Abstract
The number of children diagnosed with autism has grown steadily in recent years. At the same time, the number of university degree programs that train specialists to deliver intensive behavioral services for individuals with autism has also grown. Due to the rapid growth of programs, it is important to focus on the quality of university education to prepare autism specialists. In the current paper, we argue for the importance of a systems analysis with an emphasis on performance-based change in the education of autism specialists. We argue for the relevance of higher education curricula that emphasize both performance competencies and verbal skills. We provide a brief review of the staff training literature and suggest how it can guide the teaching of performance competencies in higher education. Finally, we suggest ways in which active responding and performance-based measures could be increased in the continuing education of behavior analysts.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
