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Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.
	Ensure alternative for independence in skills she has not demonstrated and come up with a plan to ensure she is supported as he transition into the home
	transition plan should be created to address concerns and potential barriers
	Develop a Safety-Oriented Independence Plan Task analysis and visual supports for risky tasks like cooking (e.g., laminated step-by-step cards for microwave use, stovetop safety rules). Create a “safe vs. ask for help” chart, teaching which tasks can be done independently and which require staff assistance. Use video modeling to teach common routines like locking the door, storing food safely, or using kitchen appliances. 2. Facilitate Realistic Social Expectations Role-play or script possible housemate scenarios, including how to: Ask to join an activity Handle rejection or alone time Respect personal space Use Social Stories or personalized “What If?” scenarios to guide expectations around friendship, boundaries, and shared living space. 3. Anticipate and Address Homesickness Plan for scheduled calls or video chats with parents. Encourage bringing personal comfort items or decorating her room with familiar items from home. Teach coping strategies for moments of sadness or anxiety (e.g., journaling, music, requesting a break). 4. Build Engagement in the New Setting Support participation in group home routines (e.g., chore rotation, shared meals) with visual schedules and reinforcement systems. Create a goal board with personal independence goals (e.g., “make my own snack,” “ask a housemate to watch a show together”). Use self-monitoring tools to track progress and celebrate milestones. 5. Coordinate with Staff and Family Share a transition profile with staff: highlights her strengths, areas of concern, preferred supports, and safety priorities. Facilitate a team meeting with the behavior analyst, group home staff, and family to clarify roles, expectations, and how progress will be reviewed.
	Provide training if appropriate for simple kitchen safety and cooking skills, schedule parent calls and visits, review social engagement skills and cues
	Observe the setting and then prepare material to help the adult manage expectations. Make lists of tasks that the adult needs to ask help in doing - with with the adult and list things they can do independently and things they cannot. See if the adult can do a 1-2 night trial sleepover and then debrief afterwards.
	Support from teacher or administration Program supports are needed

	Provide safety supports to prevent her from engaging in unsafe behavior (such as unplugging stove), the provide detailed training in these areas. Role play and provide social stories around friendship and relationship expectations

	Start teaching her to do those same tasks without social elements to master the skills safely.
	Ask about daily routine and activities, skills assessment to see what activities student can be independent with. Partner them for game/ leisure time and partner them with strong peer and supervised cooking time. Visual schedule for the household chores, activities and cooking, so everyone gets support and opportunities for skill development with adapted supports.
	facilitated interactions between housemates, identify common interests teach cues for interest and disinterest review safe behaviors, requesting assistance for activities such as cooking (practice video modeling)

	Skills training needs to be identified and with input from parents concerns
	Provide more support and individualize goals based on her needs
	While inclusion seems like a good fit for this learner in terms of what's socially valid for them at this time, the learner requires some skills training in fully learning the routines within this group home setting as well as learning social skills required to develop and maintain friendships independent of adult assistance. An ecological assessment within this new setting would be beneficial to determine what are the cues and routines within this environment that can then guide the development of programs and adaptations to support this adult.
	Safer placement with more prompting and support in place
	It seems like they could benefit from learning environmental cues and routines. They should conduct an ecological assessment to look at what exactly happens during a typical day in the group home and then use BST to target specific skills needed in order to be included successfully. It also sounds like it could be helpful to teach this adult a method of self-monitoring to make sure that they are feeling successful in the group home and the family and behavior therapist can be kept informed of what's going on.
	provide additional trainings
	Provide training to learner about interactions and rules of new environment. Meet and train home staff
	Complete an observation in the group home to determine what supports would need to be included to help the client be successful. Come up with a plan regarding how things that have been learned at the parent's house can be generalized to the group home. Have opportunities for the client to visit the parents on a weekly basis.



	set protocols in place to teach daily living skills under supervision
Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.