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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.
	explain her that the transition process takes time, and provided support her without being overbearing, encouraging independence and self-sufficiency. First, take the client tours of group home, attending social activities.
	Not enough information is given overall in this scenario. Many great things . . . such as the adult being very social and having a strong interest in independence. Hopefully, the right set of peers will be in the house . . . A gradual fade in to the environment . . .evening dinner visits twice a week, then three times . . . getting her room set up in a positive manner . . . doing one overnight, followed by 2 -3, increasing over several weeks, to address missing her parents and their house. Allow weekend visits home as often as needed in the first 6 months, gradually to be faded. Seek out inclusion opportunities (Best Buddies/Big Sisters?) to promote social interest. Determine interest inventory of house occupants to foster overlapping interests. Use social stories with respect to safety in the kitchen and other arenas of life outside of parents' home, teach safe cooking in a structured cooking club.
	Provide BST for the learner on specific aspects of daily living in the new environment
	social stories pre observation of the home systematic integration
	Social skills training Target specific skills, such as having a conversation Model with multiple exemplars In-vivo practice Utilize peer groups Prompt with a variety of initiations and responses Social acceptance / making friends Cooperative learning Incorporating interests into social opportunities Social validation of how peers act, what they talk about Social skills training Target specific skills
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	Provide clear modeling of activities in the home and transition plan when missing parents
	Make adaptations to teach her to safely cook her meals and be more responsible with her safety. This can be achieved by practicing these skills to mastery at the group home before she fully transitions.


	Begin with an ecological assessment. Use social stories to explain areas and situations that might not be safe. Use video modeling as well.
	address the concerns with the team and make adaptations for the individual's needs within the new environment, have a transition plan and include the individuals preferences in the plan.
	Social acceptance / making friends Cooperative learning Incorporating interests into social opportunities Social validation of how peers act, what they talk about The learner’s experience of inclusion is unclear Ask learner for feedback Document engagement across various inclusion activities and contexts Ask parents about changes they have observed
	Some social programming (such as reading cues, making friends appropriately) and functional skills such as cooking should be practiced at home first before transitioning to a full time group home. Another option would be to consider a gradual transition where 2-3 days (not including nights) are spent at the group home with help to practice making friends and practicing functional skills outside the home under supervision.

	transition time needed as well as supports in the home. Teaching safe practice in the kitchen prior to her departure may be beneficial.
	Ensure adequate accommodations are in place to address learner's concerns.
	ask learner for feedback and go over social skills training with modeling safety cooking. teach self management skills and monitoring for feedback

	Asses the new living situation and create a program that teaches safe and unsafe situations, teaches emergency preparedness protocols, and slowly increases time away from her family home to the new setting.

	many short visits before move in

	teaching the learner about safety in the home as well as social boundaries and expectations
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.