| Observe the client and new environment, interview with patents. Make assessment on the placement
|
| Observe the group home setting and work with staff to ID her skills and deficits, ID opps, and engage the learner with the conversation
|
| Teach safety skills, levels of friendship and how to mand for visiting parents
|
| |
| I would do social skills training with the client and teach her strategies for knowing when peers are/are not interested in engaging with her. I would also teach independent leisure/hobby skills for instances when peers are not available for interaction. I would work with her on safely teaching life skills (e.g. microwaving food) using a task analysis and teach her strategies for how to proceed if a problem arises (e.g. smoke/fire while cooking).
|
| Ensure that the space is safe. Give clear guidelines for potential dangers (e.g. cooking). Set up a plan for social engagement times with peers. Make a plan for what happens if she misses her parents (e.g. visits, phone calls, photos in living space).
|
| Interview the learner about inclusion and her understanding of social skills. Use gradual introduction into the setting in order to teach skills necessary and minimize the impact of failure with making friends and running the risk of endangering herself with doing things independently. Utilize social stories and bst to teach skills not present. Perhaps do an ecological assessment prior to the transition to determine the access skills needed in order to be successful and safe. Design social opportunities using interests of individual to increase the likelihood of friendships occurring.
|
| Teach skills need in areas of independent living and safety, assess environment for social context and teach individual social appropriate skills in this environment. Build on individuals enthusiam and interest.
|
| - talk to included
Ecological assessment
Self monitoring
|
| |
| Teaching ADL skills
Teaching social skills
|
| Learning environmental cues and routines
Ecological assessment
Social stories
BST
|
| |
| FInd interests and create social opportunities. Develop schedules to ease transitions
|
| skills training for the target adult in reading social cues
discrimination training for safe/known kitchen tasks vs/ tasks she needs help with
self monitoring system for using social and safety skills from teaching sessions
|
| Ecological assessment - develop transition plan - teach needed skills (self management) - social skills instruction
|
| facilitate social interactions
social stories for relationships and safety
|
| Adjustments in the tefulations and ecological changes needed to support the client and their preferences such as allowing cooking but when monitored or implementing a slow transition if possible to help with expectations and interventions to be implemented such as choice making and other interventions to help with transitions
|
| ?
|
| Safety skills need to be taught.
|
| Some observation and an ecological assessment of the group home to better assist with creation of a transition plan, social stories, and instruction.
|
| The behavior analyst should take an inventory on what tasks the client can perform on her own and what tasks will require supervision.
Give the client a self monitoring checklist to help her complete tasks correctly.
Speak with the group home supervisor to prep them for the arrival of the client.
|
| safe not safe program, social story about living in a group home, set up times to call or visit for the parents, visit before hand, slowly increase the time at the new home.
|
| |
| BST and Social Stories, Ecological Assessment, Social Validation by observing peers.
|
