| Inclusion context is not an ideal fit | Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best. |
|---|---|
Possible Solutions / Supports: Gradual Transition / Familiarization Pre-visit the group home several times before moving in to familiarize her with the environment. Use photo tours, maps, or visual schedules to make the new routines predictable. Skill-Building for Independence Teach safe cooking, cleaning, and self-care routines in the parent’s home before the move. Break tasks into small, teachable steps, providing prompts and reinforcement as needed. Social Skills and Relationship Management Role-play or use social stories to teach managing expectations with housemates. Encourage structured social activities to practice interaction in a controlled way. Emotional and Motivational Supports Provide opportunities to stay connected with family (calls, visits) to reduce homesickness. Teach self-management and coping strategies for handling anxiety or disappointment. Ongoing Monitoring and Adjustment Collect data on safety behaviors, independence, and social engagement. Adjust supports as skills improve and the adult becomes more confident in the new setting. Staff Training and Collaboration Train group home staff on prompting, reinforcement, and supervision strategies. Use regular check-ins between the behavior analyst, staff, and family to review progress. | |
Review safe versus unsafe behaviors. | |
Use of BST to address skill deficits for household routines; self-monitoring for routine or self-help tasks; Offer assistance for developing programs. | |
Make a transition plan. Put supports in the house. practice social situations that may come up. | |
Cooperative learning, ecological assessment, | |
-teaching social cues/responses | |
Find out shared interests of the housemates prior to her transition. Help with conversation and activity supports | |
Will need to do assessment of known skills | |
Teaching of life skills and monitoring | |
provide support to individual regarding expectations and activities | |
Talk to the client regarding the safety issue when learning independent skills. | |
teaching of skills will support the student. | |
She probably needs supports around what is safe and what isnt and how to seek help as needed. | |
Schedule planned, time-limited shared activities with housemates that require cooperation and shares outcomes to produce opportunities for reciprocal engagement and social interactions | |
social acceptance/making friends: provide some examples of how peers may act in the home/what they may talk about | |
To help with the transition to the group home, the behavior analyst can recommend clear routines and supports to teach safe independence and appropriate social skills. This may include teaching expectations for friendships with housemates, practicing safety rules for activities like cooking, and providing supervision when needed. Scheduled calls or visits with her parents can help her cope with missing home, while gradually increasing independence in daily activities can build confidence and ensure a safe, successful transition. | |
set up skills training on deficit areas such as learning to safely cook, set up schedule with family for time to talk/see them if lonely, | |
Safety rules should be laid out with student. Example no using stove unless supervised by group home attendant until stove mastery is demonstrated. | |
Teaching skills around cooking and safety in the kitchen. | |
Clarify expectations | |
| Inclusion context is not an ideal fit | Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best. |
