Arranging_3

1. Support Friendship Expectations
Provide social stories and role-play scenarios about different types of friendships (e.g., casual acquaintances vs. close friends).

Use social validation—observe how housemates interact naturally and help the individual learn to match that style.

Facilitate structured group activities (board games, cooking together with supervision, group walks) to provide safe, positive social contact.

2. Promote Safe Independence
Develop task analyses for high-risk activities like cooking, with clear rules on what she can do independently vs. what requires staff supervision.

Teach self-monitoring checklists for safety (e.g., “I use the microwave instead of the stove when I’m alone”).

Work with group home; ecological assessment to determine needs assessment; establish/develop safety plan/cooking with staff; build independence; instructing student in social engagement with new peers in group home, to aid in social skills, so the student does not become socially disengaged; incorporating interests, developing friendships ;

ecological assessment and social skills training

Pre-transition social expectations training

Role-play typical group home interactions (e.g., sharing spaces, negotiating chores, respecting others’ alone time).

Teach “levels” of friendship — casual acquaintance, friendly roommate, close friend — to help her recognize and respond appropriately.

Use social narratives or video modeling to show realistic examples of daily life in a shared home.

Safety skills training

Conduct direct instruction and practice for safe kitchen use — knife handling, stovetop safety, microwave basics, and identifying when to ask for help.

Teach alternatives for unsafe tasks (e.g., preparing cold meals, using pre-chopped ingredients).

Develop clear “stop and check” rules for situations with potential risk.

Grief/adjustment supports

Schedule regular phone or video calls with her parents during the first few months.

Provide a gradual transition: begin with short visits and overnight stays before moving full-time.

Incorporate personal items from her parents’ house into her new space for comfort and familiarity.

Structured peer engagement opportunities

Organize low-pressure, structured social activities in the group home (e.g., cooking together with staff supervision, game nights, craft projects).

Identify shared interests with housemates to spark organic interactions.

Ongoing monitoring and collaboration

Have the behavior analyst check in weekly with staff and family during the adjustment phase to address emerging challenges quickly.

Train group home staff in prompting, reinforcing safe choices, and redirecting unsafe attempts without discouraging independence.

1. If possible, create a transition plan will will fade into full time living at the group home; 2. Create group "icebreakers" for the group home residents to encourage social interaction so client feels social acceptance; 3. Continue to provide daily social activities that spur social engagement with house mates, collaborate with house parent/head of group home on this activities; 4. Create a plan for parents to meet with daughter regularly in the community and pick up/drop off her from group home so she has continued family support

Teaching safety rules for client

Social stories

Program supports to improve performance with interests like cooking. Conversational skills and observing cues. transition plan

Instruct staff on simple strategies for engaging the student. Identify activities that are safe, which the individual could perform with minimal supervision or help. Plan for training.
Observing how peers respond to the learner. Advocate for appropriate interactions with housemates, and use BST to assist the learner

Social stories, train staff on supporting, create learning programs for safety skills