Legal mandates, widely postulated professional perspective, and improv
ed teaching techniques have strongly influenced the kind of care provi
ded individuals with significant developmental disabilities such as au
tism. Children and adults who would have been separated from their fam
ilies and peers two decades ago are now expected to live in natural se
ttings identical to the settings in which other members of their famil
ies live. The conversion of services to correspond with the ever incre
asing lifestyle expectations for persons with developmental disabiliti
es is described from an organizational perspective with reference to s
erving these individuals in special education classrooms, residential
settings, or other human service settings. Systems we have found effec
tive in moving individuals through a continuum of services are describ
ed. Specific examples of implementation strategies in a large comprehe
nsive treatment center for individuals with developmental and neurolog
ical disabilities are provided. An example of a wide-scale conversion
of an agency that resulted in more progressive transition programming
is discussed.