The Path to Living

Independently

The Office of Developmental

Programs

4/13/2021 1

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SETTING THE STAGE: HOUSING

ISSUES

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Over time, with appropriate supports in

place, participants will become more

independent and work, play and live in the

least restrictive environments.

EXPECTATION

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WHAT ARE THE ISSUES?

• Housing is a major concern for adults with ASD (and

other disabilities)

• 56% lived with a family member

• 11% lived in a home of their own

• 5% lived with a foster family

• 26% lived in a group IDD setting

• 2% lived in a nursing home of psychiatric facility

• 10% lived in facilities housing seven or more people

Larson (2017) 5

WHAT ARE THE ISSUES?

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WHAT ARE THE CURRENT OPTIONS

Research findings identified 7 major housing settings:

• Remaining at home

• Family Living

• Renting apartment or home

• Purchasing own home

• Shared Housing

• Intentional Communities

• Licensed facilities

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BARRIERS

• Accessing accurate information about housing and

services

• Scarce financial resources to create new housing

• Lack of expertise in developing affordable housing

• Limitations imposed by housing funding sources and

housing regulations

• Need for appropriate service to support people in

housing of their choice

• Need for specific planning and design to accommodate

ID/A related needs

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RES HAB VS. HOUSING

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RESIDENTIAL OPTIONS

• Residential Habilitation: Occurs in licensed 6400

regulated community homes

• Life Sharing: Occurs in licensed 6500 regulated Family

Living homes Course: Understanding Lifesharing: Who would benefit ? (myodp.org)

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RESIDENTIAL HABILITATION

• Assists individuals 24/7 in acquiring, retaining,

and improving skills:• Communication

• Socialization

• Self-direction

• Self-help

• Adaptive skills necessary to reside in the community

– ADLs, cooking, housework, shopping, money

management, time management, safety skills

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RES HAB VS. HOUSING

• What is the true need of the participant?

• Does the participant need housing or residential

habilitation?

• Does the participant require 24/7 supervision?

• Can concerns be addressed and skills be taught in the

family home, participant’s own home, or other non-res

hab setting?

• If participant is struggling, what is the service/support

history?

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RESIDENTIAL HABILITATION

• Should be considered when other housing options

are exhausted AND support needs beyond 50hrs

are necessary OR extenuating circumstances

• Other housing options examples:

• Alternatives within existing funding streams

• Utilizing personal funds

• Creative supports provided through existing waiver

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HOUSING SUPPORT ASSUMPTIONS

AND CONSIDERATIONS

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HOUSING SUPPORT ASSUMPTIONS

• Everyone can live in the setting of his or her choice

when given appropriate supports

• Readiness to live in own home cannot be predicted

• Skills to live independently should be taught in

setting where the participant chooses to live

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HOUSING SUPPORT ASSUMPTIONS

• Participant should make housing decisions to

greatest extent possible

• One size does not fit all – tailored to personal

needs

• Supports should be flexible and change as

participant needs change

• Whenever possible, use combination of natural and

paid support

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HOUSING CHOICES: SOME CONSIDERATIONS

• What housing situation does the participant prefer?

• What safety and supports are needed for participant?

• Can the needed supports be provided in this setting?

• What are the cost factors?

• Is funding/housing assistance available?

• What are the transportation considerations?

• If employed, will the housing location impact

employment?

(Wehman, Smith & Schall, 2009)

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FROM ASSESSMENT TO CREATIVE

SUPPORTS

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MAKING INDEPENDENT LIVING WORK

• What supports are needed in order for the participant

to live as independently as possible in their own

home/apartment?

• Support needs should be assessed at the outset

(SIBR and beyond)

• Inappropriate or inadequate planning for support can

lead to failure

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ASSESSMENT: HOME LIVING SKILLS

• Shopping

• Preparing meals

• Household maintenance

• Laundry

• Knowing what to do in emergencies

• Caring for self when ill

• Medication Management

• Seeking help and assistance

• Managing finances and bill paying

• Time management

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OTHER ASSESSMENT CONSIDERATIONS

• What are the participant’s current routines?

• When does the participant require assistance

or supervision? (e.g., During which routines?

What times of day are most problematic?)– Support times must be flexible to meet these needs

• Are there any accommodations that can be

made? (e.g., assistive technology,

environmental modifications)

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DETERMINING WHAT TO TEACH

• Ecological Inventory

• Steps of conducting Ecological Inventory:

• Identifying and surveying current and future home living

environments

• Dividing environments into sub environments (places

where certain activities occur)

• Inventorying the sub environments by listing relevant

activities performed there (meal prep and food storage)

• Determining skills required for performing those activities

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Sub

environment

Activity Skills

Living Room Vacuuming

Socializing with others

Watching TV

Deciding when to vacuum

Locating vacuum cleaner

Operating vacuum cleaner

Changing bag or filter

Putting vacuum away

Inviting friends over

Greeting others

Talking about shared interests

Asking for help from others

Deciding what to watch

Turning television on

Using remote control to operate channel selection & volume

Turning television off

Kitchen Preparing food in

microwave

Washing dishes

Selecting what to cook

Operating microwave to cook item according to instruction

Removing item from microwave

What can/can’t go in the microwave

Determining if dishes in dishwasher are clean

Loading glasses and cups

Loading plates

Loading silverware

Loading pots and pans

Putting in dishwasher detergent

Turning on dishwasher

Unloading items

MEETING SUPPORT NEEDS

• Utilize existing services

• Natural Supports (e.g., family, friends, local

community organizations)

• Utilizing non-waiver services/Collaborating with

other service systems (e.g., OMHSAS)

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PRACTICAL SUGGESTIONS AND INTERVENTIONS

• Develop person-centered housing plan

• Advocacy Organization, support groups, Centers

for Independent Living

• Center of all decisions

Hewitt and Nye-Lengerman (2019) 25

SUCCESS STORIES

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PUTTING IT ALL TOGETHER

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PUTTING IT ALL TOGETHER

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Resources

• Bureau of Autism Services Housing Report, http://bastraining.tiu11.org/

• Hewitt, Amy; Nye-Lengerman, Kelly, Housing: A Place to Call Home (AAIDD, 2019)

• Howlin, , P., Goode, S., Hutton, J.,& Rutter, M. (2004). Adult Outcomes for children with autism. Journal of Child

Psychology and Psychiatry, 45, 212-229.

• Wehman, .P, Datlow-Smith, M., and Schall, C. (2009). Autism & the transition to adulthood: Success beyond the

classroom, Baltimore, MD: Brookes Publishing.

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