Striving for Excellence in Adult day Programs: It all Starts with Standards matters because it changes what a BCBA notices when decisions have to hold up in adult services and community participation. In Striving for Excellence in Adult day Programs: It all Starts with Standards, 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 Council of Autism Service Providers
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Although organizational differences may exist, and regulations differ across state and local governments, identifying service standards can serve as an enabler for achieving meaningful outcomes for profoundly autistic adults. CASP organizational standards charge providers to promote excellence in service across the lifespan, which means aligning standards to the expectations of children's services. Indicators of quality include evidence-based assessment and intervention, priority on the development of adaptive skills across life contexts, engagement in meaningful recreation and leisure, interdisciplinary collaboration, and competently trained employees. The presenters will provide an overview of how their two organizations differ in size and model but yet, similarly define their respective service standards aligned with core quality indicators. Undoubtedly barriers exist for adult service providers so thoughtful examination of enablers can allow organizations to plug forward. In this session, the presenters will invite attendees to examine their barriers and enablers, share experiences and successes, and identify some solutions to influence change in their organizations.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| APA | 0 | — |
| COA | 1 | — |
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.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
233 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.