| Program supports and adaptations to support transition.
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| Complete ecological assessment to teach skills that may be needed to be more independent and use BST to teach these skills,
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| Environmental and Program Adaptations
The group home environment must be adapted to be both safe and supportive of her independence.
Safety Protocols: For cooking, ensure the house has clear safety rules and that kitchen appliances are used with supervision. A schedule for kitchen use can be established to prevent unsupervised access to dangerous appliances. The behavior analyst can create a visual checklist for cooking to guide her through each step and include safety reminders.
Structured Social Opportunities: While the resident is social, she may need structured opportunities to develop relationships. The staff can organize planned group activities like game nights or movie marathons to facilitate social engagement. This provides a low-pressure environment for her to practice her new social skills.
Addressing Homesickness: Create a plan to manage the transition from her parents' house. This can include a visual schedule of phone calls or visits with her family. A routine for checking in with her parents can provide comfort and predictability during the initial transition.
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| Observation to take place in the new environment. Transition into the environment should be deliberate with deficits observed. Teach necessary skills during transition period and beyond.
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| Socialization
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| Ask the learner about her expectations for social interactions, observe how housemates respond to her, social skills training for specific areas that may come up when living with others, work on task analysis for independent skills such as cooking
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| BST for unsafe skills, identifying social groups that may support relationship building
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| Need to do an ecological assessment and assess the skill needs, determine if the individual has the skills and train if not. It may be more appropriate for the individual to go to a different setting with increased supports to build prerequisite skills required.
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| Provide support for social cues and interactions- role play, etc.
Develop safety protocols for routines
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| ecological assessment, social skills training, learner feedback, parent feedback
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| Start off with additional support so that the client can adjust to the new setting and monitor for safety. Pre-teach strategies for developing friendships and teach about personality types as some people are more introverted.
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| she'll be ok
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| Ecological assessment to determine skills needed and other residents' interests. Teach or pre-teach skills needed to be successful. Provide a gradual transition into the setting and training for staff. Provide ongoing support.
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| Skills training in ADLs
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