(BACB®) 2 Type II
(QABA®) – 2 General (In-person)
APA: 2 General (Home Study) — NOTE: ONLY AVAILABLE FOR RECORDED WEBINARS
Increasingly in the recent 20-30 years, children with an Autism Spectrum Disorder (ASD) have been fortunate to receive behavior intervention and other treatments throughout their childhood to help prepare them with skills for independent living, increased education opportunities, and even job placements. As autism continually becomes more prominent we see some disciplines, such as behavior analysis, education and pharmacology, scrambling to meet the needs of a person transitioning from childhood to adolescence, adolescence to adulthood, and adulthood to aging. What we also see is a community often unprepared for the influx of persons with ASD joining and successfully participating after their primary education years.
In planning practice, we have learned many professionals, most parents, and almost all of the individuals with high-functioning autism and Aspergers Syndrome we serve are not familiar with the changes that are coming, the decrease in and sometimes non-existent supports, and the need for early, comprehensive planning in response to this unsteady future.