Tri-State Autism Spectrum Disorder Webinar Series Transition Handouts Part 2… · the R+...

Tri‐State Autism Collaborative 2/8/2017

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TransitionPlanningforIndividualswithASD:Part2of4

TargetingSkillsforAdultIndependence

PeterF.Gerhardt,Ed.D.TheEPICSchool

Tri-State Autism Spectrum Disorder Webinar Series

This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

The content of this material was developed under an agreement from the Federal Department of Education to the Kansas Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Kansas Department of Education or the Federal Government. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.

The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.

Tri-State 2016-2017 Webinar Series


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Presenter

PeterGerhardt,Ed.D.ExecutiveDirector,EPICSchool

First

Ifyouwanttochangebehavior(andteachingnewskillsischangingbehavior)youneedtounderstandhowtousepositivereinforcement.


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Positivereinforcement(R+) isarguablyourmosteffective,leastwellunderstood,andmostpoorlyimplementedbehavioralinterventionwhenitcomestodevelopingandmaintainingnewandusefulskills.

R+isanythingthatwhenpresentedcontingentonthedisplayofbehaviorincreasestheprobabilitythatthebehaviorwillbedisplayedagain.Amazinglysimpleinconceptyetamazinglycomplexinimplementation.


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ReinforcementThereinforcingvalueofanystimulivarieswithinan

individualatdifferenttimesoftheday(ticklesrightafterlunchmaynotbeanR+)andacrossindividuals.

Thereinforcingvalueofanystimulimayvaryaccordingtoscheduleofdelivery,immediacyofdelivery,bootlegaccess,choiceofstimuli,andtheresponseeffortassociatedwithtaskathand.

Asadaptivebehaviortaskstendtobemoreeffortfulthanseatwork,aneffectiveR+forseatworkmaynotbeeffectiveforanadaptivebehaviortask.

ReinforcementEffectivereinforcement(R+)increasesbehavior.

Unfortunately,inpracticethereliableidentificationandeffectiveapplicationofR+isoftenpoorlyimplemented.Ifyouhaveeversaid:

“Idon’tknowwhathappened,Ijustreinforcedhimandhehitme.”

Chancesareprettygoodthatwhileyourintentwastoreinforcehim,inactuallyyoupresentedhimwithhis22nd Doritoofthemorningandsomewherearoundhis13th DoritohestartedtogetthirstytherebynegatingtheR+propertiesoftheDorito.Soineffecthishittingofyouwasanattempttopunishanannoying,fruitless,andrepetitivebehaviorthathecouldstopnootherway.


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ReinforcementOrifyouhaveeversaid:

“Sheknowssheisnotsupposedtodothat.”

Chancesareprettygoodthatwhatshe“knowssheissupposedtodo”isfarlessreinforcingthatwhatshehaschosentodo.IknowIamnotsupposedtodriveabovethespeedlimit,yetIdo.Why?

Bottomlinehere,reinforcerscompeteforsupremacyandyouhadbetterbeawareofthat

“Thesechildrenoftenshowasurprisingsensitivitytothepersonalityoftheteacher[].

Theycanbetaughtbutonlybythosewhogivethemtrueunder‐standingandaffection,peoplewhoshow

kindnesstowardsthemandyes,humor[].Theteacher’sunderlyingattitudeinfluences,involuntarilyandunconsciously,the

moodandbehaviorofthechild.”

HansAsperger,1944


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Whichsimplymeansthatyouareyourmosteffectivewhenyouareatyourmostreinforcing.

Carr,(2005)notedthatrelationshipquality(rapport)betweenpeoplewithdevelopmentaldisabilitiesandtheircaregivershaslongbeensuggestedasanimportantvariableinfluencingthelikelihoodofproblembehavior.Theauthorsevaluatedamultimethodstrategyforassessingrapportandthenusedtheassessmentinformationtodevelopamulticomponentinterventionforproblembehavior.InStudy1theresultsindicatedthatwhenrapportwaspoor,levelsofproblembehaviorwerehigh;whenrapportwasgood,levelsofproblembehaviorwerelow.InStudy2,theauthorsnotedthatwhenprofessionalsacquiredhigherrapportviatraining,participantsshowedadecreaseinproblembehaviorandanincreaseintaskcompletioninthepresenceofstaffmemberswhohadpreviouslybeenidentifiedashavingpoorrapportwithparticipants.

