Statistics on success in college (Flegenheimer, & Scherf, 2022) and employment (Davies, Heasman, Livesey, Walker, Pellicano, & Remington, 2023) for neurodivergent individuals reveal staggeringly lower outcomes than predicted by their intellectual abilities. Developing cross-disciplinary support strategies is essential for successful transitions. This workshop explores components of successful transition planning and strategies from childhood through adulthood for those affected by a neurodivergent profile, including social communication differences, behavioral differences, attention difficulties, and/or anxiety challenges. By embracing myriad professional and natural resources for each individual presentation of neurodiversity, collaborations with neurodivergent individuals and those supporting them can yield improved outcomes. Innovations from research-to-practice must be emphasized regarding the way professionals have promoted higher qualities of life for neurodivergent individuals when collaborating with self-advocates, educators, mental health professionals, legal resources, administrators, families, and policy makers.
Suggested Reading
Davies, J., Heasman, B., Livesey, A., Walker, A., Pellicano E., & Remington, A. (2023). Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom. Autism, 27(6), 1746-1763.
Flegenheimer, C., & Scherf, K.S. (2022). College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here. Journal of Autism Developmental Disorders, 52, 2075–2097.
Sansosti, F., Cimera, R., Koch, L., & Rumrill, P. (2017). Strategies for Ensuring Positive Transition for Individuals with Attention-Deficit/Hyperactivity Disorder. Journal of Vocational Rehabilitation, 47(2),149-157.
CE Learning Objectives
Explore the prevalence of these co-occurring conditions and how they require/influence transition/treatment planning,
Describe two ways that behavioral and relationship-based models can be combined for better outcomes in adulthood for neurodivergent individuals.
Model three components of successful social/ vocational transition strategies that predict success in college and work settings.
Identify three ways that professionals across disciplines can assist neurodivergent individuals to overcome barriers to successful transitions.
Apply three techniques to use with neurodivergent individuals experiencing high level of anxiety or stress.
About Presenter
Eric Mitchell, Ph.D. is a certified school psychologist in Pennsylvania as well as a licensed psychologist (in both Pennsylvania and Delaware) who remains active in a variety of neurodiversity initiatives around the region, often translating research into practice for universities, behavioral health settings, schools, families, individuals, and other stakeholders. He is the author of "Putting It Together: The Autism and Asperger's Handbook." After graduating from the University of Vermont, he moved on to Rutgers University for his master’s degree, and then to the University of Pennsylvania for his doctoral studies. He accepted a post-doctoral fellowship specializing in ASD and related conditions with emphasis on evidence-based interventions. Dr. Mitchell has many years of experience as an educator, evaluator, licensed psychologist, school psychologist, program developer, advocate, researcher, and administrator. With a focus on ASD, Dr. Mitchell has been a Holroyd Lecturer for La Salle University, a keynote and Rovinsky Lecturer for PCOM, and maintains active speaking/training roles with Drexel University. He has been very active in providing guidance and workshops at regional conferences, universities, and various agencies specializing with autism and neurodiversity. He continues to build collaborative partnerships between families, schools, universities, mental health agencies, professionals, self-advocates, and others in the ASD community. He is particularly interested in developing stakeholder partnerships, innovative program development, training initiatives, workshop/speaking engagements, administrative and supervisory considerations, research consultation, expert consultation/evaluations, and therapeutic interventions with diverse populations. He has served in various capacities in the autism community as a facility director, clinician, consultant, program director/developer, family member, and as an active voice representing the common interests of providers, families, schools, and self-advocates alike. He also maintains a range of interests around diversity, such as racial/cultural identity development, sexual orientation, religious/spiritual diversity, neurodiversity (including ADHD and ASD topics), cultural competence, de-escalation and minimally-invasive restraint techniques, first responder training, and transition planning. Have served as an expert witness for both families as well as schools and providers, Dr. Mitchell interfaces with legal, educational, and institutional professionals on a regular basis around special education, program development, conference development, and evaluations. Most importantly, he remains a dedicated father and family member in the autism community, and also cherishes his time working clinically with those he serves.
Target Audience
This presentation is intended for licensed mental health professionals and advanced graduate student trainees seeking licensure. The instructional level of this presentation is INTERMEDIATE.
Continuing Education
- Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
- Philadelphia Behavior Therapy Association is also approved by the NY State Education Department to offer psychology continuing education
- This program provides TWO (2) CE creditS
- PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-Psychologist Licensees outside of PA & practitioners outside of the USA please confirm eligibility with your specific licensing board.
- Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed.
- All events are Eastern Time Zone
- Contact PBTAcontinuingeducation@philabta.org if you need any learning accommodations no later than one week before event.
