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| Teach safety skills
Embed opportunities for individual to visit with family
Teach other skills to promote independence in the group home
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| Transition training
Support during transition
Support with retaining contact with home
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| First, talking to the learner and parents about their experience, concerns, and observations is critical here. Since the learner has interest in social interactions, that is a strong predictor of success. I would then look at the the environment and consider if anything needed to shift in order to offer more opportuntiies for social engagement. I would also consider BST to identify safe activities vs. unsafe activities, and knowing when and how to request help with a task, since safety seems to be a concern.
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| social skills training, ask learner for feedback, social stories,
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| Begin with visits, transition plan, ecological assessment, staff training, social stories
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| Fading to more independence with task analyses for behavior chaining for daily routines.
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| -Introduce self-monitoring
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| work on social skills and engaging with peers
Learning environmental cues and routines of the house to ease the transition to the new environment
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| Learning environmental cues and routines
Ecological assessment
Social stories
BST
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| Target social validation of peer conversation, identify appropriate responses and response rates, BST and social stories to address peer interaction, missing home, and safety concerns.
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| More adaptations needed for safety measures
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| Find out interests of housemates to see if they align with the learner. Offer self monitoring opportunities for the adult. Provide adaptations for the adult in her new environment in order to be independent
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| Complete functional asssements to gather baseline on certain skills to develop training
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| Transition can be gradual and monitored to see if group home is a good fit, especially with safety concerns. If appropriate, modifications can be added in advance to set up for success in addition to adaptions being made on an ongoing basis as client gets settled and needs are identified.
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| Supports around safety are needed, adaptations for cooking
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