Adult Individual and Group
Applied Behavioral Analysis
Social Supports for Transition-Aged Individuals
Transitioning from school to adult life is a time of significant change and heightened stress. Resistance to change and delayed social development are common characteristics of individuals with Autism Spectrum Disorders (ASD). The transition can be particularly frustrating to address the specific needs of transition-aged individuals with ASD and their families.
Self-management interventions help children and youth with autism spectrum disorders (ASD) learn to independently regulate their behaviors and act appropriately in a variety of home-, school-, and community-based situations. Self-management interventions can be used to target skills in all domains, including language/communication, social, behavioral, and adaptive. Self-management is not only an evidence-based intervention but also a foundational skill that can make it easier to teach learners with ASD a variety of other skills.
Vocational Rehabilitation Training
Work is a critical element of adult life. Often individuals with autism spectrum disorders (ASD) have limited opportunities for career development and work experience. Transition planning and services during adolescence and early adulthood can provide a foundation for successful adult outcomes, including employment.
Customized employment is a "negotiation" between the job seeker, his or her representative, and the employer. Negotiation differs from the traditional approach of applying, interviewing, orientation, and working. The negotiation is the very process itself, often beginning with only the potential of employment. Customized employment is not a program, but a set of principles and strategies that seek positive community employment outcomes for people with complex challenges.