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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.
	Provide instruction to adults about friendship skills provide adaptations Discuss adaptations the staff might benefit from
	Provider supports
	Cooperative learning; social validation of how peers act.
	develop a plan to transition the student into a group home.
	The adult may have a fantasy-based idea of what the group home will be like and expectations need to be managed, along with routines for safety and creating appropriate relationships with fellow group members. She is an adult and it is important to talk to her about her goals and what boundaries she would like to set for herself in the new situation. Similarly, there should be rules for how often she will engage with or visit her parents, especially at first when she is more likely to become homesick. It is important to teach body autonomy and the concepts of public vs. private behavior so that awkward situations (or worse) do not arise. Also, basic safety in using the stove and knives, etc. in the kitchen are important. Routines for managing laundry, money and food are all important considerations. The article does not mention what kind of supervision or oversight are available in the home or if residents live on their own. This would be important to know as well. Feedback can be sought regularly from the adult and her parents about how things are going and what specific skills she will need to learn to thrive in the new environment so that solutions can be found in real time.

	Ensure the individual is prepared
	help her adapt week by week with support
	Gradual introduction to new home. Practice sessions. Conversation skills. List of household rules.

	Ask learner for feedback, socila skills training
	provide program supports to ensure the environment is safe and appropriate
	Teaching social validation of how peers act and when they are interested/disinterested will provide some more realistic expectations of friendships and understanding that some individuals may be more friendly/interested in a relationship than others. Conducting an ecological assessment and using social stories from the assessment to set expectation on friendships and what activities this adult can perform alone, and which ones require assistance/are unsafe, will also help to provide realistic expectations on what it will be like living in the group home.
	Create supports and teach skills needed for success in new environment
	Provide transition plan, support from staff, safety protocol
	Environmental assessment to see how the other housemates interact and function within the house. Have the new client visit the house at different times with a support staff who can fade proximity as needed. Create social stories to support the transition and social parameters for friendships. Role play conversations and also address disinterest signals. Identify what the client would like to learned to do independently and create a plan to address them systematically. Identify TAs and teach the skills. Also teach which skills the client needs to do with help from a support staff. Communicate with the residential supervisor / staff on all points and work collaboratively for a successful transition. Also check in with the family for social validation. Work into the schedule how the client can contact the family.

	1. Conduct a Functional Assessment of Safety Risks Identify specific unsafe behaviors (e.g., cooking unsupervised). Develop safety protocols and supervision plans tailored to her skill level. 2. Teach Self-Management and Safety Skills Use behavior skills training (BST) to teach safe cooking skills, including when and how to ask for help. Introduce self-monitoring strategies to help her recognize when she might be at risk or needs assistance. 3. Prepare and Support Social Skills for Group Living Provide social skills training focused on managing expectations, building friendships, conflict resolution, and understanding group norms. Use social stories or role-playing scenarios about living with housemates and what healthy friendships look like. 4. Create a Transition Plan for Emotional Adjustment Address feelings of missing her parents by establishing structured communication routines (e.g., scheduled calls). Use gradual exposure to the new environment with familiar routines or objects from home. Incorporate emotional regulation strategies to manage stress or homesickness. 5. Environmental and Program Adaptations Modify the living space to maximize safety (e.g., childproof kitchen appliances if needed). Ensure staff and housemates are trained to provide appropriate support and supervision. 6. Involve Family and Staff Collaboration Engage parents in planning and ongoing communication to align expectations and reinforce skills. Provide staff training on the individual’s needs, preferences, and safety protocols.
	Developing Functional Skills for Safe Independent Living Conduct a baseline assessment of daily living skills, such as using the stove, recognizing hazards, and operating a timer. Establish clear safety rules and visual cue cards, for example: “Always inform staff before cooking.” Arrange guided simulation sessions where staff accompany her as she gradually learns to cook, clean, and do laundry.
	aware of possible issues that may arise
	Social stories beforehand about what it will be like to live in a group home, rehearsing what she can do if she misses her parents
	develop safety rules for the home, develop developmental skills training in areas of interest
	Supervised Independence in Daily Living Skills, Facilitated Social Opportunities, Self-Monitoring Tools
	Plan a series of visits prior to the transition to allow better assessment of potential social and safety risks. Determine safety protocols or rules in place at the group home and begin an instructional program appropriate for the adult to introduce the skills needed to ensure safety. Include safety-related BST sessions during the transition visits if possible and subsequent to the transition. Based on observation results and/or indirect social skills assessment, begin social skills instruction and/or in-vivo coaching and feedback to address identified friendship risks, problems or deficits. Ust BST methods to ensure the adult can communicate with the family at any time via phone and can travel independently between the group home to the family home for visits.

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.