Developing successful transition outcomes for post high school students with autism

Flores: Master’s Comprehensive –Post High School Transitions, Autism 1

Catch the Wave: Developing Successful Transition Outcomes for Post High School Students with Low-Functioning Autism

Shuna Laura FloresTexas Tech University

Master’s Comprehensive PaperMarch 5, 2011


Abstract:

The incidence of autism has increased 2093% since 1990. This colossal increase caused

our school systems great distress when students began entering our classrooms in waves never

before experienced. Most classrooms were not equip to accommodate the special needs of

students with this disorder and educators, administrators and the community struggled to put

together effective programs. Today many school systems are confident in their ability to handle

elementary students with autism. The same students who blazed the path for those now

accommodated in elementary school are beginning to transition from High School to adult life.

This paper will address the need for educators, administrators and parents to prepare themselves

for the influx of students with autism coming into a new phase in the educational process. This

study examines the laws regarding post high school transitions, the resources available, the

special needs of students with autism, proven strategies, and programs that work. Preparation,

planning and resourcefulness will be needed to make this new educational phase successful.

This paper examines what we know about successful outcomes for students with autism and their

application to post high school transitions.


In the mid-1990’s students with autism began entering our school systems in waves some

would equate to a tsunami. Most schools were not prepared for this rapid increase in demand for

the special needs and demands of students with autism. Recent observation of the California

coast brought about the following analogy: experienced suffers who paddled ahead of the wave

were able to ride it with ease, enjoying the process. Those standing in the path of the wave were

hit by all of its force and tumbled about in confusion and pain. The same can be said about the

upcoming wave of students with autism entering the post High School transition phase of

education. School systems can paddle ahead and prepare for the wave or be caught in the

frustration and confusion a new era can bring. The object of this paper is to lay the foundation of

what we know from statistics and experience, define what the law is regarding transition and

outline ways to meet the specific needs of students with low-functioning autism.

History and Statics:

Since as early as the 1800’s people with autism have been challenging the way we think

and react to people with special needs. The field of special education was inspired by a young

child named Victor who displayed many of the characteristics we now consider to be the basis

for diagnosing children with autism. Jean Itard attempted to restore Victor to normality in 1801

and wrote about his treatments (Scott, 2000). From that day forward society has been looking for

causes and treatments for this strange disorder called autism. The puzzling effects of this

disorder have forced us to think “outside of the box” and come up with solutions that are

beneficial to all of us.

Autism is defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth

Edition (DSM-IV) “the presence of markedly abnormal or impaired development in social


interaction and communication and a markedly restricted repertoire of activity and interests”

(Scott, 2000, p. 3). The characteristics of this disorder include:

1) Awkward social interaction – avoiding eye contact, odd body postures & gestures,

trouble making friends, lack of reciprocity.

2) Inability to communicate – speech delay or inability, cannot carry a conversation,

parrots words or phrases, does not play make-believe.

3) Repetitive behaviors – fixates on one topic of interest, nonfunctional rituals, toe

walking, fixates on parts of objects, highly resistant to changes in routine.

Prior to 1992 this disorder was considerably rare. One in 10 thousand people were

diagnosed with autism. Most recent data from the Center of Disease Control (USA Today,

2007) states approximately 1 in 150 children have been diagnosed with autism. These statistics

are based on persons being diagnosed with Autism Spectrum Disorder (ASD) which includes;

Autism, Pervasive Developmental Disorder (PDD-NOS), Rett Disorder and Asperger’s

Disorder. The sharp increase in occurrence of autism began in the early 1990’s. Researchers

have been looking for reasons for the drastic increase, but have not found a solid cause. Some

of the theories for the increase are the effects of mercury used in combining vaccines for babies

to the nervous system, a wide spread virus attacking those with genetic sensitivities and the

effects of hormones, pesticides and additives to our food supply. Currently there is no

scientific cause or cure for autism.


The drastic increase in autism began in 1992. School systems have been forced to

developed programs for students with autism over the past 2 decades. The students diagnosed

with autism in the early 1990’s are now entering the transition planning phase where they are

planning their exit high school and begin adult life in our communities.