Carr,E.,(2005).Qualityofrapportasasettingeventforproblembehavior:Assessmentandintervention.JournalofPositiveBehaviorSupports, 7,88‐91.

So what do we do?So what do we do?


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TheUniverseofSkillsatAge5(andthosethatweusuallyteach)

TheActualUniverseofAdultSkillCompetencies


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Sohowarewesupposedtodeterminewhattoteachinordertoachieveourstated

transitiongoal?

PrioritiesofInstructioninTransitionProgramming

Solicitstudentandfamilyinputastodesired1year,5year,10yearoutcomes. Butyoureallyneedtotryandbespecifichere.

Notjustthatheshouldhaveajobbutajobdoingwhat?Whendoeshedothisjob?Whodoeshedothisjobwith?Whatmightmakeemploymentworthwhiletohim?

Andthendothesameforwhere/howhewillliveandhisleisureskills,publicsocialcircleandprivatesocialcircle.

Adaptedfrom:Wehman,P.(1992).LifeBeyondtheClassroom:Strategiesforyoungpeoplewithdisabilities.Baltimore:PaulH.Brookes.


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Solicitstudentandfamilyinputastodesired1year,5year,10yearoutcomes.

Surveycurrentandpotentialfutureenvironmentsbasedupontheseoutcomes. Youneedtothengetoutofyourclassroomsand

homesandseewhatskillsarereallyneeded.

Arethereanyconnectionsyoucanusetogiveyousonordaughteramoreexpandededucationalexperience?




Surveycurrentandpotentialfutureenvironmentsbasedupontheseoutcomes.

Assessskillneedsintheseenvironmentsintermsofproduction,socialandnavigationskills. Remember,productionskillsareeasy.Socialand

navigationskillsarereallydifficult.



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Assessskillneedsintheseenvironmentsintermsofproduction,socialandnavigationskills.

Prioritizeskillsthatoccuracrossmultipleenvironments Moreoftenthannotthesewillfallintothecategoryof

SocialorNavigationskillsbutnotalways.






Prioritizeskillsthatoccuracrossmultipleenvironments

Attendtosafetyskills Significantlyoverlookedbutveryimportantto

consider.



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Prioritizeskillsthatoccuracrossmultipleenvironments

Attendtosafetyskills Attendtoskillsthatreducedependence Sometimesjustbeinglessdependentisanexcellent

goal.






Prioritizeskillsthatoccuracrossmultipleenvironments Attendtosafetyskills Attendtoskillsthatreducedependence Attendtoskillsyou,orthestudent,willneedtoprovide

theNTcohort. Thebestwayforotherstohelp,support,orjustgettoknow

yoursonordaughter.



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AShortCut

Whenspeakingaboutskilldevelopmentalwaysrememberthatforaspecificskill

Ifyoucanteachtheskill,teachit

Ifyoucan’tteachtheskill,adaptit

Ifyoucan’tadaptit,figureoutsomewayaroundit

Ifyoucan’tfigureoutsomewayaroundit,teachtheNT’stodeal

“Ifthestudentdoesnotlearntodothetask,willsomeoneelsehavetodoitforthem?”

LouBrown,1985

AShorterCut


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In order to…

TheShortestCut

Johnwillbeabletoobtainhisdriver’slicenseinordertogetbackandforthtowork.

Susanwillbeablesendanemailinordertomakeplanswithothers,askforinformation,ormakearequest.

Jaxonwillbeablesafelycrossstreetsinherneighborhoodinordertonotgetkilled.

Markwillbeabletoidentifythesizesofhisclothesinordertopurchasepreferredclothesindependently.

