| 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. |
|---|---|
Ecological assessment, pre-teaching social skills and expectations, pre-teaching safety skills and what to do when she misses her family/home | |
Learner is not engaging with environmental cues: Use an ecological assessment to identify which routines, expectations, or social norms in the group home may be unclear or emotionally challenging (e.g., missing parents, shared spaces). Program supports are needed: Develop a transition plan that includes explicit teaching around friendship boundaries and realistic expectations for housemate relationships. Adaptations are needed: Introduce graduated independence supports (e.g., supervised cooking, clear safety rules, visual reminders) so independence is encouraged without increasing risk. | |
This is a great preplanning scenario. Need to look at current home environment, what is successful and what needs to be tweaked, and what should be carried over to new environment. Develop a plan for environmental factors - what supports does she need to get up, get dressed, take showers, fix meals, do laundry, get to work or day program, etc. Also come up with a schedule for new home. SHould come up with daily/weekly schedule and incorporate contact with parents ("call or visit mom and dad on [specific day and time]". This scenario has the ability to incorporate and smooth over all of the possible problems, by addressing them in the assessment. Supports and adaptations will be needed | |
One on one assistance when cooking. Visual rules for using the stove. | |
Ecological assessment | |
Ensure that the client is engaged in a setting that works for her and meets her unique needs, a gradual shaping procedure that allows for the client to make choice and engage in valuable and potent social reinforcement. Beginning at 1/2 time or less within the new setting may be crucial in order to transition well. | |
Provide guidance on how to interact with peers, provide oversight on daily living skills | |
have safety training, work on a transition so that concerns are addressed | |
Develop a transition plan and create opportunities to learn how to do activities of interest. Also create opportunities to form relationships with housemates | |
Teach social boundaries and friendship expectations Explicitly teach differences between friendships, roommates, and family relationships. Provide safety skills training Teach cooking and other daily living skills using task analysis and supervision. Use graduated independence Allow independence with clear limits (e.g., cooking with staff support first). Prepare for emotional adjustment Teach coping strategies for missing parents and previous routines. Schedule regular family contact Plan predictable visits or calls to reduce anxiety and homesickness. Use role-play and rehearsal Practice social scenarios and safety situations before they occur. Collect data on adjustment and safety behaviors Monitor social interactions, unsafe attempts, and emotional indicators. | |
Direct teaching on safety skills and peer interactions, set up visits to home and for parents to visit frequently especially at the beginning. | |
Teach environmental cues and routines so she will fit in appropriately | |
Ecological assessment | |
rules and direct teaching needed to support this transition | |
Program social skill training, preview the expectations of new living situation, observations of new place | |
Expectations for peer engagement - GIG; provide structures for how/when to contact parents/visitation; Whole house safety rules | |
there are problem and adaptation are requires | |
Set up expectations with the learner of what to expect and ways to problem-solve if anticipated issues arise (e.g., if other house mates do not share similar interests). Provide instruction for safety situations such as cooking simple meals or provide alternatives to be used more immediately and set goals collaboratively for increasing independence in this area if it's meaningful and important for learner. Discuss ways to connect with parents and visit their home, normalizing that feeling homesick when first moving out is a common feeling people experience. | |
Additional supports may be necessary. | |
Proactive skill-building for safety and independence | |
Meet with group home staff ahead of time, conduct ecological assessment, meet with the future peers and discuss adapatations with staff. | |
| 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. |
