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| Adulthood Begins in Preschool: Identification and Intervention With Skills That Support Competent Adulthood |
| Friday, May 25, 2018 |
| 8:00 AM–3:00 PM |
| Manchester Grand Hyatt, Coronado Ballroom DE |
| Area: AUT/EDC; Domain: Applied Research |
| CE Instructor: Peter Gerhardt, Ed.D. |
| PETER GERHARDT (The EPIC School), ANGELA RODRIGUEZ (Educational Partnership for Instructing Children ), Cristina Battaglia (EPIC school ), Meaghan Bracchitta (The EPIC School), Katherine Moore (The EPIC School) |
| Description: Baer, Wolf and Risley (1968), noted that competently applied behavior analytic interventions should result in strong, socially important, and generalizable outcomes which, in this case, should mean positive adult outcomes in ASD. Unfortunately, despite an emphasis on evidence-based intervention in ASD, adult outcomes remain poor "for almost any outcome you choose" (Roux, et al, 2015, p.8). While there may be several reasons for such continued poor outcomes, the potential of applied behavior analysis to support more positive adult outcomes has yet to be fully explored or realized. More positive outcomes should, however, be well within the reach of our behavior analytic technology. This workshop will provide and overview of a number of interventions and protocols designed to address this "outcome-deficit" via a better understanding of linkages between skills targeted in preschool, elementary, middle and high school to those required in adulthood. In addition, challenges related to translating effective behavior analytic intervention from the clinic or classroom to the community at large will be reviewed. This workshop will end with a discussion of the ethical issues associated with the provision of effective behavior analytic intervention with adolescents and adults with ASD. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) Define "positive adult outcomes" in a way that is observable and measurable on a case by case basis; (2) Identify a cohort of skills, from preschool to post-graduation, with direct relevance to post-21 success in the community; (3) Identify a minimum of three challenges to the transfer of behavior analytic interventions from the classroom to the community along with potential solutions; (4) Discuss the ethical considerations that come into play when identifying skills targeted for acquisition; (5) Implement a "5-year planning" protocol to identify longer term goals, objectives, challenges, and risks. |
| Activities: Lecture and discussion |
| Audience: Intermediate/advanced. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): autism, evidence-based intervention, life-skills, transition |