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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.
	Develop a structure initially to help client adapt to new situation.
	* Gradual transition with pre-visits * Teach independence while ensuring safety (especially cooking) * Social expectations coaching * Coping strategies for missing home * Routines and visual schedules * Independence “levels” to teach safe skill growth * Parent involvement plan * Staff training * Community social opportunities
	BCBA should teach the skills needed to be safe around stoves and cooking. BCBA should teach what it means to be a good friend and how to establish boundaries.
	Ecological assessment Social stories to teach safety behaviors Social skills training
	Learning environmental cues and routines Ecological assessment Social stories BST Identify appropriate responses and response rates Social validation through observation of peers Observing how peers respond to learner
	Provide assistance with rules about what is safe and unsafe, and also social stories with examples of different types of friendships and scenarios she may run into around friendships
	The BCBA should work with the family to create a transition plan. This should include making sure that a specific schedule exists to talk with her family in order to mitigate behavior that maybe caused by her missing her family. The BCBA should also create some social rules for the client to ensure that she knows what activities are safe in her home and what are dangerous. These social rules can also extend to conversations with peers in the home and should be used to provide guidelines for how to have a conversation with housemates and what to expect from these conversations.



	social acceptance/making friends- incorporating interests learning environmental cues ecological assessment- social stories


	I’d start by building a transition plan that prepares her for what daily life in the group home will look like, including routines, expectations, and social boundaries. A social validation approach could help set realistic expectations for friendship by showing what typical peer interactions look like in the home. Safety skills like kitchen use can be taught with BST and supported with visual cues, clear routines, and supervised practice. I’d also check in with her about missing her parents and build in scheduled contact or preferred activities to ease that transition. Finally, supporting staff with simple strategies for prompting independence and facilitating safe social opportunities will help her adjust in a way that feels both empowering and supported.


	Offer assistance for identifying adaptations The learner’s experience of inclusion is unclear Ask learner for feedback Document engagement across various inclusion activities and contexts Ask parents about changes they have observed

	Ensure appropriate supervision, environmental modifications, and structures are in place in the setting. Focus on teaching client safe and unsafe behavior and generalizing this across contexts.
	Teach the appropriate responses to the child and utilize staff to incorporate social skills trainings.


	Although Amelia is successfully completing academic routines during partial inclusion, she is not engaging socially with peers, indicating that social participation is not occurring naturally and requires structured support. The team should intentionally create opportunities for peer interaction (e.g., assigned partners, small-group activities), provide brief pre-teaching of social scripts (such as how to ask to join a group), and use subtle prompting during activities to encourage her to interact with classmates before seeking adult assistance. A simple reinforcement system can be added to increase social initiations, while data is collected on her peer engagement. These adaptations ensure Amelia is not only physically included, but meaningfully connected with peers in the classroom.
	Arrange practice visits to the group home before the move so the individual can become familiar with the environment, routines, and staff. Use video models, visual schedules, and photo tours to help her understand what to expect in her new setting. Social Skills and Boundary Training Implement role-play and behavioral skills training (BST) to teach how to initiate and maintain friendships appropriately, recognize social cues, and respect boundaries with housemates. Reinforce appropriate social initiation and sharing routines to build natural peer relationships. Safety and Independence Supports Use task analysis and graduated assistance for daily living skills like cooking or laundry. Introduce safety checklists and visual prompts (e.g., “Ask staff before using the stove”). Establish self-management systems, such as reminder cards or timers, to promote independence while maintaining safety. Emotional Adjustment and Family Connection Include scheduled video or phone calls with parents during the initial weeks to ease separation anxiety. Teach coping strategies (deep breathing, requesting a break, or identifying “homesick” feelings). Ongoing Monitoring and Collaboration Conduct weekly team meetings (staff, BCBA, family) to review progress and modify supports as needed. Gradually fade extra supports as the client demonstrates competence and emotional stability.

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.