| Working with peers in the home for social cues and cooperative activities like cooking or other household chores.
Creating a transition plan with the adult so she is aware of what the transition will look like going to the new home and having opportunities to see her parents.
Potential more training on safety skills prior to her arrival at the new home
Social supports and cue training for more meaningful interactions with peers
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| - Develop a plan with the individual on cooking, and safety in the house
- Develop a schedule with the individual so they know when parents are coming to visit
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| Add more support
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| An ecological assessment should be conducted to ensure that the group home is a good and safe fit for her. A transition plan should be developed to ensure a smooth transition to her new group home. Give her opportunities to go and meet the other residents and staff prior to moving in. Provide social stories to provide information about her new program. Develop a calendar with her to show when she will have the opportunity to see her parents. Once she is moved in, monitor her closely to ensure she is not lost or overwhelmed. Teach her how to self monitor. Provide her with social skills training to help her develop friendships with her house mates.
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| Specific plan for the transition and include the client in the planning.
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| Provide support to the client to help her transition into her new environment.
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| Establish a transition plan with opportunities to visit with family.
Provide BST targeting life skills such as cooking, shopping, cleaning, etc.
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| Ecological assessment, social stories, observing how peers respond, offer assistance for developing programs and adaptations.
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| Plan for transition, work on social skills and safe behavior.
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| Regular visits. Training on cooking skills
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| Safety assessment and reevaluation of setting
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| Program supports to help with safety skills at the home
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| being more independently with daily life
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| Teach social cues for interest in conversation and what is ok to talk about in different levels of friendship, teach which personal care tools client can use on own/ how to get help with other tools (ex- how to use a microwave independently but how to ask for help with the stove)
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