The school years represent a finite window during which individuals with autism and other developmental disabilities have access to intensive support services, structured environments, and multidisciplinary teams focused on their development. Once they age out of school-based services, the landscape changes dramatically: adult services are scarcer, wait lists are longer, and the natural opportunities for structured skill development diminish.
Provider: BehaviorLive — via BABAT
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Join Free →This symposium highlights the critical importance of equipping individuals with essential life skills to enhance their independence and overall quality of life, particularly in the school setting where resources are more abundant compared to adult services (Bahry et al., 2023). Moreover, goals selected in the school setting should be meaningful to the learner, be individualized, and aim to enhance independence across diverse life domains both presently and in the future (Ayres et al., 2011). The studies presented in this symposium embody the core tenets of meaningful goal creation. Study 1 explores the feasibility of using the Program for the Education and Enrichment of Relational Skills (PEERS) to teach social skills to youth with acquired brain injuries, ADHD, and neurobehavioral disorders. Study 2 focuses on a delay tolerance protocol to manage challenging behaviors in a child with Smith-Magenis syndrome. Study 3 investigates the use of a functional assessment and skill-based treatment program for addressing dangerous behaviors in a young autistic adult in a specialized school setting. Lastly, Study 4 examines the benefits of involving autistic adolescents in designing and participating in healthy lifestyle programming. These studies collectively emphasize the importance of designing meaningful goals tailored to each individual. Taken together, this symposium underscores the importance of our role as clinicians to effectively prepare clients for adulthood and enhance their quality of life.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | Ethics |
Jenna Gilder, Ph.D., BCBA, LABA, is the Director of Clinical Services and Training at May Institute. She received her doctorate in Developmental Psychology from Claremont Graduate University and is a -certified and licensed behavior analyst. Dr. Gilder’s clinical and research interests focus on helping to create an enriching environment with meaningful person-centered programming that meets the needs of the individuals served by May Institute.
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
233 research articles with practitioner takeaways
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.