| Help the person develop skills for knowing when others do and do not want to engage, and how to handle those situations. Help the person identify a few things in the kitchen they can do independently, identify new skills that can be taught, and possibly help her to engage in cooking with a staff member completing safe tasks independently. Collaborate with the staff on how they can support her interests.
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| Support with parents
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| Practice the skills that the student is interested in, explicitly teach the student how to navigate potentially unsafe situations, do an ecological assessment of the house environment to ensure that it is safe for the person, get a baseline of current skills and knowledge around safe behaviour.
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| Provide ways in which the individual can learn to cook (i.e. rather than using the stove or oven teach how to make sandwiches or salads first)
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| Independence and safety training
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| Having rules in place.
allowing the client to try this a few times prior to the pemanent place
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| Set up a meet and greet with new roommates and facilitate conversation on interests. Facilitate ongoing social times with anyone from the group home to create more social opportunities while also teaching social skills.
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| Learner should be provided with supports that will help her understand the environment that she is moving into and what to have realistic expectations from her new housemates ( through social stories and BST). The BA should also talk to her about being away from her parents and how she might feel regarding that concern.
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| This adult needs instruction on how to do these skills like cooking safely. With supports in place they should be able to stay
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| Rapport
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| Learner is not engaging with environmental cues; seems lost or overwhelmed
Lack of support from teacher or administration
Program supports are needed
Adaptations are needed
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| Work on teaching prerequisite skills needed to be successful in the group home.
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| The client needs specific instructions on safe behaviors before she moves out of her parents' house. The group home staff needs instructions on her exact skills.
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| Determine skill set and self care of learner. Develop programs needed to support activities such as safe cooking. Monitor social interactions and provide support as needed. For example: understanding need for privacy and/or alone time, understanding that not all housemates will be friendly or a good fit with learner. picking up on social cues, respect of personal space.
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| Social skills training with the client and then with the staff and housemates.
Independent Living skills training on cooking and being safe in the home.
Social skills training on how to contact parents and developing a regular schedule for visits.
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| Ecological assessment
Discuss learners expectations
Target instruction on specific skills the individual may be doing more independently in group home
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
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