School BCBAs often have a heavy caseload in elementary education, however- if we focused more time and supports in schools to prepare young adults for transition and job readiness by implementing evidence-based practices common in school-based settings, we would create much greater and more robust outcomes for our adult learners.

This webinar will outline what the transition process looks like, how subtle changes in what we address during that time can lead to much better outcomes, as well as how to target key behaviors and skills using evidence-based practices- as well as discussing common skills that should not receive the attention it does in these programs- in order to produce more job-ready young adults. Join me as we discuss common pitfalls in transition programs, and how BCBAs can encourage mild tweaks in transition programs to create greater goal-setting and accomplishments among neurodivergent young adults.

3 Learning Objectives

1. Explore the history of Applied Behavior Analysis with adults, and how the field has adopted more evidence-based practices in adult/transition settings in recent years
2. Identify evidence-based practices that transition students would benefit from
3. Identifying skills to address (and avoid) using evidence-based practices for better post-secondary employment outcomes

About the Presenter

Abbey George

Dr. Abbey George completed her Ph.D. at University of Washington in 2019 while directing the University of Washington Employment Program (UWEP), a supported employment program for adults with disabilities. During her time there, Dr. George worked on embedding Applied Behavior Analytic Practices within work-settings to encourage and support better employment outcomes for clients and staff. Dr. George has owned her own private practice working directly with clients and their families, helping identify personal goals and create pathways for achievement. Through this work and beyond, Dr. George has found passion and joy sharing simple practices and strategies for working with young adults and adults on the spectrum, while navigating the subtle complexities and challenges that come with transitioning into adulthood in schools, employment settings, supported living, and beyond.