Going Beyond Children's Services: Orienting Practice Toward the Adult Service Landscape is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of adult services and community participation, community routines and natural environments. In Going Beyond Children's Services: Orienting Practice Toward the Adult Service Landscape, 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 Manhattan Psychology Group
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Professionals seeking to enter the adult disabilities field must understand the context and complexities of the adult service landscape. While adult services differ significantly from children's services across many dimensions, early and thoughtful preparation for the transition to adulthood remains highly beneficial. Often, the same professional tools can be applied, though adapted, to meet adult-specific needs. A foundational step in navigating adult services is understanding both funding mechanisms and local regulations. Within this framework, data-driven practice is essential for effective interprofessional service planning. Teams that engage in evidence-based practices are better equipped to monitor progress toward meaningful, high-impact outcomes. Moreover, the success of service planning and collaboration depends on the quality and fidelity of implementation. Service quality is further influenced by the development of a skilled workforce trained in high-leverage practices that foster therapeutic environments. The extent to which these elements are achieved can be defined and measured within an interprofessional team, driving key performance indicators and ensuring sustained service quality.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| APA | 0 | — |
| COA | 1 | — |
| NY State Board for Social Work CEs | 0 | — |
In her current role as Vice President of Clinical Quality and Standards, Dr. Weddle leads efforts to build and sustain strong clinical quality systems – always placing people at the center of every decision. She is a Board Certified Behavior Analyst at the doctoral level (BCBA-D), a licensed psychologist, and a licensed health service provider and behavior analyst in Massachusetts. Dr. Weddle holds a B.S. in Psychology from Illinois State University and a Ph.D. in Educational Psychology with a focus on School Psychology from Northern Arizona University. She also completed a Leadership Education in Neurodevelopmental Disabilities (LEND) fellowship through the Maternal and Child Health Bureau at the University of Arizona. Dr. Weddle’s career spans educational, clinical, and residential settings for both children and adults. Her experience includes coordinating multi-site research projects and consulting with public school districts. She specializes in assessment, instruction, and function-based interventions, providing training and support to educators, therapists, and behavior analysts. At May Institute, she serves on the APA Training Faculty and chairs the Institutional Review Board (IRB), upholding ethical standards in research and professional development. She has authored peer-reviewed publications on language-based interventions and functional analysis, co-authored book chapters, and regularly presents at national and international conferences. She also contributes as a peer reviewer for respected journals in behavior analysis and education. Her strategic approach to clinical quality is informed by an emerging focus on applying behavioral science to leadership, systems improvement, and staff engagement – promoting sustainable, values-driven change.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
244 research articles with practitioner takeaways
239 research articles with practitioner takeaways
236 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.