Brianwillbeabletosortitemsbycolororshapeinorderto…

Maggiewillbeabletonameall50statesinorderto…


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Contributors (Mother)

(Student’sTeacher)

(Student’sBCBA)

(Student’sTransitionCoordinator)

(EPICED)

Nextmeeting:FirsthalfofDecember2016


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Student’sTransitionStatementIn5‐yearsStudentwillbe21‐yearsoldandpreparingforgraduation.Ideally,Studentwillbeworkingatjobwherethereismusicinthebackgroundandhewillbeabletomovefromactivitytoactivity.WhenthereareclearexpectationsStudentcanbeveryproficientatworktasks.CurrentlyStudentworksina1:1stafftostudentratiosothatneedstoexpandtoa3:1priortograduationandhisengagementneedstoincreaseto45minutesofindependentwork.Intermsofhishomelife,Studentwillhaveagreaterrepertoireofindependentskillsincludingdressing,showering,toileting,laundry,etc.Studentneedstoincreasehisrepertoireofpreferredactivities,beyondI‐PadApps,andincreasehisengagementintheseathome.Intermsofthecommunityheenjoysgoingouttorestaurantsandworkingoutatthegymwithhisfather.Student’sabilitytocommunicateissignificantlylimitedandthisneedstobeafocusofinterventionmovingforward.Studentappearstobehishappiestwhenheiseating,withhisfamily,orleafingthroughbookswithpreferredphotos.HewillengageinWiiSportsandridingabikewhentheopportunityismadeavailable.Theissueof“motivation”playsamajorroleisalmosteveryaspectofStudent’sprogram.

Student – CenterofallInstructionalDecision‐making

Family – Parenttraining&Support;Goaldevelopment

Neighborhood – Communitytrainingtodevelopnaturalsupports

ExtendedCommunity–Awareness,support,andacceptance

TransitionProfileRecommendedAreasofIntervention


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CareerCareer

HomeHome

LeisureLeisureCommunityCommunity

SchoolSchool

TransitionProfileAreasofFocus

Jobdevelopmentbaseduponsuccessive

jobmatches

Abilitytomanagerequirementsofdaily

living

AccesstopreferredactivitiesdesignedtopromotehappinessActivememberofa

socialcommunity(s)

EducationalProgramming

SphereofIntervention:CareerInordertobegainfullyemployedStudentneedsthefollowingprograms/skillstobetargeted.

Skill Challenge RecommendationI‐Phone/I‐PadSchedules Attentiontoappropriatestimulimaybea

challenge.1. Considerasimplekeeping

appointmentsprogramusingI‐Pad2. Transitioncurrentlo‐techschedule

tomoreselfmanagement3. Introducehi‐techscheduling

programusingI‐Pad

IncreaseStudent’sendurancebeyond3minutes(preferredtask).

FindingactivitiesthatStudentfindsengaging.Stereotypycaninterferealthoughcanberedirected.Studenthasatendencytobepromptdependentwithlonger,highresponseeffortchains.

1. Baselineactualengagedtimeonvarietyoftasks

2. Implementenduranceprogrambaseduponsystematicallyincreasinglengthofengagedtime.

Abilitytoworkinlargerteacher/studentratios

Student’saggressionpresentsachallengetomoregroupinstruction

1. Environmentalmodificationscontinuetobeassessed.

2. Hypothesis‐testingdatabecollectedbyCBandAF

Independenttoileting Safety&hygieneconcernsSociallyreinforcedandmediatedbehaviorandsolimitednaturallyoccurringreinforcement.Encouragingprivacyandsafety

1. AssessJK’scurrentbathroomTAandmodifyifnecessary.

2. Determinepreferenceforforwardorbackwardchaining.

3. IDahighpowerSr+touseforthisprogramonly&implement

Addresschallengingbehavior(aggression,stereotypy,handinpants)

Impactsmostallaspectsofprogramming.AlthoughaggressioniscurrentlyatlowratesthePBSprogramisfairyrestrictiveandneedstofadeandbereplaced.

1. Environmentalmodificationscontinuetobeassessed.

2. Hypothesis‐testingdatabecollectedbyCBandAF


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SphereofIntervention:HomeWithinhishome,Studentshouldbeabletoindependently(orwithminimalsupports),accomplishthefollowing.

Skill Challenge RecommendationMaking hisownlunch@homeandschool

Identification ofhighlypreferred,simplelunches.

1. Identify1‐3such lunches2. Develop TAandprovide

instructionusingbackwardschaining

3. Targetonemealatatime.Asamealismastered,generalizetohome.

Independenttoileting,dressingetc. Safety&hygiene concernsSociallyreinforcedandmediatedbehaviorandsolimitednaturallyoccurringreinforcement.Encouragingprivacyandsafety

1. ProgramforindependenttoiletingimplementedatEPICandcanbetransitionedtohomepriortomasteryatschool.

Increaseleisureengagement(consider electricscooterorbike).

