|The Provision of Behavioral Therapy Through the Long-Term|
|Friday, September 2, 2022|
|11:30 AM–12:20 PM |
|Meeting Level 1; Liffey Hall 2|
|Chair: Ann N. Garfinkle (University of Montana)|
The Transition From School to Work: Caregivers' Perspectives on the Transition From School to Adulthood for Their Youth With Significant Disabilities
|Domain: Applied Research|
|RICHARD PRICE (University of Illinois Urbana-Champaign), NIKKI DONNELLY (University of Illinois Champaign Urbana)|
A variety of factors influence the activities that transition-aged youth with disabilities participate in after exiting the public school system. One such factor is the expectation of their parents or caregivers, which has been cited as a significant predictor for students’ engagement in employment after leaving the high school setting. The impact of caregivers’ expectations may be even greater for youth with significant disabilities, especially because of the increased nature of their involvement in their children’s lives. Given the current body of research available about the relationship between caregivers’ expectations and employment outcomes, it is important to inquire a deeper understanding of where caregivers see their adolescents in terms of employment, following their departure from the school system. Therefore, the purpose of this study was to look at and understand caregivers’ expectations for their adolescent students with significant disabilities lives after secondary education, and their involvement in work.
Strategies that Support Implementation of Long-Term Behavior Plans for Students With Intensive Challenging Behavior
|Domain: Service Delivery|
|ANN N. GARFINKLE (University of Montana), Norah Barney (Lincoln School)|
Some students with Autism Spectrum Disorders and other Developmental Disabilities engage in intense and long-term challenging behaviors. Many of these student's challenging behaviors can be decreased or eliminated when a high-quality Behavior Intervention Plan is implemented with high rates of fidelity. Sometimes these plans need to be implemented over multiple school years, classrooms, case managers, teachers and paraprofessionals in order to fully support the student's reduction or elimination of challenging behaviors. This paper will present a description of a comprehensive framework that schools can use to insure a seamless transition and avoid a re-escalation of challenging behaviors. This framework was developed from clinical experiences in schools and will describe several case studies where the framework was successfully implemented as well as describe the components of the framework. The framework consists of planning on a long lead time, systematically building relationships with the student, providing direct instruction on Positive Behavior Supports and Interventions, providing direct instruction on the Behavior Intervention Plan, receiving staff practicing in the sending environment, the student frequently visiting the new environment, and updating the Behavior Intervention Plan based on data, the chronological and developmental age of the student and the new contingencies in the new environment as well as access to the sending staff after the transition has been made. Thus, this paper will help practitioners insure continued success rather than a regression and relearning period that often occurs when transitions are made.