Identifying meaningful goals for students with high support needs matters because it changes what a BCBA notices when decisions have to hold up in classrooms, school meetings, data review, and staff consultation. In Identifying meaningful goals for students with high, 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
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Join Free →This panel explores a behavior analytic approach to create meaningful goals for students with high support needs on the autism spectrum. Practical examples illustrate how identifying meaningful goals equips students with essential lifelong skills. Participants will learn to identify versatile skills applicable across various goal areas and develop skills to prioritize domains aligned with student interests. The panel will review the need to consider behavior such as self-injury, aggression, and ritualistic behavior that interferes with safety, health, and access to enriched activities. Effective strategies to individualize interventions aimed to enhance outcomes and educational experiences for students with complex needs will be discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr Natalie Driscoll currently works with adolescents on the autism spectrum preparing for adulthood at Melmark New England. She is an adjunct professor at Endicott College and SUNY Empire. She received her PhD in ABA and her M.Ed. in special education and ABA at Endicott College and her bachelor’s degree in psychology and theatre from Regis College. She is a Board Certified Behavior Analyst- Doctoral level® (BCBA-D®) and Licensed Applied Behavior Analyst (LABA) in Massachusetts. She has experience with multiple populations including supporting people on the autism spectrum, survivors of acquired brain injuries, and people with intellectual and developmental disabilities across the lifespan. Her research interests include safety skill instruction, meaningful goal development, and adult services.
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.