| need to engage in independent living skill training
|
| The learner should have exposure to life skill lessons prior to the transition to the group home. The lessons should address all of the above issues. The parents and behavior analyst should make sure that there is proper support in place prior the transition.
|
| Transition independence tasks
Checklists, visual cues for safety
Environmental Adaptations to ensure safety
Group social instruction
|
| Talk to parents about support plan for her transition
Train client of safety precautions
Provide for more supervision during meal times
|
| Using social stories and targeted skills practice
|
| Students should be prepared for independence and encouraged to interact with their peers to facilitate their inclusion in other contexts.
|
| Preparation for new environment behavioral shaping and chaining
|
| teach safety skills
|
| TAs
|
| The BA may need to determine if adaptations to the group home environment are needed to promote safety. The learner may benefit from certain program supports to ensure she can contact her family effectively. The learner may benefit from social skills training to read peer cues to support positive interactions in the group home.
|
| -Meet with client to determine what areas are needed for more support and training to work toward independence
-Provide training on supports for meaningful engagement with peers
|
| |
| |
| It would be good for the team, to work on teaching the individual ways to identify others' interest in interactions as well as disinterests and how to manage these. The analyst could work on observing a typical day in the house so they can begin teaching the individual on how to navigate the household for cohesion such as offering assistance in cleaning and cooking. They could also examine how cooking works and potentially add cues around the house to help not only the adult but potentially others on how to be safe while away from others.
|
| Teach the individual skills that will prepare them for living in a group home.
Teach the individual safety skills
|
| Gving her some program supports and tools to help her naviagte her feelings or ways she can learn to reach out to others and connect. Allow her to meet people in her community, set her up with maybe a group of peers similiar to her, help her meet new people, teach her safe places to go.
|
| teaching the individual safe and appropriate levels of independence through structured task analysis and supervised practice for activities
|
| |
| |
| |
| The individual should be supported to grow her skills as much as possible to help her reach her personal goals while maintaining safety.
|
| Provide some 1:1 support for new or novel activities. Provide a safe vs dangerous program. Train staff on how to handle problem behaviors and navigate task analyses.
|
| Discuss expectations for transition with the client. Ask learner about their own expectations for the transition
|
| |
| Conduct observations to see what/if any supports are needed such as social skills training, safety awareness, or social acceptance
|
