The last strategy to use in helping him is to find a new job for him. This option implies that the individual is not capable of performing the job he was hired for, and that there are no possible solutions to improve his situation. This option goes against the core values and principles of employment support, such as individualization, inclusion, empowerment, and self-determination1. Finding a new job for him would also disregard his preferences, goals, and skills, as well as the employer's needs and expectations.
The other options are more appropriate because they involve exploring ways to enhance the individual's performance and satisfaction at his current job. Option B is a good strategy because it can help identify the best assistive technology and ergonomic adjustments that can suit the individual's needs and abilities2. Option C is also a good strategy because it can help measure the individual's productivity and efficiency, as well as provide feedback and training to improve his typing skills3. Option D is another good strategy because it can help establish a positive and collaborative relationship with the employer, as well as understand the employer's perspective and standards for the job4. References:
1: APSE, Application of Core Values and Principles to Practice
2: Job Accommodation Network, Accommodation and Compliance: Spinal Cord Injuries
3: CareerOneStop, Computer Programmers: Skills and Abilities
4: APSE, Workplace and Related Supports

Completing the job tasks for the individual is not a helpful training technique, because it does not promote the individual's learning, independence, or self-confidence. It may also reinforce the individual's frustration and dependence on others. Instead, a better approach would be to provide positive reinforcement, break down the task into smaller steps, use prompts and cues, and offer feedback and support12. References: 1: CESP - Association of People Supporting Employment First 2: Computer-Assisted Cognitive Re-Training as An Intervention for Children ...

Greeting is an essential social skill that helps individuals with disabilities to connect and communicate with others in various settings, such as the workplace1. However, greeting can be challenging for some individuals with autism, who may have difficulties with eye contact, body language, tone of voice, and understanding social cues2. Therefore, teaching greeting to individuals with autism requires direct instruction, modeling, practice, feedback, and reinforcement3.
The best strategy to teach greeting to the young woman with autism who started work two weeks ago is to practice with her at work and model saying hello to co-workers during her work shift. This strategy has several advantages:
It provides natural and frequent opportunities for the young woman to practice greeting in the context where she needs to use it4.
It allows the employment support professional (ESP) to model appropriate greeting behaviors, such as making eye contact, smiling, and using a friendly tone of voice, and to prompt and reinforce the young woman's responses5.
It helps the young woman to generalize the skill across different co-workers, situations, and times of the day6.
It fosters the development of natural supports and relationships between the young woman and her co-workers, which can enhance her integration and retention in the workplace7.
The other strategies are not as effective as the one above, because:
Helping her prepare an index card reminder to say hello in response to being greeted may be helpful as a visual cue, but it does not address the underlying skill deficits or the need for practice and feedback8.
Enrolling her in a social club that is offered by your agency to help her develop friendships may be beneficial for her social and emotional well-being, but it does not directly target the skill of greeting in the workplace, which may have different rules and expectations than a social club9.
Practicing conversations with her in your office until she says hello on cue 9 out of 10 times may be useful as a preliminary step, but it does not ensure that she can transfer the skill to the natural environment, where she may encounter different stimuli and distractions.
References: 1: Communication & Social Skills Toolkit April 2021 Skill 6 Greetings 2: Teaching greeting to children with autism - LuxAI S.A. 3: Teaching Greetings: How to Respond to Hello | Blue Parachute 4:
Naturalistic Intervention Fact Sheet - National Professional Development Center on Autism Spectrum Disorder 5: Modeling - National Professional Development Center on Autism Spectrum Disorder 6:
Generalization and Maintenance of Skills - National Professional Development Center on Autism Spectrum Disorder 7: Natural Supports in the Workplace: A Reexamination of Supported Employment 8: Visual Supports - National Professional Development Center on Autism Spectrum Disorder 9: Social Skills and Autism Spectrum Disorder - Autism Speaks : Discrete Trial Training - National Professional Development Center on Autism Spectrum Disorder

The best initial response is to acknowledge the employer's concern and explain how the job matching process ensures that the candidate has the skills and abilities to perform the job. This response demonstrates respect for the employer and confidence in the candidate, as well as the professionalism of the employment support professional. It also opens the door for further discussion about the candidate's strengths and potential contributions to the employer's business. The other responses are either too defensive, too dismissive, or too passive, and do not address the employer's question effectively. References:
APSE CESP Practice Exam, Question 1
APSE CESP Certification Handbook, page 14, Domain 3, Task 3.1
APSE CESP Study Guide, page 23, Section 3.1.1