Studentcurrentlyhasaverylimitedleisure skillrepertoireconsistingprimarilyofI‐Padandstereotypy.

1. AFULL staffmeetingwillbeheldtobrainstormvarietyofpossibleleisureactivitieswhatwillthenbeincludedinaleisuresamplingprotocol.Seenextpage.

SphereofIntervention:Leisure

Skill Challenge Recommendation

Photosand”Photoshop” Technologicalskillonsomelevel.Istheresufficientinterest?Noexperienceatbaseline.MaytakesignificantpracticebeforeStudentreachesalevelofcompetencewherethismaybecomealeisureactivity.

1. ProbeusedigitalcamerawithStudent.

2. Probeinterestinprinting,editing,ormanipulatingphotos.

3. Makeownphoto‐booktoread

Books‐ Studentenjoysleafingthoughbookswithpicturesandphotos

Readinghasalwaysbeenpresentedasaseriesofinstructionalsessionsandnotleisure.IDofbothageappropriateandinterestingmaterial.

1. Identifyaseriesofageappropriateandinterestingmaterials.

2. Workonchoicemakingusingthesematerials.

3. Considerusing“Student‐Made”photo‐books.

Swimming Cannotbedoneatschool–Homeonly

Noneforschool

Cyber‐Chase,CharlieBrown,Dora,SpongeBob,Vimeo.

Studenthasaverylimitedvideoandvideogamerepertoire.

Exploreotheroptions.PairnewoptionswithhighlypreferredconditionsandSr+

Studentshouldbeabletoindependently(orwithminimalsupports),accessandutilizethefollowingleisureskills.


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SphereofIntervention:CommunityStudentneedstobeabletoaccess,orutilize,thefollowingskillswithminimalprompting.


Shoppingforingredientsforlunch Student’schallengingbehaviormakesthisgoaldifficulttoconsistentlyimplement

1. Pairthisgoalwithmakinglunchatschool1day/week

2. IDastore,andtimeofday,wherethereare(generally)alimitednumberofpatrons.

3. IDlocationofitemsinstorepriortotriptoreducesearchtime.

Noise Studenttendstobeverysoundsensitiveunderyettobefullyunderstoodconditions.Cryingbabiesarehighlynon‐preferred.

1. CBandAFarecontinuingtoassessEOsthatmayormaynotbeassociatedwithincreasedsoundsensitivity.

InvolvementinChurch RequiresStudenttobequietlyandappropriatelyengagedforXminutes.Challengingbehaviormaypresentarisk.

1. WorkwithparentstoidentifyparametersofMassandskillsnecessarytoattend.

2. CoordinatewithOLVtosystematicallyincreaseStudent’spresenceinchurch.

IndependentToileting Seeothersections OncemasteredatHome/Schoolwillbegeneralizedtopublicrestroom.

Displayappropriatebehaviorthroughlongerfamily/communityactivitiessuchasbowling,church,movie,etc.

Seeabove&sectionsonbehaviorsupportandengagement.

Behaviorsupport Seeprevioussectionsonchallengingbehavior.

SphereofIntervention:SchoolNotdirectlyapplicableinthiscaseasthenecessaryskillsaresubsumedunderthefourotherareasofintervention


Makeownlunch Seeprevioussections

Abilitytoworkinlargerratios. Seeprevioussections

Engagement/Endurance Seeprevioussections

Challengingbehavior Seeprevioussections


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FamilyResponsibilityinSupportofTransitionPrograming

AREA RESPONSIBLITY

Career • CoordinatewithEPIC onreasonable“independent”toiletingprotocol.• CoordinatewithEPICof“invivo”preferenceassessmenttoIDnewSr+

Home • Identifysimplelunches– providesystematicinstructionviabackwardschaining.

• Continueworkingonhealthandwellnessviaexerciseandbikeriding.• Collectdataonconditionsimpactingchallengingbehaviorre:CB

Leisure • Continueswimming&relatedhealth wellness• CoordinatewithEPIConnewideas/samples• InvestigateI‐Padgamesorappsthatmaybemoreageappropriateand

engaging.

