CONNECT: The Clinical Intersection Model

Abstract: This presentation introduces an innovative, interdisciplinary framework designed to promote socially significant skill acquisition for Autistic learners. Grounded in principles of safety and connection, the model centers the Autistic perspective and honors each individual’s unique way of being. It aligns with the diagnostic criteria for Autism Spectrum Disorder and incorporates developmental sequences from multiple disciplines to build meaningful social communication repertoires. Social communication is conceptualized as a behavioral cusp—unlocking access to reinforcement across diverse environments, activities, and relationships, thereby enhancing learner autonomy and choice (ASHA, 2025; CDC, 2024; Florida State University, 2025; Wetherby et al., 2004). Flexibility is cultivated across multiple dimensions using intermittent and unpredictable reinforcement schedules, promoting resilience and adaptability (CDC, 2025; Hanley et al., 2014). Safety and connection, social communication, and flexibility serve as the starting points for therapy, both supporting the learner and reducing barriers to acquiring higher level skills. Once these foundational skills are embedded into the learners' therapy, then higher-order skills traditionally found in Applied Behavior Analysis (ABA) curricula are introduced. This progression reduces reliance on restrictive teaching methods and supports more compassionate, responsive intervention (Penney et al., 2023; Rajaraman et al., 2022). References American Speech-Language-Hearing Association (2025). Communication Milestones: Age Ranges. American Speech-Language-Hearing Association. Retrieved from Communication Milestones: Age Ranges Centers for Disease Control and Prevention (2024). CDC’s Developmental Milestones. Centers for Disease Control and Prevention. Retrieved from CDC’s Developmental Milestones | CDC Centers for Disease Control and Prevention (2025, May 8). Clinical Testing and Diagnosis for Autism Spectrum Disorders. Centers for Disease Control and Prevention. Retrieved from Clinical Testing and Diagnosis for Autism Spectrum Disorder | Autism Spectrum Disorder (ASD) | CDC Florida State University (2025). Social Communication Growth Charts. Florida State University. Retrieved from SCGC – Baby Navigator Hanley, G.P., Jin, C.S., Vanselow, N.R., & Hanratty, L.A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47, 16-36. https://doi.org/10.1002/jaba.106 Penney, A.M., Bateman, K.J., Veverka, Y., Luna, A., & Schwartz, I.S. (2023). Compassion: The eighth dimension of behavior analysis. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-023-00888-9 Rajaraman, A., Austin, J.L., Gover, H.C., Cammilleri, A.P., Donnelly, D.R., & Hanley, G.P. (2022). Toward trauma-informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55, 40-61. Wetherby, A.M., Woods, J., Allen, L., Cleary, J., Dickinson, H., & Lord, C. (2004). Early indicators of Autism Spectrum Disorders in the second year of life. Journal of Autism and Developmental Disorders, 34(5), 473-493. https://doi.org/10.1007/s10803-004-2544-y

Learning Objectives:

1. Describe a framework for developmentally sequenced, values-aligned skill acquisition that aligns with Autism Spectrum Disorder (ASD) diagnostic criteria and developmental sequences from related disciplines

2. Compare and contrast the outcomes of standard Applied Behavior Analytic programming with outcomes within this novel framework

3. Formulate skill acquisition programming within each slice of this framework that supports relationship-based language learning within a context of safety and connection