| 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. |
|---|---|
Cooperative learning, staff training, social validation of how peers act, in-vivo practice | |
Additional staffing for the person via a DSP 1 and RBT. | |
Develop a transition plan. Work on pre-cursor skills for successful transition (I.e. cooking). Set up a calendar with planned visits from family | |
Boundaries- relationship circles. | |
Teaching her to learn cues and when there are appropriate social opportunities at the home. | |
Create gradual transition plan into the group home with schedule visits before full move-in | |
Support the individual in developing social and daily living skills that may help including understanding social boundaries, communicating with others, and identifying when to complete tasks independently or seek assistance. It may also be helpful to create a gradual transition plan and provide opportunities to visit the residence and meet potential housemates in advance to increase familiarity and comfort with the placement. | |
parent training, parent/staff communication, agreement on goals (client, parents, staff) | |
Incorporate social stories reg transition and future friendship expectation, use BST for Cooking etc ; schedule gradual fading in to the group home to facilitate adjustment, put in supports | |
preparatory plans regarding integrating socialization/social skills trainings, etc. | |
video modeling | |
Cooperative learning | |
Develop a daily routine with visual support to help increase confidence and predictability. | |
I think it will be helpful to first make sure that when she transitions to the new home, she still has lots of contact with her parents from the old home and hopefully visits to the home and then maybe lessening them overtime only if agreed-upon by the Parents and the client to help further her independence and autonomy. Supports could set up good social activities together that would help them get to know each other like some fun games and other social opportunities like dances in program activities. | |
Supports can be implemented to support safe cooking, monitoring during cooking times, peer modeling if others can safely cook, | |
Begin with spending daytimes at the group home and working up to overnights. | |
Plan for transition; practice new skills | |
| 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. |
