Despite documented intellectual capabilities, autistic students face disproportionately poor postsecondary outcomes. Nationally, autistic individuals enroll in four-year colleges at lower rates than their non-disabled peers and have substantially lower graduation rates among those who do enroll.
Provider: BehaviorLive — via Illinois Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →College readiness assessments and activities in high school, purport to measure the extent to which students possess academic and personal adjustment skills needed to independently navigate college. However, autistic students have a history of poor postsecondary outcomes, despite their intellectual abilities. Due to a multitude of institutional, cultural, and individual barriers, autistic students have difficulty accessing, persisting in and graduating from college, despite their intellectual abilities. This session will focus on A collaborative person-centered approach that leverages existing university services, family and community resources, and peer mentoring to facilitate students capacity and opportunities to learn and practice critical self-determined behaviors associated with postsecondary success. Recommendations for promoting the success of autistic students using behavioral strategies in the transition process will be discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 0 | — |
Dr. Evette Simmons-Reed is an Assistant Professor in the Applied Behavior Analysis graduate program, in the Department of Special Education, at Ball State University. She obtained her Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University in 2013. She is an accomplished educator, author, researcher, curriculum developer, community leader, and social justice advocate. Dr. Simmons-Reed is the Program Director for the Disability in Postsecondary Settings Graduate Certificate Program with an emphasis in Autism, and the Director and Co-Founder of the CAPS2 Mentor Program for Autistic College Students at the Ball State Center for Autism Spectrum Disorder (CASD) at Ball State University. Prior to joining the faculty at BSU, she was the Program Manager in the Special Education and Transition Department at The Ohio State University Nisonger Center, a University Center of Excellence on Developmental Disabilities (UCEDD).
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.