One mother tells of her experience with government organizations and school systems

with her daughter who is now entering transition age.

“My daughter Katie was diagnosed with autism when she was about 3. She had

significant speech delay and displayed odd behaviors such as standing by a tree for extended

periods of time and categorizing things like food and toys instead of playing with them. At the

age 2 ½ she stopped sleeping through the night and would frequently wander around and even

leave the house. This was the beginning of a long struggle for all of us. There are several

programs for young children with disabilities starting with Head Start and then the PPCD

(Preschool Programs for Students with Disabilities) program when Katie turned 3 years old. Our

trouble began when Katie became school aged. She was main-streamed and although she had an

Figure 1.1

Figure 1.1. Cumulative Growth of Number of Cases of Autism (U.S. School Years 1992-2008) by Idea Data and U.S. Center for Disease Control. Thoughtful House Center for Children. (2011, Feb. 23), Autism-Statistics, Incidence, Prevalence, Rates. Retrieved from

Thoughtful Hose Center for Children Web Site: http://www.thoughtfulhouse.org/tech-labs/disabilities/autism.php


aide to keep her in her seat she made little to no academic progress, especially at one school with

very poor staff. The school did not have pre-set programs for students with autism and Katie’s

elementary years were spent being babysat in a regular education classroom. I don’t think the

school knew what to do with her and felt a lot of resentment to have to make accommodations

for her. I advocated as much as I could for services for her, but the school denied most of them

because of cost. When Katie entered Middle School she was placed in a life skills class where

she got specific instruction for her educational level. This situation was better for her, but her

residential placement was so poor that she was not able to make the kind of progress I would

have liked her to. She experienced abuse and neglect in the facility she lived in. She is now in a

life skills class with an excellent teacher and support team, her home life is excellent and she is

beginning to make real progress (Flores, 2011)”.

Until recently autism was a rare disorder. Many people had not heard about this

condition and School systems were not prepared for the high numbers of children with autism

entering the school systems. Students with autism respond to intensive, specialized training. In

order to make progress, “Young autistic children need at least 25 hours of structured 1:1 time in

order to learn social skills and life tasks (Byrnes, Issue 18)”. These services were not readily

available to students until recently.

Teachers were not trained to engage students with autism and were expected to teach

these children without knowing how to handle their special needs. Without support and training

teachers could easily become frustrated and not know how to build the vital relationship with

their students with autism making inclusion a difficult situation for everyone. Each student with

autism presents a specific set of needs and behaviors. Without specialized training, teachers

might inadvertently alienate the child. “Children with autism vary with respect to behavioral


problems, and these likely also vary in the classroom. Thus we expect that included children with

autism with more behavioral problems in class will also have poorer quality relationships with

their teacher (Robertson, 2003)”. The study conducted by Robertson in 2003 showed that

students who do not have a supportive relationship with their teachers do not function well in the

classroom. They are seen to have low social status wich causes alienation and high dropout rates.

The Law and Assessment Process:

In 1997 new legislation called the Individuals with Disabilities Education Act (IDEA)

changed the law regarding transition planning for students with disabilities. This law mandates

that schools create a transition plan for post high school students so they can move successfully

to adult life. These plans should include things like college, vocational training, employment,

independent living, and participation in the community. In 2004 this law was reformed to include

the following:

“The IDEA 2004 Transition Regulations defines transition services as:

“The term “transition services” means a coordinated set of activities for a child with a disability

that:

Is designed to be within a results-oriented process, that is focused on improving the

academic and functional achievement of the child with a disability to facilitate the child’s

movement from school to post-school activities, including postsecondary education,

vocational education, integrated employment (including supported employment);

continuing and adult education, adult services, independent living, or community

participation;


Is based on the individual child’s needs, taking into account the child’s strengths,

preferences, and interests; and

Includes instruction, related services, community experiences, the development of

employment and other post-school adult living objectives, and, if appropriate, acquisition of

daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] (Education, 2007)

The State of Texas Education Code and the Texas Administrative Code both

support and expand on the need for Transition planning. Both codes support educators in

developing programs designed to successfully transition students with disabilities into post high

school adult live and help them become contributing members of society (Region 18 Education

Service Center, 2007).

