Your precise labeling of the student’s positive behaviors in using the self-advocacy process is crucial initially. Labeling and social praise should occur together.
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
As you target self-advocacy behaviors, be sure to concretely emphasize that when the student recognizes the issue or need, seeks assistance to address that need, and participates in the solution, his needs are met more fully. Work to ensure that he makes the connection between HIS actions to self-advocate and the positive outcome.