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While most would agree on the basic and functional skills needed to be taught, we must also recognize there are unique challenges that need be considered when analyzing, planning and designing a transition program for adolescents and adults with autism such as, and in no particular order:

  •     Cognitive functioning
  •     Motivational variables and interests
  •     Behaviors of concern
  •     Current behavior repertoire across specific domains
  •     Repetition frequency needed to acquire skills
  •     Level of needed support and prompting
  •     Parent preference, if applicable
  •     Individual’s preference
  •     Access to resources such as funding, placements, qualified transition training programs
  •     Lack of, or in-cohesive, systems and processes to access funding resources available to support the individual’s needs
  •     Identifying future living and work options available, which may differ from state to state

Now, with a combination of further education, functional tools and assessments, and successful behavior analytic strategies, you will have a set of guidelines and curriculum to implement early and throughout the transition planning phase of treatment.

 

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