How are you adjusting reinforcement to reduce maladaptive behavior (i.e. inappropriate reactions to anxiety) and to increase appropriate self-regulatory behaviors?
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..?
Be sure to develop a thorough list of ‘mood elevating’ activities and highly reinforcing choices for the student to engage in after practice. Note that some of these mood-elevating activities may serve as coping strategies that the student can apply when he experiences anxiety.
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?
Learning to identify and cope with anxiety is necessary in many facets of daily living, including successful employment. Even for an individual not highly-motivated by the possibility of employment opportunities, these skills are naturally connected to less anxiety, independence, increased confidence, and the ability to demonstrate greater self-regulation in other areas of personal and social development. If the student is not highly motivated by the reinforcement of a happier professional life, help him identify the benefits to his personal life.