Behavior Analytic Approaches to Enhancing Employment Outcomes for Neurodivergent Employees becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, adult services and community participation. In Behavior Analytic Approaches to Enhancing Employment Outcomes, for this course, the practical stakes show up in skills that remain meaningful when school supports disappear and adult expectations change, not in abstract discussion alone.
Provider: BehaviorLive — via Eden Autism
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →An oft-cited barrier to realizing higher quality of life outcomes for neurodivergent adults is the ability to procure and maintain meaningful and gainful employment opportunities. As neurodivergent individuals transition to adult services, their access to resources, supports, and funding are significantly reduced. This transition often results in poorer outcomes for acquiring and maintaining gainful employment. Studies indicate the highest rates of unemployment and underemployment are among autistic adults. This is more than any other population of job seekers (Baldwin et al., 2014; Hedley et al., 2018; Howlin et al., 2004; Roux et al., 2013; Shattuck et al., 2012; Taylor et al., 2015). It is critical for adult service providers to implement empirically validated procedures to improve employment outcomes for neurodivergent adults. However, published behavior analytic research addressing this problem is sparse. The purpose of this presentation is to present findings from recent and ongoing research informing approaches for supporting neurodivergent adults on their employment journeys as well as offer recommendations with specific focus on: Methods for employing or adapting behavioral and vocational assessmentsSkill acquisition and behavior modification strategies in community-based settingsProvision of competency-based staff training approachesApproaches to collaborating with employers in committing to a neurodiverse workforce
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
James Maraventano, Ed.D., BCBA-D, LBA earned his B.A., Ed.M., and Ed.D. degrees from Rutgers University. He has more than 15 years of experience working with children and adults with autism and intellectual disabilities.Before joining the RCAAS, Dr. Maraventano served as the Behavior Analyst for the Douglass Developmental Disabilities Center’s Adult Program at Rutgers University, a position he held since 2014. In that role, he oversaw and implemented all clinical activities within the Adult Program and led community-based advocacy initiatives aimed at securing appropriate funding and developing meaningful employment and volunteer opportunities for the individuals he supported.Dr. Maraventano’s expertise spans a wide range of clinical areas, including challenging behavior interventions, skill acquisition programming, vocational assessment, staff and parent training, school- and home-based consultation, and program evaluation. He is also a frequent presenter at regional, national, and international conferences, where he shares his work on autism spectrum disorders, assessment and treatment of challenging behavior, and training for parents and professionals.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.