While the Individuals with Disabilities Education Act (IDEA 2004) mandates transition planning for students with Individualized Education Programs (IEPs), outcomes data for neurodiverse individuals show that students with autism have struggled to achieve employment and/or post-secondary education. There are many skills that SLPs and other IEP team members can address to increase the success of autistic individuals in these settings. This session will discuss evidence-based assessments and intervention goals that target crucial skills such as social interaction, self-determination, and self-advocacy.
Learning Outcomes:
After completing this session, you will be able to:
select and administer assessment tools that assess student interests, preferences, and needs as well as aid the development of appropriate transition goals
select treatment goals to promote self-advocacy, self-determination, and social interaction skills that can impact post-secondary outcomes
counsel students and families on their involvement in transition planning and meeting transition planning goals
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