Are you arranging opportunities for the student to practice the skill in various tasks and with different materials?
It will be very important to practice whatever strategy you teach on various tasks and with various materials. For example, make sure the student can put away materials for many different tasks after their completion, as this is part of completing a task thoroughly. Or, make sure the student knows how to submit all of their tasks, not just paper tasks, for example. Use whatever visual instructions, reminders, or other strategies you teach across the board so the student experiences the most success. Note that our goal here is to build three concepts: checking for quality, double-checking and handing it in. As you generalize the skills, does the student learn to use visible quality markers in various settings? Does the student learn to always double-check, using those markers of quality? Through repeated opportunities, does the student know to always look to hand off the work to someone else?
Are you arranging opportunities for the student to practice the targeted skill in natural environments and under natural conditions?
Have the student practice at their work setting. Make sure that you act as a ‘social interpreter’ in the work setting and assure that quality is tangible and visible in a way the student can use. Once the markers are clear, obtain feedback from their supervisor on their performance and quality of work and make adjustments as needed.
Have you adapted visual supports so that they can remain in the natural environments that this student encounters now, and in the future?
Are you collecting data to make adjustments to your teaching and to ensure that the student is performing the skill across multiple conditions?