Keynote Address matters because it changes what a BCBA notices when decisions have to hold up in adult services and community participation. In Keynote Address, 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 Canopy Support Services
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →This workshop will identify skills related to outcomes in adulthood and how they present across multiple areas of the lifespan with underlying themes of dignity and independence. Skills associated with quality-of-life indicators can be broken down into components that can and should be taught at all ages across the lifespan. Development of these repertoires in childhood, adolescence, and adulthood will be discussed in addition to considerations for age-related factors. The focus will be on the dynamic nature of meaningful outcomes for individuals with disabilities across the lifespan. Examples and non-examples of functional, socially valid goals will be presented, as well as recommendations on how to individualize goal writing.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Peter Gerhardt, Ed.D., is the Executive Director of the EPIC Programs in Paramus, NJ. Dr. Gerhardt has over 40 years of experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with autism spectrum disorders in educational, employment, residential, and community-based settings. He has authored or edited several publications, including “Make it Meaningful: Creating Programs that Matter into Adulthood for Learners with Autism Spectrum and Related Disorders“ (Make it Meaningful Press, 2024) with Dr. Shanna Bahry, “Clinician’s Guide to Sexuality and Autism” (Academic Press, 2024) with Drs. Jessica Cauchi, Mary Jane Weiss, and Justin Leaf and “The Handbook of Quality of Life for Individuals with ASD” (Springer, 2022), on which he is a co-editor. He has presented nationally and internationally on these and related topics. Dr. Gerhardt serves as Co-Chairman of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards, including the Cambridge Center for Behavioral Studies. He serves as Affiliate Faculty in the Institute for Applied Behavioral Science at Endicott College. Dr. Gerhardt received his doctorate from Rutgers, The State University of New Jersey’s Graduate School of Education.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
224 research articles with practitioner takeaways
183 research articles with practitioner takeaways
182 research articles with practitioner takeaways
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
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.