| Social acceptance / making friends
Cooperative learning
Incorporating interests into social opportunities
Social validation of how peers act, what they talk about
Learning environmental cues and routines
Ecological assessment
Social stories
BST
dentify appropriate responses and response rates
Social validation through observation of peers
Observing how peers respond to learner
The learner’s experience of inclusion is unclear
Ask learner for feedback
Document engagement across various inclusion activities and contexts
Ask parents about changes they have observed
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| Yes
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| Staff may need to prepare her for the transition. Maybe start with regular visits and discussing the behavioral expectations for the new environment, especially safety rules.
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| Seems like the client will need some support in the form of a staff member doing some 1:1 time to address the safety concerns. Given the parents concern with cooking maybe have a lock on the stove or a home with a communal stove that can’t be accessed without supervision. They can still have sandwich ingredients and snacks so she can still independently make a meal. The staff could help establish a routine and work on safety skills that are might encounter. If the transition is too difficult maybe start small with weekend visits and gradually increase time.
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| Having a meet and greet.
Cooking with a support person for time being
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| utilize peer groups to train independent living skills.
implement self monitoring strategies through the transition.
Set up a plan/schedule of communication with parents.
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| Put in place a way for the client to contact her parents and/or a visiting schedule so they know when they will next see their parents in person. List out the areas where the client needs support in daily life skills so they may be addressed before and after the client is moved to the group home.
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| begin social stories and modeling of social skills and appropriate roommate interactions. start the learner on a program to increase their kitchen safety skills. explicit teaching in danger scenarios and what to do if the problem happens. explicit teaching on how to cook some common foods the learner enjoys.
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| Teach client certain skills that may present as areas of current concern.
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| The behavior analyst can help by teaching independence in small, safe steps, preparing her for friendships and daily routines, and checking in regularly while keeping her connected to her parents.
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| -BST
-Provide opportunities for social engagement by pairing interests.
-Ask learner for feedback
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| Train learner for different social contexts
Train in independent living skills
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| supports should be implemented for client to practice how to safety engage with certain tasks (e.g., how to safely use kitchen appliances), create a schedule for client to visit with parents at home
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| Adaptations within the environment maybe needed for safety
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| Have supports in place for social interactions.
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| The student would benefit from direct teaching and modeling of safe behaviors within the new setting.
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