| Teach skills first
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| It may be helpful to discuss safety protocols with the group home to ensure that there are precautions put in place to keep her safe. A transition plan would he helpful to ease her into this new environment. Social stories about what it may be like as well as how other friends in this home may respond to her.
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| Have the person attend during the day, maybe include him in some outings before he attends full time. Perhaps a social story might be helpful.
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| The behavior analyst should implement some learning time everyday for the individual to be with a supports person to learn about things/behaviors that are safe/unsafe - especially specific things in the house. The behavior analyst should also make sure that the individual is included in group outings and any group settings during the day to help keep her busy and therefore keep her from missing her parents and her home.
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| 사회적 기대 조절 훈련 등 전이 준비를 시작으로 기술 평가를 통해 현재 가능한 독립 기술을 확인하고 자립하는데에 필요한 독립기술과 안전기술교육을 진행한다. 또한 사회적 기술 및 관계 기술을 지원하여 하우스 메이트와 갈등 상황을 해결할 수 있도록 가르친다.
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| Work with home to identify what supports she will need, rules, etc. Have her visit with parents ahead of time. Use cues for rules.
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| Teachign how to read social cues, teachign how to get in touch with parents.
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| Client needs additional supports and a smooth transition.
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| Possible social stories about group homes and the types of friends and people that the adult will meet. Set up transition plans and an ecological assessment for safety risks to begin planning for.
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| It sounds like this individual is readily wanting to try the group home. Supporting her independence and keeping her safe are both priorities. As social skills are her strong suit, it may be helpful to set up some meat and greets with the supporting staff and individuals already working/living in the group home. The behavior analyst could also spend some time observing the group home before this individual moves in. Self management can be used so that expectations of what she can do independently and what she needs assistance with can be planned out before she is actually living there on her own.
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| Pre-teach skills for eliciting support with tasks (like cooking and roommate relationships)
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| The motivation of the learner is high to be in this environment. The team needs to identify relevant skills that can be useful in making sure the learner is safe and independent. Staff in the house need to be trained in how to implement BST procedures in teaching the learner skills as well as ensuring environmental variables are altered to set up the learner for success and not increase access to unsafe activities. Other housemates should also be included in social integration activities with the learner to foster positive relationships
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| There should an observation of her actions within the home. An interview to assess her expectations. Programming for skill gaps.
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| An ecological assessment may necessary to determine safety risks and potential harmful stimuli in the environment. With this knowledge, she should be taught basic skills like cooking simple dishes safely using multiple exemplers of dishes cooked using the same methods.
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| more independence with academic tasks
Asking for teacher feedback
Self-monitoring
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| Provide behavior skills training to the individual for conversation and reading cues to learn when peers are not interested. In addition a egolocial assessment can be done on the new group home to get a idea of the skills needed to operate independently and those skills can be taught in the home before transition.
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| Transition plan; social stories for how to deal with different scenarios in the setting when there may be problems; review of making friendhsips/having conversations with others;
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