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Incorporating Preference Assessment into Transition Planning for People with Autism Spectrum Disorder

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Abstract

Learners with Autism Spectrum Disorder (ASD) often struggle with communicating preferences integral to the transition planning process. Systematic preference assessments (SPAs) are objective methods for observing and documenting learner responses to a variety of environmental stimuli. An extensive literature-base exists supporting the inclusion of SPAs when identifying potentially reinforcing stimuli for educational programming. Although these methodologies are effective, in the transition planning process they may be useful beyond identifying potentially reinforcing stimuli. The following commentary provides an overview of the transition planning process, as well as how preference assessment may enhance that process.

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Authors and Affiliations

  1. Georgia State University, Atlanta, GA, USA

    Christopher A. Tullis

  2. University of West Georgia, Carrollton, GA, USA

    Rachel L. Seaman-Tullis

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  1. Christopher A. Tullis
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Correspondence to Christopher A. Tullis.

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Tullis, C.A., Seaman-Tullis, R.L. Incorporating Preference Assessment into Transition Planning for People with Autism Spectrum Disorder. Behav Analysis Practice 12, 727–733 (2019). https://doi.org/10.1007/s40617-019-00353-6

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