Consideration for Transition Planning and Increasing Autonomy 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 Consideration for Transition Planning and Increasing Autonomy, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via BABAT
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Planning for the transition from school to adulthood, including workplace, community inclusion and independent living skills, continues to be an important topic for individuals with autism spectrum disorder, caregivers, and families. Individuals with severe deficits and needs may have difficulty obtaining or maintaining employment, community recreation, options for living arrangements post-secondary education due to a limited repertoire of skills and interfering behavior. For individuals still in school, developing a vision for the learner's future is an important mechanism for guiding the team toward choosing meaningful goal areas toward that vision. This workshop will review why starting transition planning at 14 is important, review of research on outcomes for individuals with disabilities post-graduation, development of a vision in collaboration with caregivers and the learner, assessment of a learner's strengths and preferences, the importance of interdisciplinary collaboration, and services post 22. Evidence-based instruction, including discrete trial teaching, task analysis, and incidental learning, are essential for acquisition of transition skill development for the learner. During this workshop, we will describe the components of transition planning, current research, federal and state regulations, best practices to design an effective and thorough transition plan and implementation strategies for your learner.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | General |
Julie Weiss joined The New England Center for Children® in June 1990. She currently serves as a Director of Vocational Services. She received her undergraduate degree at Boston University in Rehabilitation Counseling and Master’s degree in Intensive Special Needs from Simmons College. Julie has been a Board-Certified Behavior Analyst since 2001. Research interests include task analysis, teaching procedures, transition planning and vocational programming. Her research has been published in the Journal of Applied Behavior Analysis, Behavior Analysis in Practice and Education and Treatment of Children. Julie has presented at regional, national, and international conferences including ABAI (Association of Behavior Analysis International), Berkshire Association of Behavior Analysis and Therapy (BABAT) and Association for Professional Behavior Analysts (APBA)and Vivenciar Autismos.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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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.