Transition to Adulthood for Youth with ASD
Beth Clavenna-Deane, [email protected]
University of Kansas, Center for Research on Learning
April 4, 2011
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Activity 1: THINK, PAIR, SHARE:
Individuals with ASD?What are your thoughts about what is happening to this population in adulthood?
$971,000
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2009 NLTS2 dataPost-Secondary Enrollment 58% (any postsec)
2-yr or community college: 38% Voc/business/technical school 27% 4-yr college 22% Accommodations, self-disclosure, course of study
Completion Enrolled 90% Completed – too small to report – still within the 4 year
range
Adapted from Morningstar, ME , Clavenna-Deane, B, 2009Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf
Post School Outcomes for Individuals with Autism Spectrum Disorders:Post-Secondary Education
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Employment
2009 NLTS2 data
Employment At time of interview 47% Since HS 66% Ave. # jobs, 1.7 Length of employment 12.5 months
Types of jobs, job satisfaction
Adapted from Morningstar, ME , Clavenna-Deane, B, 2009Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf
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Independent Living2009 NLTS2 data
Living on Own 11% Intimate relationships21% Steady partner3% Financial independence
◦Annual income 25000 or less 94%, ◦friendships, community participation
Adapted from Morningstar, ME , Clavenna-Deane, B, 2009Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf
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Introductory Conclusions:
What are some judgments we can make from these statistics?◦Adult success?◦Previous high school experiences?
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Transition Compliance
Indicator 13 of the State Performance Plan:
“Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416(a)(3)(B))
Transition PlanningKey components
◦Measurable postsecondary goals◦Age-appropriate transition
assessments◦Invitation of the student◦Interagency collaboration◦Transition Services◦Course of study
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Transition Assessment for Students with ASDTTAPBrigance Transition InventorySelf-Directed Search, IDEAS,
ChoicesInformal Assessments Book from
ClarkOrganizational Skills Assessment
from Winner
Social Communic
ation
Post-Secondary Preparation
Independent Living
Employment
Experiences
Self-Determina
tion
Now where do we focus our energy for for students on the spectrum?
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Social Communication StrategiesSocial Thinking CurriculumSocial Behavior MappingSocial StoriesSocial Scripts
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Social Behavior MappingWhat is it?How can it be used most effectively?
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Post-Secondary Education EnvironmentsCollegeCommunity College Technical Schools
High School versus Post-Secondary
High School = STATIC◦ Entitlement System◦ All Accommodations◦ Structured Daily Work◦ Weekly Tests◦ SPED teacher◦ Annual IEP◦ Schools identify and provide
services◦ Life Skills taught at home or
possibly by school staff
Post-Secondary = DYNAMIC◦ Eligibility System◦ Reasonable Accommodations◦ Long term projects◦ Cumulative Exams◦ Disability Support Services◦ 504 Accessibility Plan◦ Self-disclose to receive
services◦ Life/Organizational Skills
Complied from: The MO-AHEAD College Guide www.mo-ahead.org & Winner, M.G. (2009). Preparing for the Transition to Adulthood. www.socialthinking.com
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A Day in the LifeChecklist template Emily Holman MacNaughton and Beth
Clavenna-DeaneWhat are some areas that are
predictable?What are some surprises that you see?
◦Roommate versus Private Room◦Finances◦Social Opportunities◦ Independent Living
Independent Living Skills:Domains to Focus onFinancial
Decision Making
Life SkillsHome
Organizational Skills
Personal SpaceMultitasking
Grooming/HygieneNutrition/ExerciseCare of ClothingResponsibility for
personal belongings
Health/Emergency Care
Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World:An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks.Lawrence, D.H., Alleckson, D.A., & Bjorklund, P. (2010). Beyond the roadblocks: Transitioning to Adulthood with Asperger Disorder. Archives of Psychiatric Nursing, 24(4), 227-238
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Financial Decision Making
Finances = Organization
However…
Static AND Dynamic
Home = Personality Proximity to Others
Home represents personal style◦ Benefits
◦ Drawbacks
Roommates◦ Benefits
◦ Drawbacks
Casual conversations◦ Distance Rules
◦ How to Teach the Rules
Formal conversations◦ Distance Rules
◦ How to Teach the Rules
PERSONAL SPACEDouble Meaning
Why is this important?3/21/2011
How many Students with Asperger’s Syndrome or High Functioning Autism do NOT turn in their Assignments?
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Academic Strategies for Students with ASD
In preparation for post-secondary education and training environments, ◦academic strategies are necessary
As well preparation for vocational environments requires◦Organizational strategies
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Advocacy and Accommodations: Reduce and Replace….
Reduce Dependency Accommodations◦ Full Time Para
Support◦ Daily Agenda
Checks◦ Extended time◦ Reduced
workload
Increase Independent Strategies◦ Chunking/
Planning Charts◦ Self-monitoring
checklists◦ IPODs◦ Seeking out
accommodations
Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World:An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks.
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Project Planning Chart
Item Estimated time to complete
Materials needed
People that can assist
Today’s Date
Due date
Instructor/ Class
STUDENT: WEEK DATES:
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Career Interest AssessmentsHow to Connect Career
Assessments TO
Personality, Interests, Preferences, and Needs
TODevelop a vocational/career
experience portfolio
9th grade• Career
Awareness• Study Skills• Social Skills• Employer
Partnerships
10th grade• Career
Explorations• Job Shadowing• Social Skills• Study Skills
11th grade• Work Experience• Advisement
Activities• Social
Engagement
Course of Study Continuum
12th grade• Work Experience
• Job Coach/Liaison Support• Vocational/Technical Program
Enrollment• College Course Enrollment• Vocational Rehabilitation
Counseling
Community-Based Programs• Community College
Enrollment• Part-Time Employment
• With Support• Independent Living Support
Course of Study Continuum
Self-DeterminationSelf-determined behavior refers to
actions that are identified by four essential characteristics:
(1) the person acted autonomously, (2) the behavior(s) are self-regulated, (3) the person initiated and responded
to the event(s), and (4) the person acted in a self-realizing
manner” (Wehmeyer, 2007, p 3).
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First Two Areas of Focus for Students with ASSelf-Awareness and Self-
AdvocacySelf-Regulation/Self-Management
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Three Other Primary Areas of Focus for Students with ASProblem SolvingDecision MakingGoal Setting
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• Individuals w/AS• Professionals
Self-Awareness
• Modeling• Experience
Self-Advocacy
• Problem Solving• Decision Making• Self-Management
Social Interactions
• Structured• Small StepsGoal Setting
Implications for Professionals and Parents
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Self-Determined Learning Model of InstructionSDLMI
◦Example of model◦Usefulness◦How it has been used◦How it is beneficial◦How to adapt it
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Self-determined Learning Model of Instruction
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SDLMI – goal evaluation
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