Many of the laws initially intended to protect the rights of those who have various

disabilities end up being beneficial to society in general. It is now common for School Districts

to offer transition services to all students beginning in middle school. Students are given

aptitude tests and encouraged to make post high schools career goals. Teachers expose students

to different courses of study to begin the process of transition to successful adult life. Transition

programs not only look at academic and career goals, but other areas of life as well. The

Division on Career Development and Transition of the Council for Exceptional Children has

endorsed the following definition of transition assessment:

“Transition assessment is the ongoing process of collecting data on the

individual’s needs, preferences, and interests as they relate to the demands of current and future

working, educational, living, and personal and social environments. Assessment data serve as the


common thread in the transition process and form the basis for defining goals and services to be

included in the Individual Education Plan (Miller, 2007, p. 5)”.

Students with disabilities often need assistance in planning for success in adulthood. A

balanced life includes all of the aspects of the above statement. Miller created a transition

planning pyramid to show the stages involved in transition planning and assessment.

During the transition process it is important to look at all areas of adult functioning to

ensure the student becomes as successful and independent as possible. Many adults with autism

become institutionalized and do not have an option for non-institutional employment. “The

efforts are limited by lack of both appropriate financial support and empirical validation”

(Garcia-Villamisar, 2007). As more persons with autism enter the transition phase of the public

education school systems will need to insure that their transition programs are in compliance

Vocational AssessmentInterests, Abilities & Aptitudes

Tech-prep/school -to-workCommunity based assessment

General & Specific occupational skills

Assessment of Academic& Behavioral Skills Assessment of Life SkillsCriterian-Reference Testing Daily Living SkillsNorm-Reference Testing Social SkillsLearning Style Assessment

Assessment of Future Plans Assessment of Self-DeterminationGoals, Needs, Aspirations & Self-AdvocacyHome living, Community Participation Academic& Recreation and Leisure Jobs & Job Training Post Secondary Education

Figure 2.1

Figure 2.1. Transition Assessment Model. Categories are based on legislation stated in IDEA 1990 by R. Miller, R. Lombard & S. Corbet, 2007, Transition Assessment; Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities, p. 21. Copyright Pearson Education, Inc. 2007


with the legal standards detailed in IDEA legislation to meet the needs of their students with

autism. Designing a transitional program for low-functioning autistic students can seem like a

daunting task, but if educators, parents and community members work together the outcome can

be positive for all those involved.

Many transition programs currently available in school systems are designed for

students with high incidence disabilities and are designed for those with academic functioning

levels. Students with low-incidence disabilities such as autism lack transition programs that

meet their needs. According to recent statistics “Youth with low-incidence disabilities show the

lowest rates of engagement in school, work, or preparation for work shortly after high school of

all disability categories” (U.S. Department of Education, 2003). Students with autism require

frequent interaction and practice of new skills in order to obtain mastery of needed skills to

become successful in new environments. Most students who are diagnosed with low-functioning

autism are not trained for the workplace and their work options are limited to structured work

environments called “Sheltered Workshops”. These environments can be productive and helpful

for some persons with disabilities because they provide structure, meaning and purpose. Persons

with low-functioning autism may not fit into these environments because of behavior problems,

attention span or lack of interest. Because there are not many options available those who do not

fit into the “Structured Workshop” environment many are left to unstructured activities such as

watching TV, etc.

Developing successful post high school transitions for persons with low-

functioning autism requires the same about of attention to individualism that school systems

have established for these students when they began to enter our school systems 15 years ago.

