| independent skills trainning
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| Social skills training
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| - prep for transition: ecological assessment and teach skills required in this new setting
- parents engagement and support
- BCBA's support at the start of the transition
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| join social groups, transition plan, ecological assessment
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| Interview learner
Train on interest
Train support staff
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| Speak with learner
Train the learner on preference and interests
Train staff members
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| Implement program supports
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| The group home setting should evaluated about potential supervision and risks for the client. Support from staff to teach the skills to the client and confirm the appropriate use of home facilities is in client's repertoire.
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| Inclusions solutions to support learner in new home. Prepare adult for things that may be different in the new home and put supports in place to include items they like from home in the new environment. Discuss and plan for realistic expectations of making new friends. One good method would be social stories about making new friends and social validations of how peers act, make new friends.
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| Offer assistance for developing programs. Offer assistance for identifying adaptations.
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| hands on modeling and training for the dangerous tasks.
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| teaching specific dangerous skills such as cooking.
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| Since the adult's interest is high developing a plan to include and support student are key and this should move forward.
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| Teaching some peer interaction strategies to help her engage with her peers more effectively.
Ensuring program supports are put into place to assist in teaching her independent living skills.
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| Social stories to prep individual to respond to others who are not interested in communicating with her. Work with support staff to prep safety measures (limit access to cooking).
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| The adult individual would benefit from reminders of safety rules within a home such as correct use of appliances, cooking equipment, etc. Daily supports like a schedule may be helpful to maintain consistency and also include opportunities for socializing with peers, visiting the community and self-care tasks.
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| social acceptance, BST, self-monitoring, use interests
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| It is reasonable to have concerns when a student is entering a new context but ultimately, there are no current challenges in place and given what we know about this student, she seems likely to thrive in many ways. Clearly, giving some instruction on house rules to maintain safety seems necessary - teach it explicitly - as well as maybe house rules for socialization to ensure that peers know how to respond to other students cues of disinterest (for the target student as well as all students in the house!)
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| Expectations and boundaries training, support with transition
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