Assessment and Development of Behavior Analytic Programming for Adults on the Autism Spectrum
While schools are charged with preparing students for life after graduation, individuals with autism spectrum disorder (ASD) are often vastly unprepared to lead independent lives related to employment, independent living, and activities of daily living. Further exacerbating this issue is related to funding and resources available following the transition to adulthood. Colloquially referred to as the “services cliff”, access to much-needed quality services and assessments, which were entitlements prior to turning 21, significantly decrease (Roux, Rast, Rava, & Anderson, 2015). The Autism Society of America has referred to the lack of services and funding for adults with developmental disabilities as a national crisis (Sullivan, 2007). As a result, a substantial barrier is posed for service providers of adults with ASD related to enhancing educational, behavioral, and independent living outcomes of these individuals, who may require lifelong supports (Oswald et al., 2018). While this “norm” related to poor funding and limited access to quality supports exists, it is important to realize that people don’t “age out” of their autism. The purpose of this webinar is to offer resources and strategies for developing and implementing behavioral and instructional programming for adults on the autism spectrum. More specifically, given the limited resources available to service providers, skills assessments, modified functional analysis procedures, and treatment planning advice for individualizing programming to promote successful outcomes of independent living in adult autism will be discussed.
- Participants will be able to describe the barriers facing adults on the autism spectrum with varied support needs in accessing quality assessments, programming, and support services after moving to adult services.
- Participants will be able to describe modifications to functional analysis procedures to promote determination of behavioral function to develop treatment plans with appropriate treatment options given the determined function of the problem behavior in adults on the autism spectrum.
- Participants will be able to describe various functional skills assessments for developing individualized skill programs promoting independent outcomes for the adults on the autism spectrum they serve.
Dr. James Maraventano received his B.A., Ed.M., and Ed.D. degrees all from Rutgers University and is the Director of the SCALE Program at the Rutgers Center for Adult Autism Services (RCAAS). Dr. Maraventano has over 15 years of experience working with children and adults with autism and intellectual disabilities. In his role as Director, Dr. Maraventano coordinates, supervises, and oversees all clinical and administrative activities of the SCALE Program. Prior to his role at the RCAAS, Dr. Maraventano was the Behavior Analyst at the Douglass Developmental Disabilities Center’s Adult Program (DAP) at Rutgers University since August of 2014. In this role, Dr. Maraventano was responsible for oversight and implementation of all clinical activities at the DAP as well as all community-based advocacy projects related to acquiring appropriate budgets and meaningful employment/volunteer opportunities for the clients he served. Dr. Maraventano research and clinical interests include challenging behavior assessment and intervention, skill acquisition programming, vocational assessments, staff and parent training, school- and home-based consultation, and program evaluation. Dr. Maraventano is a frequent presenter at regional and national conferences focusing on autism spectrum disorders, assessment and treatment of challenging behavior, and parent and professional training.
Dr. Maraventano does not have any commercial support and/or conflict of interest for this program.
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Rutgers University- New Brunswick, Graduate School of Applied and Professional Psychology is an approved provider of BCBA continuing education credits. “The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve or endorse Rutgers University- New Brunswick, Graduate School of Applied and Professional Psychology, the materials, information or sessions identified herein.”
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Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.