| a clear plan is needed to ease parent anxieties and ensure daughter will have the supports and skills included in new home ot eb successful.
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| Assist individual with transition needs for independent living such as outlining and discussing similarities and differences between group home and family home. Assess her ability to use public transportation to visit her family home. Teach her to use FaceTime (or similar) on phone to video conference with her family.
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| Learner seems excited and motivated, parents may need help with transition. Supports can be put in place to ensure a safe transition with clear ways to ensure learner is as safe as possible.
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| Teach independent living and safety skills using visual supports and in-vivo practice. Gradually fade supports while monitoring safety and adjustment in the group home.
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| Learning environmental cues
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| -Teach cooking skills
-Teach social skills
-Get pumped for her
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| There needs to be training for the family to include the adult before this inclusion experience begins. Thinking about ways to include her social strengths as a contribution to the group home. Teaching basic skills in her home for cooking as a foundational skills.
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| Providing cooking classes and a mentor to monitor.
Social groups and clubs who share the same interests
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| Complete a transition assessment to identify skills needed for independent living, safety awareness, and social expectations within a shared living environment.
Develop and explicitly teach social boundaries and friendship expectations, using role-play, visuals, and clear house rules.
Implement a graduated independence plan for daily living skills (e.g., cooking) with safety training, supervision, and systematic fading of support.
Proactively plan for emotional adjustment, including scheduled family contact, coping strategies for missing home, and reinforcement for successful use of supports.
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| Exploring to learn more about different social situations and options to responding.
Practice safe cooking routines and how to use kitchen gadgets safely or ask for support.
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| Identify opportunities to teach the social skills necessary to appropriately interact with peers as well as manage cooking etc. Or identify rules and guidelines about what the client can complete. Ask the client as well about what they want.
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| Training in-home to generalize in new setting
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| transition plan
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| Check in with client about her experience, set boundaries for safe choices (no cooking on the stove without staff support)
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| 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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| sounds like its a good fit, but some skills training to help cooking become safe could be good as well as some adaptations to support the transition could help esp in creating a part time schedule that fades in to full time in that environment could be supportive
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| Discuss and formulate a transition plan to the group home with the client and parents
Reinforce her enthusiasm- support and role play how to make friendships
Support and role play cooking safety and create visual supports to help alleviate parent’s anxiety
Work with the daughter about cues to use like photos/schedule video calls if she’s missing her home during settling period
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