What about the Adults?

Background: It is clear that individuals with autism spectrum disorders (ASDs) benefit from the use of Applied Behavior Analysis-based interventions (ABA).  In many American states, insurers are required to cover ABA services for children with ASDs.  Requirements to fund ABA-based services, though, often end at age 21. Supports after age 21 are often eclectic, delivered by individuals with less training and skill, and difficult to access (Gerhardt, Cicero, & Mayville, 2014). Given that individuals on the autism spectrum have poorer outcomes than their peers without disabilities (Lawler, et al., 2008), there is a need to put effective supports in place for adults as well as children. Those providers who are looking to the research for guidance find that there is little research on interventions for adults with ASD, especially those with less significant developmental delays.  While ABA is the evidence-based treatment of choice for children with autism, there is no empirical guidance on how supports and interventions can be adapted to increase good outcomes for adults with ASD. 

Objectives: The purpose of this talk is to outline the need for ABA-based services for adults with ASD and describe how evidence-based practices for children and adolescents with ASD can be adapted for adults in the community. Included are suggestions on how to integrate ABA services within Person-Centered Planning, and how to make interventions age appropriate and socially valid.

Methods: Data will be presented from an onging pilot project with a University program for individuals with developmental and intellectual disabilities. Individuals with ASD selected for this project are all able to communicate verbally and have at least a first-grade reading level. This project includes the validation of a process by which individuals select their own goals for support, as well as a process for assessing and supporting appropriate behavior in the community. Applied behavior analysis supports will be put into place in a white-collar (office) environment. Supports are individualized based upon each person's need and may include visual feedback, verbal reinforcement for appropriate behavior, video modeling, and social skill support. Emphasis will be placed upon how to meet each individuals' needs in a way that is both effective and appropriate for the setting. Case studies as well as aggregate data will be reported. Suggestions for implementation by providers as well as suggestions for future research will be presented. 

Results: N/A.

Conclusions: N/A