| Ecological assessment. Social validation of how peers act, what they talk about. Observation of peers. Target specific social skills.
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| Ask parents and learner about their concerns and experiences
Ecological assessment to determine what skills she must have to transition successfully
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| Not best fit
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| Write a thorough transition plan, conduct an assessment of needed skills for living in the home and teach before she goes, create and practice coping strategies for missing her parents.
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| To support this adult's transition to the group home, the behavior analyst can implement structured safety training in high-risk tasks such as cooking, including visual prompts, modeling, and supervised practice. Additionally, to address social expectations, staff can provide guidance on forming friendships and identifying appropriate boundaries using role-play and peer modeling. Program supports may include a daily routine with clear expectations, and regular check-ins to address emotional adjustment, such as missing her parents. Interest-based social opportunities, like shared hobbies with housemates, can also help build meaningful connections.
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| Program supports are needed
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| The student didn’t receive any preparation for this huge transition.
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| It is important that the adult has had experience outside the home that required her to be independent without the help of her parents. It may be beneficial to allow her to spend her days at the house, but weekends at home with her family- or use the family and fade their presence as she becomes more comfortable.
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| The behavior analyst can teach safety skills and use social stories to set realistic friendship expectations. Scheduled calls with parents and gradual responsibility can ease the transition. Ongoing data will guide support for social and emotional adjustment.
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| teaching life skills
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| Visits to group home by client and parents; ecological assessment of group home; perhaps a social story about leaving home and missing parents; kitchen safety instruction
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| Social skills training
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| Back up and have planned visits and get rules/expectations. Make social stories about aspects of the move. Have a special friend and staff member to help with intergration.
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| The behavior analyst should train the client and create some programs to help her to gain more independence .
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| ecological assessment to determine safety needs and potential interaction opportunities
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| Skills training regarding safety in new environment
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| Identifying key precursor skills in independent living that will facilitate this transition. Determine if the client is indeed ready to transition to a group home and potentially start with a part time placement before considering full time.
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| Skills teaching, transition plan
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| Lost safety
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| Assess daily life skills, assess the environment in the group home, and social role play
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