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| Instruct staff on simple strategies for engaging the student
Provide instruction to 1:1 staff on how to facilitate social interaction
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| Target specific social skills training, model with multiple exemplars, in-vivo practice, utilize peer groups.
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| The client needs supports
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| Teach client social boundaries and cues, teach client to manage her time, teach independent living skills, prompt parents to schedule visits,
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| Social skills training
Target specific skills, such as having a conversation
Model with multiple exemplars
In-vivo practice
Utilize peer groups
Prompt with a variety of initiations and responses
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| Work with stakeholders to identify least restrictive supports
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| Provide modeling and role play to the client.
Ask admin. and staff to provide support.
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| Create a safety plan that includes supervised cooking or adaptive cooking.
Provide social skill training and structured opportunities to build friendships within the home.
Set clear expectations and routines for daily living skills.
Involve parents in the transition process.
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| Give the parents a tour of the group home and let them see how the home does the particular activities. Adjust the BTP to help with these areas of concerns and teach the adult how to be safe around stoves and other things that could injure them.
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| The girl should be observed in her home on what skills she does have. Since she wants more independence there should be training specifically on those skills that parents are worried about. Helping her learn to participate in meal prep would be a good idea. Maybe she isn't allowed to cook on her own, but she could assist someone so she feels some independence. She would also need coaching in understanding safety.
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| Support a safe, confident, and well-adjusted transition by combining structure, skill-building, emotional support, and social empowerment, ensuring this move becomes a positive step toward independence, not a source of overwhelm or disappointment.
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| Work to identify areas she is interested in learning how to do independently and either teach those skills or identify ways she can engage them in safely - cooking.
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| Assess the client during the first couple of weeks and find the deficits. Create schedules, checklists, and self-monitoring opportunities for the client.
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| X
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| Identify appropriate responses and social skills training. Ecological assessment to determine if there is adequate supervision to ensure safety.
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| Talk to group home manager and behavior analyst to train this individual the skills needed
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