Ready for Work, Ready for Life: Building Skills with Purpose 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 Ready for Work, Ready for Life: Building Skills with Purpose, 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 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 continues to be an important topic for individuals with autism spectrum disorder, their caregivers, and their families. Developing a vision for the learner's future is the first step of the transition process. This vision guides the team toward choosing meaningful goals to prepare the learner for their future. Vocational training is a key component in Individual Education Plans (IEP). While learners may be taught vocational skills to complete a job in their school setting, the "soft" skills, i.e. social skills for the work and community, may not be addressed. Learners with skill deficits may have difficulty obtaining or maintaining employment due to a limited repertoire of skills and interfering behavior. Identifying the workplace and community social skills necessary to navigate life outside the classroom are the key to success. This workshop will discuss how to develop a vision based on the individuals' strengths, preferences, interests, and needs. The emphasis will be on choosing meaningful skills that can generalize in the school, workplace, and beyond. Assessing individual strengths, preferences, and interests that lead to building meaningful skills will be discussed. Lastly, this workshop will review case studies of students' vocational journeys, including the use of a collaborative/consultative model to include the entire team in meeting the learners vision.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
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
256 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.