In this webinar, one of TeachTown's Product Trainers, Kristina Cracknell, BCBA, walks viewers through the key features of Transition to Adulthood.
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:
It is mandatory that transition planning begins for every student who has an IEP before that student is 16 years
old, but there is a need for effective programming and evidence-based curricula to support transition-aged
students. This is exactly why Transition to Adulthood was developed. Transition to Adulthood was built around evidence-based practices to meet the needs of individuals with autism spectrum disorder, intellectual disabilities, and developmental disabilities.
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 1- to 3- 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.
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.