How are you adjusting reinforcement to reduce maladaptive behavior?
Provide high interest conversational topics in initial practice sessions. Intersperse non-verbal practice with more interesting activities or with other skills that are at a higher level. Most importantly, adjust your level of instruction to assure that the student during practice is experiencing a high level of consistent reinforcement in meeting the immediate target.
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.?
Use interspersed reinforcing activities to reduce stress and to reengage the student’s brain.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Naturally remaining engaged with the student when he demonstrates appropriate nonverbal cues is important, especially during the learning phase. In addition, be sure to take a moment to express how you appreciate him paying attention while identifying exactly what he did correctly (e.g. “Thank you for listening. I could tell you were interested because you made great eye contact, nodded slightly, and kept your body facing me.”).
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?