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| Consider whether the group home is an appropriate fit based on lack of safety skills. Observe the group home and introduce some of the expectations/required skills at home before fulling integrating into the group home, such as safety responses and cooking.
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| Teach independence in areas of interest
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| To address these problems/concerns programs can be put in place that will assist with her transition. Must be done before actual transition period.
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| The adult could spend time at the group home prior to moving in so she knows what to expect and is more comfortable
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| teaching social cues and manage expectations for friendships, offer social opportunities, offer family visits, teach cooking skills/safety skills
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| Incorporating interests into social opportunities. Target specific skills, such as having a conversation. Teach some specific daily living skills that are meaningful.
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| She’s at risk for over-expecting closeness or assuming immediate friendship. Provide:
A “Friendship Map” to differentiate: acquaintance → friendly peer → friend → close friend
Social narrative about what typical adult housemate relationships look like
Video modeling or role-play of:
giving housemates space
shared decision-making
recognizing when someone is busy or not available
Reinforcement plan for successful use of healthy boundaries
These supports normalize the learning process and reduce disappointment or conflict.
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| Ask learner for feedback, document engagement across activities
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| Ask learner for feedback on what they need to be comfortable in the new group home, use BST for skills that are essential for daily living to build independence and increase quality of life, while ensuring safety is maintained. Target self-management skills to identify emotions, so self-reports on quality of life during the transition are reliable
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| Social skills training
Target specific skills, such as having a conversation
Model with multiple exemplars
In-vivo practice
Utilize peer groups
Prompt with a variety of initiations and responses
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| Ask the learner for their input and collaborate with creating social goals and identifying strategies. Implement social skills training for any skill deficits. Keep in communication with parents, and ask for their input as needed.
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| training and support
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| Ensure support in place for concerns expressed
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| learning environmental routines and cues
social acceptance/making friends
identify appropriate responses
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| Assign a Behavior Technician to the individual to help alleviate the concerns of the BT and the parents.
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| ensure safety adaptations in the group home. identify social groups - set up peer groups and group contingencies. Self monitoring system in place
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