Gregory McDuff - PCDI

• science and adults 1986
  • age and treatment outcome
  • before 60 months - increased treatment outcome
  • after age 5 - only one positive treatment outcome
  • supports early intervention
• Half of students will need ABA into adulthood
  • what do we do?
  • Adult life skills - not just vocational
    • social competence
    • independence
    • meal preparation
    • money skills
    • safety
    • activity schedules
    • problem solving
• Planning for adulthood
  • begin preparation in early childhood
  • have an eye on the future
  • social competence
    • hygiene
    • grooming - super important!
    • polite and helpful
    • greetings
    • age appropriateness
    • initiation
    • criterion-level performance
    • langauge
  • curricula should eb comprehensive and critical to success in home, work and community
  • Activity schedules can be used to express preference
    • time skills
    • home living skills
    • communication skills still important
    • all curricula are individualized and based upon person and family needs
  • skilled intervention and low instructor/learner ratios
    • entry level positions
    • most training on the job
  • match learners to jobs and provide opportunities for reassessment
    • give a choice of work assignments
  • set rigorous evaluation criteria for programs
• Key skills for successful transition
  • independent engagement in teasts without supervision (appropriate)
  • correct S control - not dependent upon instructors
  • visual motivational schedules may assist
  • build a delay to Sr or self-Sr - promote sustained engagement
  • follow all types of directions, request assistance, and wait appropriately
    • write programs based upon job analysis
    • goal is independence
    • checklists and "social stories" can help
      • problem-solving schedules
      • individualized and problem-based
      • scripts faded over time
  • shaping, AAC
  • goal is problem-solving
  • compleing assignments at criterion
    • employers set the bar
    • life coaches provide training
  • low levels of disruptive behavior
    • individualized motivational systems, DRA/DRI
    • contingency contracting once tokens are faded
  • Follow activity schedules without prompts - see Krantz & McClannahan
• stay behind - don't get between the learner and the task
  • touching should be light
  • fade proximity
• task analysis - use Palm Pilots for activity schedules
• Community living skills
  • use a cell phone  - preprogrammed
  • report location by phone
  • responding to strangers - role playing
  • describing people - helps with strangers
    • learn hot to describe relevant tools
    • deal with ambiguity
• waiting lists are long - teach to independence
• home living skills     
  • meal prep
  • appliances
  • report emergencies
• ***accurate and independent**** - banking and money skills
• age appropriate leisure and recreational activities
  • shaping and differential reinforcement
  • PROGRESS NOT PERFECTION
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