Community • CoordinatewithEPIConrequirementsandprotocolre:participationinMass.

• Transitionhomemasteredindependentmeals.

School • Continued communicationandfeedbackwithEPIC.

EPIC’sResponsibilityinSupportofTransitionProgramingAREA RESPONSIBLITY

Career • Begin appointment/schedulingprogramming• Beginengagement/enduranceprogramming• Assesstoileting TA&suggestmodificationsifnecessary• Continuedassessmentandinterventionintheareaofchallengingbehavior.• Update5‐yearplanin6months.• Continueassessingchallengingbehaviorandcurrentbehaviorprogram.• EPICTransitionCoordinatorincludedinallfutureclinicsand”Futures”

meetings.• SLECoordinatortoinvestigatecommunityplacement/interships.

Home • Coordinatewithhome onallrelevantprograms• Schedulebi‐monthlyhomevisitsstaggeredbetweenclinics.• Keepchannelsofcommunicationopenandaccessible.

Leisure • Leisure“crowd sourcing”samplingmeeting• ConsideraccessingFacebookforsimilarinformation.• Investigatethephotographyaspectandphotobooks.• InvestigatealternativeI‐Padgamesorapps.• Keepchannelsofcommunicationopenandaccessible.

Community • Implement“lunchmaking”program• IDcommunitysupermarketthatmeetsnecessarycriteria.• AssessnoiseEOs

School • Alloftheabove


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DesiredcommunityResponsibilityinSupportofTransitionPrograming

AREA RESPONSIBLITY

Career • Availableinternshipwithminimalnoise,workwithinStudent’scurrentskillset,andwherehewouldworkasafedistancefromco‐workers.

Leisure • Supportcontinuedaccesstoswimmingfacilities• Supportcontinuedaccessto“eatinglunchout”instructional

program.

Community • SupportaccesstoanactualSanctuaryforStudenttoacquireskillsnecessarytoattendMass.

• Support”shoppingforlunch”programbyallowingassessmentofstoreandminimaltrainingofanavailablecashier.

AreasofInterestinResourceMapping

AREA POSSIBLE SOURCES

Leisure YMCAs,Movietheaters,JCCs,TownshipSponsoredAdaptiveSports,Musicclassesorconcerts,SNACKetc.

FinancialSupport

SocialorganizationssuchasLionsorElksClubs,CommunityFoundations,Communitiesoffaith,etc.

Career RetiredSeniorVolunteerPrograms,ChambersofCommerce,RotaryClubs,LocalBusinesses(particularlythosewithwhichyoudobusiness),VolunteeropportunitiessuchasMealsonWheels,GoodWill,SalvationArmy,FoodPantries,etc.

Social Neighbors,friends,highschoolseniors(communityservicegraduationrequirement),Communitiesoffaith,Collegefraternitiesorsororities,CommunityCollege,LocalArtsorganizations,SNACK,etc.


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Likeanyothertool The5‐yearplanprocesscanbeveryusefuloritcanbea

completeandtotalexerciseinfutility.Thedifferenceiswhatyou,astheE/BS,Teacher,orInstructordowiththeinformationintheplan.

Ifyouknowwhereyoustudentisexpectedtoendupin5years,itismucheasiertoidentifytheinstructionalpathheorsheneedstotaketogettherethanitwouldtoidentifyapathtoanunknownoutcome.Forexample,ifyouwanttobeaBCBA,thereisaveryspecificprocesswithveryspecificcoursesthatyouwouldneedtobecompletetoachieveyourgoal.If,however,youjustwanttogotograduateschoolthereisnosuchclearcutprocesstofollowtoachieveanbroadlydefinedandmostlyunknowngoal.

SoWhatExactlyShouldbeTaught?


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Howmanyskills?

Aquicksearchon‐lineindicatesthatthetypicalautismcurriculumgenerallyhassomewherebetween2,000‐4,000instructionalprograms.

Iftheaveragestudent’sIEPhas40goals,andassumingoneyeartomasteryforeachgoal,itwilltakesomewherebetween50to100yearstomasterallthesegoals.

Giventhat,howdowedeterminewhatis,andwhatisnot,importanttoteachforaparticularstudentataparticularpointintime?

