| Safety plan
Skills training
Reviewing info with adult about housemates
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| conduct environmental assessment, create a transition plan, consider a personal futures plan including the client, family, group home staff & potential peers
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| Skills training using social stories and video modeling to increase readiness. Group interactions facilitated according to client interest.
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| - Do some proactive teaching about what leaving home will look like and when she will be able to visit and decrease worries by seeing family
- Do some training on how to engage with peers so that new social connections can develop
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| They should talk to the Learner about their thoughts on the new living situation.
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| The parents should ask the adult what they know about safety and potential dangers. Have visual signs to remind the adult about fire safety. They should demonstrate how to use a fire extinguisher and how to call 911 for emergencies. If the parent's believe the adult should not use the stove, consider finding out if the gas could be turned off or locked. The parents should talk with the adult to find out what the expectations are for making friendships. They should discuss strategies on how to make friendships, boundaries and to identify appropriate responses or what to do if there is a problem. The parents can discuss incorporating interests into social opportunities and provide modeling and role play to prepare the adult.
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| Observing the client and identifying the specific concerns parents have with regards to client's expectations of friendships in order to prepare any group home staff for potential barriers that may arise. Identifying supports within the group home setting that can provide for the safety of the client knowing the activities they may engage in.
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| Social acceptance / making friends
Cooperative learning
Incorporating interests into social opportunities
Social validation of how peers act, what they talk about
Offer assistance for identifying adaptations
Identify appropriate responses and response rates
Social validation through observation of peers
Observing how peers respond to learner
The learner’s experience of inclusion is unclear
Ask learner for feedback
Document engagement across various inclusion activities and contexts
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| New safety skills should be taught to this learner. As well as rules and boundaries for the new house. Social skills training to make more meaningful relationships.
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| Offer assistance for developing programs
Offer assistance for identifying adaptations
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| Develop program to adapt skills such as cooking
training for staff there to assist
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| Transition planning with specific supports needs- perhaps gradual entry from family home to group home
Conversation with the adult about their concerns and involving them in planning is crucial
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| Ecological assessment and BST
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| Offer assistance in identifying programs
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| klfjlsd
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| Overbearing.
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| The student may not be ready for this inclusion setting. In addition, some skills may be needed to be taught prior to this setting to keep the student safe.
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| Support and interventions
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| skills training for safety
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