Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Workshop Details

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Workshop #W52
CE Offered: PSY/BACB
Preparation for Adult Years: Transitioning Individuals with Autism from School to Community
Friday, May 27, 2005
6:00 PM–9:00 PM
4L (4th floor)
Area: AUT; Domain: Applied Research
CE Instructor: Julia R. Fisher, Other
LINDA S. MEYER (Alpine Learning Group), ERIN RICHARD (Alpine Learning Group), ANGELA RODRIGUEZ (Alpine Learning Group), PETER F. GERHARDT (Alpine Learning Group), JULIA R. FISHER (Alpine Learning Group)
Description: Consistent with federal mandates (e.g., IDEA, 1990) the IEPs of learners 14 years of age and older must include a statement of transition needs. For this reason, educational goals for these learners need to focus on preparation for adult life (e.g., functioning fully in community settings, developing relevant job skills, and increasing self-care and domestic skills). Some of the skills prioritized include the production aspects of a job (e.g., sorting mail or data entry) as well as skills to address successful integration into the work environment (e.g., using a public restroom, taking a break). Two successful models, supported volunteer and supported employment programs, will be described. The programs goal is to help teenage and adult learners acquire and perform age appropriate, functional skills in a variety of integrated, natural community environments (e.g., a public library, a YMCA). Instructional strategies for teaching job skills and systematic analyses to address problem behavior will be presented. Staff use objective data measures to document the effects of intervention and participants success. Potential employment sites are identified based on empirical data which illustrate the learners proficiency in a particular job, and anecdotal data regarding the learners preferred work environment.
Learning Objectives: At the conclusion of this workshop, the participant will be able to: - Identify behaviorally based teaching strategies to teach functional skills required for adolescents and adults with autism to hold community job placements. - State specific skill acquisition programs (e.g., expressive and receptive language, social skills, number concepts) which are prerequisites to job placement. - Identify discreet, effective motivational systems used in community job settings. - Identify data collection procedures and summaries to identify successful interventions. - Find community volunteer and employment placements. - Identify successful strategies for problem solving challenging behavior in community job placements.
Activities: Listen to didactic presentation; View videotapes of adults and adolescents on the job; Participate in problem solving sessions addressing challenging behavior in the community.
Audience: Professionals who work with learners with autism ages 14 and older; Parents who have children ages 14 years of age and older.
Content Area: Practice
Instruction Level: Intermediate



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