| Model with multiple exemplars
In-vivo practice
Utilize peer groups
|
| Need to provide social skill training to the new resident. Need to provide training and direction to the residential staff on adaptive skills training (cooking) to safely increase independence
|
| |
| |
| |
| This is a residential setting, not a school setting so the problem scenarios don't exactly fit the situation. The BCBA should work with the home administrator so that there is training and opportunities for the adult to make friends, The parents should have looked for a home that at least one other resident had the equivalent skillset and desire to have a friend to complete activities with. Cooking is not necessarily always unsafe and the adult can start by making her lunch, learning how to operate an air fryer and microwave under guidance and supervision of the staff.
|
| Interview the adult, ecological assessment, transition plan, peer supports and self-monitoring intervention support
|
| I think that monitoring should be occurring to support the transition period into the adult group home. It is normal for the adult to have feelings of missing the parent's home and the parents will also miss their daughter living there and rightfully are concerned about the daughter navigating friendships and relationships with housemates. I think that there should be a caregiver-involved plan created in order to make the transition as seamless as possible for the family
|
| Learner needs more environmental cues
|
| Discuss desired outcomes with the individual
Structure activities like cooking with supervision and training to do task for the individual
Support social interactions via dinner (family style), identifying shared interests with housemates, encourage socialization and activities inside and outside the home.
Support transition and parents “letting go” and person normalizing new home
|
| The BCBA could begin with an ecological assessment and then see what skills the student would need. I would suggest this student ease into this transition while learning the rules, the group home expectations, and social rules. The BCBA with the parents can work with the staff on their concerns while also including the student who is motivated for this new opportunity.
|
| Learning environmental cues and routines: Ecological assessment, Social stories, BST
More independence with living and self-care tasks: Asking for peer or support staff feedback, Self-monitoring
Work with adult individual to:
Offer assistance for developing programs
Offer assistance for identifying adaptations
|
| I would start with discussing with the individual the expectations of social relationships within this inclusive environment. If more support is needed, then more intensive social skills training may be needed. For life skills concerns, such as cooking, a BST approach can be utilized to teach the primary skills related to this domain with self-monitoring introduced.
|
| The environment of the group home is needs to be arranged to ensure the her safety. The BCBA should work with the family to identify safety issues and address them with the group home. They should ensure proper oversight and perhaps written documents/charts for allowed/not allowed activities and/or training on these things can be put in place. She could also transition slowly by spending portions of each day there and increasing the duration until the transition is complete.
|
| |
| Utilize peer modelling for more age appropriate behavior
|
| Teach the client the variety of different skills that are required for living in the group home setting. Use her motivation to also include other members of the house to make some routines a group activity vs everyone doing their own thing (build more of a community).
|
| Social skills training
|
| |
| Support is required for safety, such as a group home worker. The client should receive life skills training and instruction on safety. Visuals could be used to support rules/expectations and provide safety reminders. Social stories could be helpful too:
|
| Teach safe and unsafe. Slowly increase the time at the group home so she can get used to being there and away from her parents. Create meaningful experiences with her peers. Self monitoring. build a routine
|
| |
| |
| Learner needs instruction in safety in social situations
|
| Direct teaching of social skills and safety skills
|
