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| The Role of Behavior Analysts in the Transition Process for Students with Intellectual and Developmental Disabilities |
| Saturday, May 23, 2020 |
| 5:00 PM–5:50 PM |
| Marriott Marquis, Level M4, Independence F-H |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Edward Justin Page, Ph.D. |
| Chair: Edward Justin Page (Duquesne University) |
| PATRICK E. MCGREEVY (Patrick McGreevy and Associates) |
| TROY FRY (Patrick McGreevy and Associates) |
| TRACY EILEEN SINCLAIR (The University of Oklahoma) |
| Abstract: Students with intellectual and developmental disabilities (IDD), when compared to typical developing peers, continue to have lower post-secondary outcomes (e.g., employment rates, community integration) (Migliore & Butterworth, 2008; Papay & Bambara, 2014). As the transition pathways expand beyond employment (i.e., education, independent living, community integration), multidisciplinary teams are searching for ways to better prepare students with IDD for life after high school. Behavior analysts can support education personnel in all major facets of the Individuals with Disabilities Education Act (IDEA; 2004). This panel aims to discuss how Behavior Analysts can collaborate with multidisciplinary teams on assessment, intervention, and thoughtful programming, highlight areas for improvement within the transition process, and discuss how to approach conflicting views on best practices. |
| Instruction Level: Intermediate |
| Target Audience: The target audience for this panel are professionals who work as behavior analysts within school districts and consult with school staff members on transition programming. A secondary target audience are behavior analysts who have a vested interest in assessing students with IDD. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand how behavior analysts can contribute as part of a multidisciplinary team; (2) identify assessments and best practices which can be used to increase transition outcomes; (3) and state the transition pathway options for students with IDD . |
| Keyword(s): Post-secondary, Transition |
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