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

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.

Investigating the challenges of teaching sex education to autistic learners: A qualitative exploration of teachers’ experiences

“…Genny identifies how broad a range this may be, highlighting the importance of individuality for learners. Similar to neurotypical peers, autistic youths will go through body transitions which can be challenging for some autistic learners (Tullis & Seaman-Tullis, 2019). Therefore, some may benefit from having prior knowledge about these body changes so they know what to expect.…”

“…Due to the complex interplay of cognitive, social, and sensory profiles in autism, individuals vary in the type of support that they require both within and beyond the classroom. Autistic individuals may also struggle with transitions (Tullis & Seaman-Tullis, 2019) which could prove to be a barrier in both education (Gaona et al, 2019) and moving into sexual maturity and adulthood (Cheak-Zamora et al, 2021).…”