Previously known as Rants with Justin & Joe, It Has to be Said with Justin & Joe is a monthly podcast during which Justin, Joe, and their guests discuss topics that are pertinent to behavior analysis and intervention for autistics/individuals diagnosed with autism spectrum disorder. Each episode involves an open and frank discussion about the topic.     It Has to be Said with Justin & Joe is available wherever you stream podcasts! Donations are appreciated (www.classy.org/give/237784). Your donation helps support research projects and free training products like our free 40 hour RBT training and 8 hour Supervisor training – every little bit helps! CEUs for It Has to be Said with Justin & Joe are available at www.autismpartnershipfoundation.org/podcast/.    Episode Title: A Lifelong Journey: ABA and Support for Autistic Adults    During this episode we chat with Shanna Bahry and Peter Gerhardt. Shanna currently serves as the Executive Director of Meaningful HOPE, an agency committed to helping practitioners and families best support individuals with disabilities in preparing for a meaningful life in adulthood. She is also an Adjunct Professor in the master's and doctoral programs at Endicott College’s Institute for Applied Behavioral Sciences. Peter is the founding chair of the Scientific Council for the Organization for Autism Research (OAR) and currently sits on numerous professional advisory boards including Behavior Analysis in Practice, the Cambridge Center for Behavioral Studies, the Association of Professional Behavior Analysts, and the Autism Society of America. He is currently serving as the Executive Director of EPIC School and an Affiliate Professor and Doctoral Advisor at Endicott College’s Institute for Applied Behavioral Sciences. We discuss meaningful curriculum and what it means to truly individualize goals with Peter and Shanna.    CEU OBJECTIVES:  Listeners will be able to define what makes a curriculum meaningful for an individual client.   Listeners will be able to determine what makes a goal or target individualized.  Listeners will be able to describe the process of “looking back” to help determine meaningful curriculum.      RESOURCES:  Brown, L., Nietupski, J., & Hamre-Nietupski, S. (1976). Criterion of ultimate functioning. In Thomas, M.A. (Ed.), Hey, don’t forget about me: Education’s investment in the severely, profoundly, and multiply handicapped (pp. 2-15). The Council for Exceptional Children. Retrieved from https://mn.gov/mnddc/parallels2/pdf/70s/76/76-HDF-CEC.pdf  Make it meaningful book  Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of consulting and clinical psychology, 55(1), 3 - 9. https://doi.org/10.1037//0022-006x.55.1.3   Gerhardt, P. F., Bahry, S., Driscoll, N. M., Cauchi, J., Mason, B. K., & Deshpande, M. (2023). Adulthood begins in preschool: Meaningful curriculum in support of increased independence for individuals with autism. lnternational Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2023.294   https://shop.elsevier.com/books/clinician-s-guide-to-sexuality-and-autism/cauchi/978-0-323-95743-4#  https://link.springer.com/book/10.1007/978-3-030-98507-3  Leaf, J. B., Cihon, J. H., Ferguson, J. L., & Gerhardt, P. F. (2022). Recommendations for behavioral research in supporting adults diagnosed with ASD. In Handbook of quality of life for individuals with autism spectrum disorder (pp. 461-467). https://doi.org/10.1007/978-3-030-98507-3_26