ABS203 - Transition Planning & Implementation

Outline info
Last revision date 2017-05-29 00:26:14.769
Last review date 2017-07-17 00:15:01.29

Subject Title
Transition Planning & Implementation

Subject Description
This course will prepare the student for assisting in planning and mediating transitions for children with ASD within and across home, school and community settings. Topics will include models for effective transition planning, assessment and evaluation; understanding differing perspectives on transitions within and across environments; developing collaboration and relationship with parents and professionals; understanding transition practices and relevant legislation; and practice in the use of transition assessment and evaluation tools.

Credit Status
One Credit toward the Autism and Behavioural Science Ontario Graduate Certificate Program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Identify family and team variables that interact with and impact on the treatment of individuals with ASD.
2. Survey available community services for individuals with ASD.
3. Develop and implement transition plans to meet the changing needs of the individual with autism spectrum disorders, family and service providers within and across a variety of settings using hypothetical case studies.
4. Evaluate transition plans through data collection, graphing and analysis.
5. Modify transition plans in consideration of family and team perspectives.
6. Apply knowledge of clinical standards and practice guidelines as appropriate to both hypothetical and real situations.
7. Demonstrate knowledge of relevant federal and provincial legislation.
8. Interact with the individual and family with sensitivity and flexibility with regard to culture, race, ethnicity, language, religion and socio-economic status.

Vocational Learning Outcomes: Autism and Behavioural Science Program
1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines.
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

ABS100, ABS 101, ABS 102, ABS 103, ABS104

Topic Outline
• models for effective transition planning, assessment and evaluation;
• transition planning across settings and environments;
• understanding differing perspectives on transitions within and across environments;
• developing collaborative relationships with parents and professionals;
• understanding transition practices and relevant legislation; and
• practice gathering information when using transition assessment and evaluation tools.

Mode of Instruction
The Faculty of Continuing Education & Training offers subjects in alternative modes.
This allows the student to take the Autism and Behavioural Science Ontario
Graduate Certificate Program subjects in:

     1. The traditional classroom
     2.  On-Line
     3.  Mixed Mode - A combination of in-class and independent study

This subject will be delivered  via lecture, assigned readings, exercises,
group discussions and independent study.

Prescribed Texts
Successful Kindergarten Transition: Your Guide to Connecting Children, Families and Schools, 1st edition
By Pianta, R.C. & Kraft-Sayre, M. (2003);  Paul H. Brookes Publishing; ISBN: 978-1557666154

Selected Readings Package - Transition Planning and Implementation; By Algonquin College; Part # 88880074386

Successful Kindergarten Transition: Your Guide to Connecting Children, Families and Schools, 1st edition
By Pianta, R.C. & Kraft-Sayre, M. (2003);  Paul H. Brookes Publishing; ISBN: 1557666154

Autism and Behavioural Science Graduate Program Semester I & II 2010 DVD Algonquin College. Part # 88880074050

