For every student who has an individualized education program (IEP), it is federally mandated that transition planning begins before that student turns 16 years old. Transition to Adulthood is an effective programming and evidence-based curricula to support transition-aged students.
The solution is built around evidence-based practices to meet the needs of individuals with autism spectrum disorder, intellectual disabilities, as well as developmental disabilities. It uses point-of-view video modeling, task analyses, computer-based lessons, teacher-delivered lessons and visual supports to teach a range of critical, functional skills in the areas of:
In addition, Transition to Adulthood includes an online assessment tool for progress monitoring. Online assessments are available for each target skill and allow staff to monitor progress, prompt fading, maintenance, and generalization. These assessments feature a task analysis where the target skill/task is broken down into measurable steps. The task analysis allows the staff to note whether the student completed each step independently, or if they required a certain level of prompting (as described in the lesson plans). The data are collected and reported automatically.
Transition to Adulthood includes computer-based lessons that the student can work on independently – which provides independence not only for the student but for the teaching staff as well. These lessons target receptive labeling (of key objects in the tasks in the context of a scene display), sorting items related to the target skill, and sequencing photographs that depict key steps in the task analysis. The computer-based lessons feature automatic prompting and reinforcement. The student’s data are collected automatically as they access these lessons for progress monitoring. The student’s computer-based lessons are easily linked to their IEP goals, enabling automatic reporting of their progress and time on task directly against their IEP goals.
The teacher-delivered lesson plans describe evidence-based ways to implement the components of the curriculum as the student practices the target skills in the school or in the community. The lesson plans are easy-to-use and guide the staff in such topics as preparing for the lesson, implementing the video model, collecting data, and more.
The aim of the visual supports is to reduce prompt dependence; they are meant to be used by the student for self-management. The visual supports included are a visual task analysis, task sequence photo cards, and a troubleshooting card that supports the student in solving problems that arise while they are engaging in a task.
Each video model is taken from the perspective of the learner using real people and is taken in the actual setting where the task would take place. Only the hands of the person are shown in the video model, making it feel as if the learner themselves were completing the task. These engaging videos run from one to three minutes in length, and follow the steps of the task analysis. While the students view the video, each step in the task analysis is read aloud in the first person as it is completed.
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