In this episode of Everyday ABA, Paola, Leslie, and Brittanny break down how to use applied behavior analysis (ABA) to help students transition successfully from high school to college. They share real-life strategies for parents, students, and educators to build independence, manage time, stay motivated, and avoid common pitfalls of college life. Learn how self-monitoring, reinforcement, and creating supportive environments can make the college experience less stressful and more successful for young adults.

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After listening to the episode, participants will be able to:

• Identify common environmental and social variables that impact college students’ independent functioning and describe how to modify them using ABA strategies.
  
• Explain the concept of person–environment fit and how it relates to successful behavioral outcomes for young adults in new educational settings.
  
• Develop examples of behavior contracts, self-monitoring systems, or reinforcement schedules that promote study habits, time management, and independence in college students.
  
• Analyze the role of social support systems and how they interact with individual behavior to prevent dropout and promote mental health continuity during the transition to college.
  
• Demonstrate how to teach and fade prompts effectively to build independent living skills for adolescents before they enter college.

References:

• Cirillo, Francesco. The Pomodoro Technique: The Acclaimed Time-Management System That Has Transformed How We Work. Crown Currency, 2018.
• Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied Behavior Analysis, Third Edition. Pearson Education Inc. Sprick, R. S., & Baldwin, K.
• Frederick, L. D., Deitz,S.M., Bryceland,J.A., & Hummel,J.H. (2000). Behavior Analysis, Education, and Effective Schooling. Context Press/New Haringer Publications.
• Geller, L. L., & Greenberg, M. (2009). Managing the Transition Process From High School to College and Beyond: Challenges for Individuals, Families, and Society. Social Work in Mental Health, 8(1), 92–116.