AcademicvFunctionalSkills AtmostpointsinthelifeofstudentwithASDthe

questionof“Academicv.Functional”skillinstructionissomethingofadistraction.Bothacademicandfunctionalskillscanbeimportant,criticallyessentialskillsorortheycanbeacompleteandtotalwasteoftimedependingontheskillinquestion,theageofthestudent,andtheoverallgoalofinstruction.

Theimportantquestionis“Onceacquired,whatwillskillallowthestudenttodothatheorshecouldnotdobefore?”Inotherwords,wheredoesthisskilllead?


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•Phonics•Sight Words

Letter IDLetter ID•Locating•Comprehension

Sight WordsSight Words•Information•Leisure

ComprehensionComprehension

Stophereandthereislittlevalueintheskill.Sightwordsabsentmeaningareuseless.

Stophereandthereissomevalueifopportunitiesareprovidedtousetheskillinawaythatbenefitsthestudent

Buthereanacademictakesonthecharacteristicsofafunctionalskill,andonethat,inaddition,servesasabehavioralcusp.

•Number Matching

•Number ID

Microwave Popcorn

Microwave Popcorn

•Choice making

•Shopping•Base

Reading

Amy's GFC Bowls

Amy's GFC Bowls

•Menu planning

•Choice/EF•Social

Dining

Diversity of MealsDiversity of Meals

Ifavailableonlyundertightlycontrolled,and

relativelyrareconditions,prettyclosetouseless.

Stophereandthereisvalueifopportunitiesareprovidedtousetheskillinawaythatbenefitsthestudent

Buthereanfunctionalskillstakesonsomeofthecharacteristicsofaacademicskill,andonethat,in

addition,servesasabehavioralcusp.


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Remember,contextiscriticaltothediscussion

“BehavioranalystsoftenemphasizetheneedtostudytheeffectsofABAproceduresinthecontextoftypicalpracticesettings(e.g.,Johnston,1996).However,reviewsindicatethatthelargemajorityofourresearchfocusesoninterventionsdeliveredbystudypersonnel,usuallyintightlycontrolledenvironmentssuchaslaboratories,specializedABAclassrooms,ordistraction‐freeareassetuptoprovideone‐to‐oneinstruction[].Thisdiscrepancymayreflectadilemmathatbehavioranalystshavehadtroubleresolving:Werecognizethatconductingstudiesinpracticesettingsmayrequiresacrificingsomescientificrigorbecausetheprimarymissionofsuchsettingsistodeliverservicesratherthanconductresearch(Johnston,1996),yetweregardthequalityofmanystudiesinthesesettingsasunacceptable(Johnstonetal.,2006).”(Smith,2013)

JohnstonJ.M.Distinguishingbetweenappliedresearch&practice.TheBehaviorAnalyst.19,35–47.JohnstonJ.M.,FoxxR.M.,JacobsonJ.W.,GreenG.,MulickJ.A.(2006)Positivebehaviorsupportandappliedbehavioranalysis.TheBehaviorAnalyst.29,51–74.Smith,T.,(2013).Whatisevidence‐basedbehavioranalysis.TheBehaviorAnalyst.36,7‐33.

Amodelcombiningbothacademicandfunctionalskills

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%IEPGoals byAge

Series1 Series2


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SimpleStrategies PositiveReinforcement EnvironmentalAssessment&Restructuring Shaping Chaining Naturalistic/IncidentalStrategies Selfmanagement/monitoring Generalization Maintenance TraintheRestoftheWorld

“Ifyouneurotypicalshavealltheskills,whydon’tyouadaptforawhiledammit!Whyisitalwaysmyfault?

DonnaVickers

TraintheTypicals


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KnowledgecanbePowerful!

“…underappropriateconditionsinterpersonalcontactisoneofthemosteffectivewaystoreduceprejudicebetweenmajorityandminoritygroupmembers.”(Alpert,1954)

Howopenisthecommunitytothisleveloftraining?

25%areveryopen

50%areopenbutnervous

25%areUntrainable!


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Don’tdreamit.Beit!


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*Stolen, without permission, from the University of Houston, Clear Lake ABA Program Website.

*

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Tri-State Autism Spectrum Disorder Webinar Series Transition Handouts Part 2… · the R+...

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