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| Consider the space, extra support facilitating adl’s and social opportunities
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| Do some visits with the group home setting to transition more slowly and assess for potential problem areas.
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| Placement may not be right for participant. Weekly visits from family may be beneficial. Establishing boundaries to ensure that the adult is not cooking.
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| Social skills training for the individual
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| This is a meaningful but delicate transition—balancing independence, safety, emotional adjustment, and social expectations. The individual's enthusiasm is a huge strength, and thoughtful support can help make this transition a success. Here’s a set of specific, practical solutions, aligned with those concerns:
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| Environmental assessment & plan for homesickness
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| Asking for feedback and using self-monitoring
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| 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
More independence with academic tasks
Asking for teacher feedback
Self-monitoring
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| problems havent occurred yet, they are just speculated. I think she needs an opportunity to experience the group home before it is decided what changes need to occur, if any.
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| the behavior analyst can talk with the students and her parents together , make a integration plan which is both side agreed. the plan should including the steps how to gradually get use to the new group home, the dangerouse things like cooking should start once the student is well adapted into new group home.
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| Take a cooking class and work on safety in the kitchen.
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| Establish short ter goals that facilitates transition
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| Structured Socialization Opportunities: Since the adult is very social, creating regular social activities or events in the group home could help her build meaningful connections with housemates. Activities could be planned based on shared interests, so the adult has opportunities to develop friendships gradually without feeling overwhelmed or disappointed if initial connections aren’t as strong as expected.
Independence with Safety: Gradually teaching her safe cooking skills through step-by-step instruction, with close supervision at first, will help her feel more independent while maintaining safety. A structured, supervised cooking program could be introduced where she starts with simpler, safer tasks and gradually takes on more responsibility. For example, she might begin by preparing snacks or reheating food under supervision before progressing to more complex tasks.
Clear Communication and Boundaries: Establish clear expectations about what is safe for her to do independently and where assistance is needed. This includes setting boundaries around tasks like cooking, where a team member might supervise or assist. Visual schedules, reminder cues, and verbal reinforcement might be helpful in supporting her during this transition.
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| needs support with the trasition, preparation like social stories about what it will look like, teaching opportunities whilst there.
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| Learning environmental routines and cues.
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