Reference Material
1. Bruey, C.T. & Urban, M.B. ( 2009). The Autism Transition Guide, Woodbine House Publications: Bethesda, MD.
2. Krumins, J. (2008). One Step at a Time: ABA and Autism in the Classroom- Practical Strategies for Implementing Applied Behaviour Analysis for Students with Autism.
3. Kluth, P. (2010). You’re Going to Love This Kid! Teaching Students with Autism in the Inclusive Classroom, 2nd Edition: Brookes Publishing; Baltimore, MD.
4. Wehman, P., Datlow-Smith, M., & Schall, C. (2009). Autism and the Transition to Adulthood: Success Beyond the Classroom. Brookes Publishing; Baltimore, MD.
5. Planning Entry to School-A Resource Guide http://www.edu.gov.on.ca/eng/parents/planningentry.pdf
6. Early Childhood Research and Practice-Starting School: Effective Transitions http://ecrp.uiuc.edu/v3n2/dockett.html
7. Ontario Ministry of Education-Special Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html
8. Standards for School Boards’ Special Education Plans-Ontario Ministry of Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.pdf
9. Canadian Charter of Rights and Freedoms http://laws.justice.gc.ca/en/charter/index.html
10.Ontarians with Disabilities Act http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_01o32_e.htm
11.Education Act http://www.elaws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm
12. Ontario Association on Developmental Disabilities http://www.oadd.org/
13. Ministry of Children and Youth Services -Supporting Seamless Transitions from the Autism Intervention Program to School http://cal2.edu.gov.on.ca/feb2009/AutismIntervention.pdf ()
14.Ontario Partnership on Aging and Developmental Disability http://www.opadd.on.ca/
15.Transition of Children With Autism From Intensive Behavioural Intervention Programs Into the School System http://www.oadd.org/publications/journal/issues/vol14no1/download/levyPerry.pdf
16.Ontario’s Human Rights Code (1989) revised (2000) http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90h19_e.htm
17.Ministry of Health and Long Term Care http://www.health.gov.on.ca/
18.Local Health Integration Networks http://www.lhins.on.ca/
19.Ministry of Education http://www.edu.gov.on.ca/eng/
20. Policy and Program Memoranda #140 http://www.edu.gov.on.ca/extra/eng/ppm/140.html
21.Ontario Ministry of Education Facts http://www.edu.gov.on.ca/eng/educationFacts.html
22.Effective Educational Practices for Students with Autism Spectrum Disorders http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpecDis.pdf
23.School Support Program-Autism Spectrum Disorder http://www.gov.on.ca/children/english/programs/needs/autism/STEL01_136681.html#SSP
24.Covey, Stephen R. 1989. Seven Habits of Highly Effective People http://www.thefreelibrary.com/Stephen+R.+Covey:+The+Seven+Habits+of+Highly+Effective+People-a0151189049
25.http://www.sedl.org/connections/resources/readiness-synthesis.pdf (The United States Department of Education funded a comprehensive study by the
Southwest Educational Development Laboratory on the issue of ‘readiness’ as it relates to children, schools, families and communities)
26.12 TIPS FOR SETTING UP AN AUTISM CLASSROOM http://kendrik2.wordpress.com/2007/10/10/12-tips-to-setting-up-an-autism-classroom/
27.Teaching tips for children and adults with autism http://www.aspennj.org/pdf/information/articles/teaching-tips-for-children-and-adults-with-autism.pdf
28.Transition Skills Assessments http://www.guhsd.net/GUHSD/programs/speced/Procedures/Grossmont%20Procedures/Transition/StandardizedTransAssess.pdf
29.Cooperative Education and other Forms of Experiential Learning http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf
30.Making the Transition from the World of School into the World of Work http://www.iidc.indiana.edu/irca/TempleGrandin/SchooltoWork.html
31.Connections- A Guide to Transition Planning for Parents of Children with a Developmental Disability http://yssn.ca/images/clientupload/Connections.pdf
32.The MAPS process: seven questions http://www.circleofinclusion.org/english/guidelines/modulesix/a.html
33.George’s Story: Person Centred Planning Autism Society of America http://www.autism-society.org/site/PageServer?pagename=life_lifespan_self
34.PATH: Planning Alternative Tomorrows with Hope http://www.ont-autism.uoguelph.ca/PATH-jan05.pdf
35.PATH: Planning Alternative Tomorrows with Hope for the Student http://www.pisp.ca/strategies/strategies64.pdf
36.Ontario Disability Support Program Ministry of Community and Social Services http://www.mcss.gov.on.ca/mcss/english/pillars/social/odsp
37.Ministry of Education Ontario Skills Passport http://skills.edu.gov.on.ca/OSPWeb/jsp/en/login.jsp
38.Autism Ontario http://www.autismontario.com/
39.Report Policy Forum: Autism Across A Lifespan http://www.excellence-jeunesenfants.ca/documents/Forum_Autism_2009-Report_ANG.pdf
40.How We Could Improve Supports For Adults Now http://www.ont-autism.uoguelph.ca/adult-priorities-2004.pdf
41.Revised Standards for Board Certified Behavior Analyst http://www.bacb.com/pages/bcba_stand.html
42.Autism Ontario and Realize Community Potential http://www.autismontario.com/rcp
43.Ontario Adult Autism Research and Support Network- Adults with Autism http://www.ont-autism.uoguelph.ca/Adults-with-Autism-display.PDF
44.Jobe, B. & Glidden, L. Predicting maternal rewards and worries for the transition to adulthood of children with developmental disabilities. Journal on Developmental Disabilities, 2008 http://www.oadd.org/index.php?page=298
45.Beyer, S. & Kaehne, A. The transition of young people with learning disabilities to employment: What works? Journal on Developmental Disabilities, 2008 http://www.oadd.org/index.php?page=299
46.Kaehne, A. & Beyer, S. Career perspectives on the transition of young people with learning disabilities to employment. Journal on Developmental Disabilities, 2008 http://www.oadd.org/index.php?page=300
47.Schormans, A. & Rooke, J. When there are no choices: The consequences of a lack of adult living placements for young adults with intellectual and/or developmental disabilities leaving child welfare care. Journal on Developmental Disabilities, 2008 http://www.oadd.org/index.php?page=303

VIDEO CLIPS: - Part # 88880074050 -  In class students can access the videos through the library online video system SeneMA
1. Disk 1 - Family - The Value of Parent Involvement
2. Disk 1- General – Transitions

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.

Modes of Evaluation
To pass this subject, students must achieve the learning outcomes of the subject.  This is demonstrated by the student's successful completion of the term work and final exam/evaluations.  The student must pass both the term work and final exam/evaluations to pass the subject. A passing grade in the Autism and Behavioural Science Ontario College Graduate Certificate is a minimum of "C" (60%). If the student does not pass the term work, the student may not be permitted to write the final exam where applicable.  If the student passes the term work, but fails the final examination, the student may be awarded a Supplemental Grade at the discretion of the Promotion Committee.

Assignments are due at the beginning of the class on the dates specified.  Should extenuating circumstances arise, please contact your Instructor immediately, prior to when  your assignment is due, so an appropriate course of action can be established. Late assignments  are subject to grade penalties and will not be accepted beyond two weeks after the  assignments due date.


Major Presentation                                                 30%

5 Discussion Forums/2 Assignments   5% each (7)    35%

2 Interviews  (10% each)                                        20%

Assignment 4                                                         15%



  • Discussions (5 @ 4%): 20%
  • Creating a Smooth Transition: 25%
  • Video Assignment: 15%
  • Team Project: 20%
  • Peer Assessment on Team Project: 5%
  • Reflection Assignment: 15%

NOTE:  The Passing grade for this Course is 60%


This Ontario College Graduate Certificate program in Autism and Behavioural Sciences was made possible by a grant from the Ministry of Training, College and Universities © Queen’s Printer for Ontario 2005

Approved by: Lisa Somers