Abstract
Behavior analysts have cornered the market on service provision for children with autism spectrum disorder (ASD). Our work with children has far reaching effects, but it is important to recognize that these children become adults who often continue to need our supports. Research tells us that adults with ASD and/or intellectual disabilities tend to be un- or under-employed after they graduate from high school. This is cause for concern because employment is one way that adults with ASD and/or intellectual and developmental disabilities (IDD) can achieve greater autonomy. Paying jobs allow adults to access preferred residences and activities, and also allow for the development of new relationships. Behavior analysts have a unique skill set with regard to teaching new skills, recognizing the need to program for and assess generalization and maintenance, and the importance of assessing social validity; it is time that we focus more of our work on meeting the vocational needs of adults with ASD and/or IDD. In this chapter, we will guide readers through each stage of workforce development and readiness, speak to the law regarding vocational training and services for adults with ASD and/or IDD, provide an overview of research related to teaching necessary workplace skills, and make recommendations for clinical practice and future research.
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Kisamore, A.N., Syed, N.Y., Merritt, T.A., Schnell, L.K. (2023). Vocational Skills for Individuals with Autism and/or Intellectual and Developmental Disabilities: Implications for Behavior Analysts. In: Matson, J.L. (eds) Handbook of Applied Behavior Analysis. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-031-19964-6_58
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