| Use task analysis and direct support to teach the skills that can be harmfull.
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| It would be best for the individual to meet peers and staff. This would involve learning the routines of the house and expectations on what she would be able to do.
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| Because this is a new environment, it will be important to have client and parents' input about what the new environment should "look like." Then, BCBA should help offer assistance in identifying routines and the steps to complete the routines to help client success.
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| Create a plan of approved ADLs that she is able to select from, pairing with someone who has complimentary skills. Provide additional training for skill defecits and build in direct check ins with the support staff.
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| I dont' know
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| Identify appropriate responses and response rates
Social skills training
Social stories
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| Social story to build friendships with other residents, social story to teach what to do if other residents do not want a friendship, and rules for using the stove
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| Observe the new home and practice possible interactions with the new house mate. social skills to learn cues of others. View environment to ensure safety for new skills
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| Care giver visits, classes on cooking
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| Support staff need to be specifically trained to help support the individual.
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| Ensure the house is set up for her, including making sure the kitchen and other areas a safe when she is not being observed
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| Set up some programming to address the issues
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| They may need supports to help with the transition. There are also interventions that could be put in place to help, such as social stories, tasks analysis, rules, schedules...
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| ,
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| Target social skills, including identifying and responding to social cues, provide adaptations/supports for self-care skills/safety so learner can adapt. Consider if this is the correct environment, given the possibility of a lack of safety skills. Social skills are particularly important if she is missing her parents- successful engagement with other residents will prevent her from being isolated
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| Transition plan needed. Training for safety. Support and plan needed for self care and staff support
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| Teach, model, practice, reinforce skills before moving
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| Make space safe for her
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| Social acceptance making friends skill training
Social validation
Ask learner for feedback
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| Teaching her about social cues that peers may be interested/disinterested in her attempts at conversation. Recognizing when it is appropriate or not appropriate to attempt social interactions (ex. if roommate is in room with door closed, how to address that). Develop skill acquisition plans around cooking opportunities and ensure safety protocols are in place until she has mastered skills in the kitchen.
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