Adolescents and Adults with Autism: Evidence-Based Practice, Adaptive Behavior, and Quality of Life

“Historically, when they cut Medicaid services, they don’t put them back.”

Peter F. Gerhardt, EdD

Abstract 

Behavior analysts will face many barriers throughout their careers, especially when it comes to the care of clients. Funding may become cut because of new legislature or simply their client has grown too old to receive funding. When the latter becomes the case, we hope that the systems in place to support those diagnosed with disabilities will truly be a support from adolescence into adulthood. One type of support is the education system. In an ideal world, the school system will promote, teach, and reinforce adaptive behaviors that would continue in the development of independence of this population, but unfortunately, that is not always the case. A reasonable amount of support may be in place for children diagnosed with ASD, but this does not extend with the same quality into adolescence and adulthood. 

Learning Objectives

What you’ll learn in the course and be able to do afterward 

1. Describe the context in which we provide instruction to older individuals diagnosed with ASD and identify at least three common challenges associated with providing services and instruction to this age group 

2. Identify at least four common areas in which individuals have a skill deficit that prevents community inclusion, as well as at least three areas that parents and teachers need to focus on to increase independence in the complex world.  

Partnership

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