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| Start with independence training at home for concerned areas. Once she is able to independently (even with prompts etc) complete tasks of concern, then start transitioning to the group home. Provide prompts at new home and prompt fading May or may not be an option.
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
More independence with self-help tasks using a self-monitoring intervention for new skills as well as attempting to keep track of mood to address when she needs to check-in with mom and dad or if she is checking in to much.
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| Establish clear safety procedures for cooking and other routines that might be dangerous, practice safe procedures
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| Social acceptance / making friends
Cooperative learning
Incorporating interests into social opportunities
Social validation of how peers act, what they talk about
Learning environmental cues and routines
Ecological assessment
Social stories
BST
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| Observed individual in the new environment and transition her gradually to the group home. Create a social story based on an ecological assessment and review it with the learner prior to the transition to the group home. Use a peer tutor to help with the transition.
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| Developing a transition plan from an interview/discussion from the adult transitioning, along with an ecological assessment and identification of priorities would the first place I start. The plan could include a gradual introduction where the adult transitioning and BCBA have visits where they can learn about the rules and routines of the group home, the roommates that are present in the home and any potential barriers the adult client may identify. Then additional supports such as incidental teaching of social skills could help address some of the parents concerns and the adults clients desire for more independence.
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| Have supports in places for activities that she may try to do on her own that are unsafe until she is able to do those skill independently safely. Also have a transition plan into place for transitioning from her parents home to the group home.
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| - Observation to check in on her safety skills and determine the appropriate fit or needed adaptations.
- Increase opportunities to share common interests with other housemates that are safe but engaging
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| The adult will need BST to learn safe/unsafe behaviors within her new setting. Environmental supports such as visual cues may help the adult understand which appliances are off limits.
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| Train client on building new skills she will need before going into group home
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| social skills training
identify appropriate responses and response rates
learning environmental cues and routines
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| Conduct an ecological assessment of the new location to identify skills the learner will need to have in the other setting. Interview the learner about concerns. Discuss supports and adaptations with the parents and the staff.
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| assessments and supports for independent living skills. Transition plan
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