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| Effective School-Based Interventions for Individuals With Autism Spectrum Disorder |
| Saturday, May 26, 2018 |
| 5:00 PM–5:50 PM |
| Manchester Grand Hyatt, Seaport Ballroom H |
| Area: AUT |
| Chair: Michael Voltaire (Nova Southeastern University) |
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Early Interventions and Implications for Independent Functioning of Emerging Adults Diagnosed With Autism |
| Domain: Service Delivery |
| MICHAEL VOLTAIRE (Nova Southeastern University) |
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| Abstract: Autism spectrum disorder (ASD) is a lifelong neurodevelopmental condition that affects 3.5 million Americans and 1% of the world population. The prevalence rate of the disorder has steadily been on the rise in recent years. Children diagnosed with ASD will grow up to become adults with autism, and many will need substantial support to function, whereas others will lead independent lives, provided that they received appropriate training. Approximately, 50,000 young adults with autism graduate from high school each year. Support services end when recipients reach the age of 21, and parents are generally unequipped to deal with the abrupt transition when their children no longer attend a predictable and structured environment. This presentation highlights the importance of early interventions and the need for Individualized Education Programs (IEP) to target life skills that facilitate the transition to adulthood, regarding employment and, where appropriate, independent living. Well-designed and properly implemented IEPs can yield results that ensure emerging adults will have the necessary support to go on when parents are no longer around to care for them. This presentation also explores whether current practices being implemented with young adults diagnosed with ASD are congruent with evidence-based research findings. |
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| Closing the Gap: Utilization of Applied Behavior Analysis Methodologies in the General Education Classroom for Students With Autism |
| Domain: Service Delivery |
| HANA LYNN JURGENS (Cayer Behavioral Group, Inc.) |
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| Abstract: One of the primary goals of Applied Behavior Analysis within classroom and community settings is to increase appropriate behaviors while simultaneously decreasing inappropriate behaviors in order to develop student independence. Such work ultimately seeks to merge students from Exceptional Student Educational (ESE) classrooms into general educational classrooms. Despite this goal however, a majority of students with Autism do not typically spend the duration of their academic school days among neurotypical peers in general education settings, especially in the cases where 1:1 therapeutic guidance is not able to be provided. This paper will explore several behavior management systems which have both effectively transitioned students with Autism into general education classrooms as well as maintained their continued long-term engagement there. These behavior management systems rely on individualized programs, based on client age and skill sets, taught to classroom teachers and staff and implemented by these general education instructors alongside ABA therapists and ESE teachers. This paper discusses how the data collected from these behavior management systems demonstrates their versatility and efficiency at addressing practical problems facing students with Autism in this transitional process. |
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