Building Your Future Training Curriculum

The intensive training offered to post-secondary programs will be based on "effective practices." We believe that effective practice means using evidence based interventions informed by professional judgment and parent involvement. We are not endorsing a particular program, but review the research literature to identify the practices and systems with the most empirical evidence. Although we may specify strategies, we are not endorsing a single approach, and presentations reflect an emphasis on the use of evidenced based strategies. We also emphasize teaming and collaborating and developing partnerships among parents, K-12 school programs, post-high programs and adult service agencies.

For the training, we use a general curriculum framework that will build a foundation in the understanding of ASD, the teaming process, behavior support, natural supports, and systems changes that support student outcomes. Presentations will be delivered by experts in various areas of ASD such as behavior support, natural/peer support, the discovery process, and systems level change.


BYF Modules

BYF Modules

This module provides participants with an orientation to the START Project and an overview of Autism Spectrum Disorders (ASD) including current characteristics and definitions; learning and behavior support needs; and research in the area of ASD. The module also includes information on evidence-based practices for students with ASD, including the importance of family involvement in educational planning. A discovery process (V3 Discovery), adapted from the work of Griffin & Hammis and Gold and Associates, is also presented as an age appropriate transition assessment to support employment planning that is aligned with the principles of self-determination and person-centered planning. Participants learn the 5-step process and are given opportunities to apply the steps in their own work.

This module covers the core guiding principles necessary for improving post-secondary transition outcomes for individuals with Autism Spectrum Disorder (ASD) and other complex disabilities. Guiding Principles are discussed in the context of evidence-based practices and include Dignity of Risk, Presume Competence, high expectations, integrated employment, and other effective practices. The Teaming Process is an effective meeting format used to develop solutions to challenges associated with improving employment outcomes. It includes the steps of Meeting Mechanics, a problem solving process, and the use of Visual Organizers for capturing and organizing information. Participants will learn how this process can be readily applied to student planning meetings

This module explores effective (and ineffective) strategies for addressing behavioral challenges of youth with ASD that interfere with success in work and social environments. Participants will gain an understanding of the behavioral science and a multi-tiered model of positive behavioral support as well as a process for developing effective employment supports and strategies. Strategies covered include self-management, visual schedules and supports, and effective teaching strategies for preventing challenges and barriers to sustained employment.

This module will teach participants the steps needed to develop a peer to peer or natural supports for youth with Autism Spectrum Disorder (ASD) in an employment setting. The module will include the concept of medium of exchange, a way to connect a co-worker to a person with ASD, and case conferences, a meeting process used to promote problem solving. The module will also introduce participants to “The 7 Phase Sequence for Balancing Naturalness and Individual Needs” by Michael Callahan. 

Handouts and materials for Peer to Peer and Other Natural Supports

This module is intended for participants educating students with Asperger’s Syndrome (AS). The module explores characteristics of students with AS and effective practices identified in the literature to support students in their school environment. Relevant theories are covered, including social attribution theory and theory of mind, which are critical to supporting the social, emotional and behavioral development of students with AS. The Path A/Path B strategy is used to teach participants how attributions impact decision-making and responses to the behaviors of students with AS.

Handouts and materials for Attribution, Advocacy, and Accountability Module

This module will assist participants in understanding the discovery process and how to assure the information gathered through the process is embedded in the transition plan in the IEP. Additionally, this module focuses on the process of developing an IEP that incorporates the legal requirements of LRE (Least Restrictive Environment) and addresses the unique needs of young adults with ASD to ensure access and success in employment, independent living, higher education and community involvement. Participants learn how to write an effective Present Level of Academic Achievement and Functional Performance (PLAAFP) statement as well as develop observable and measurable goals and objectives related to the student’s success in post-secondary transition. Strategies for implementing the IEP with fidelity and data collection procedures for monitoring progress toward goals and objectives are also covered. 

This module explores the structures and processes needed to increase the capacity of local communities to embrace individuals with ASD and ensure their successful transition to adulthood. Participants are provided a structure for developing a coaching model as well as skills for serving in a variety of coaching roles and responsibilities. Included in these processes is the planning for ongoing training opportunities for three primary community partner groups:  providers (including MRS, CMH, school personnel, etc.), employers and college/technical school personnel, and community professionals (including doctors, dentists, barbers/stylists, etc.).

The administrative module presentation will provide a fast-paced overview of the START intensive training components.  This module will suggest strategies for positive administrative support of effective practices in supporting students with ASD.  Expected outcomes for administrators may include:  a general understanding of the START grant, strategies to positively respond to students with Autism Spectrum Disorder and support their educational and social growth, and clear expectations for staff working with students with Autism Spectrum Disorder.

Handouts and materials for Administrator Module


BYF Team Binder


Selecting a Target Student

The purpose of selecting a Target Student for the BYF Intensive Training is for the team to learn to apply the secondary transition support strategies, use assessment and planning tools (e.g., discovery process), and collect data to demonstrate progress over time. Use the Checklist for Team and Target Student Selection as guide for this process. 


Community Conversations

Resource Mapping

Transition Resources and Information