At the Texas Transition Conference on February 15-17, 2010 six school districts came together


to share their programs and experience in helping students with disabilities make successful

transitions to post high school life. Tom Laign, Transition Services Coordinator for Socorro

ISD made a presentation entitled “Transition: It’s About Results”. IDEA 2004 introduced the

Measurable Post-Secondary Goal. “Transition services are defined to be a coordinated set of

activities within a results-oriented process”. Writing and executing post-secondary goals is “…

first a tool to visualize a future result and when properly executed, becomes a process to

actualize the result”. Mr. Laign explained that an ISD’s reputation in the community has an

impact on the student’s success in the workplace. All things being equal, an employer will hire

a student from a reputable ISD over one coming from an ISD without a good reputation because

they will assume support and training from the more reputable district. Laign urges school

districts to go beyond the “one-size-fits-all” scenario and create experiences that help each

student to acquire skills to help them in their adult lives. One example Mr. Laign gave was the

shopping field trips transition programs use to take students to the grocery store, buy food and

prepare a meal for the class. Laign challenges teachers to develop this skill so that their

students can learn to shop for themselves and purchase and prepare items for their personal

meals. Personalizing this activity helps the student acquire a skill that will have an impact on

the student’s adult life creating measurable results in the student’s life (Laign, 2010).

IDEA 2004 calls for schools to prepare students for post high-school life in the

following domains:


Creating Programs that Work:

It is not necessary for school systems to create a new program for transition for low-

functioning students with autism. Current systems can be modified and resources pooled to

create workable individualized programs at low cost to the school. Texas law states:

“Paraprofessional personnel must be certified and may be assigned to work with eligible

students, general and special education teachers, and related service personnel. Aides

may also be assigned to assist students with special education transportation, serve as a

job coach, or serve in support of community-based instruction…” (Texas Administration

Code, 2007).

Education:Vocational

EmploymentEducation

Community Involvement:

LeisureTransportaionSocailization

ExcerciseRelated Services:Communication

Social Skills

Adult Living:Hygeine

Medical care Finances

Meals and living arrangements

Figure 3.1

Figure 3.1. Created by S. Flores from statutes in IDEA law [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] Education, U. S. (2007, February 1). Building the Legacy: IDEA 2004. Retrieved February 26, 2011, from Topic: Secondary Transition: http://idea.ed.gov/


Many of the students with low-functioning autism are assigned one-on-one

paraprofessionals. These paraprofessionals could be trained and used in the post high school

transition process. Community resources such as Public Transportation including transportation

designed for disabled persons could be used to transport students to job-sites. Collaboration and

creativity are key elements in creating transitions that work.

Computer technology is one of the biggest assets we have readily available in many

classrooms. The programs and devices available are ever increasing and are essential tools for

persons with autism. “…persons with disabilities will increasing have computers at their disposal

as natural tools to help them solve problems in their daily lives. Teaching computer literacy from

a young age can lead to future employment as well, and thus should be included in longitudinal,

functional programs for persons with autism” (Porco, 1989). Currently many language building

and work simulation programs are available for students with autism. These programs can aid

students with autism build vocabulary and have successful communication with the general

public, thus opening more doors to greater and greater opportunities for them.

One of the nation’s leaders in Transitional Programs is Leander ISD in Texas.

John and Martie Jensen are co-coordinators of L.I.V.E. Services (Leander Independent

Vocational Education). They stress the importance of collaboration in this way:

“LISD transportation has partnered with vocational services in a collaborative effort to

create a positive environment for students that is cost effective, yet still provides for the needs of

those students who require special considerations. This partnership effort has provided more

varied job site opportunities and a greater ratio of paid employment” (Jensen, 2010).


The goal of post high school transition is community involvement and active employment

allowing the student to become as independent and productive as possible. Transition planning

must keep this goal in mind when designing and writing curriculum for students with low-

function autism.

Communication:

Lack of communication and socialization skills is the biggest barriers for students with

autism to obtain and maintain employment, function in social situations, and maneuver in the

community. Finding ways to help students in this area is fundamental in the success of any

program designed for students with autism.

“Employment options are limited because of impaired verbal or non-verbal

communication, limited social skills, abnormal response to sensory stimulation, difficulty

handling changes and challenging behaviors associated with autism” (Capo, 2000).

The same limitations for employment make it difficult for students with autism to

function in our communities and in social situations. Facilitated communication plays a key role

in making it possible for non-verbal students with autism to communicate with those around

them. There are several options for non-verbal students with autism.

The Picture Exchange Communication System (PECS) is a pictorial system that was

developed for people with social-communication deficits. The system uses basic behavioral

principles and techniques such as shaping, differential reinforcement and, transfer of stimulus

control via delay to teach children functional communication using pictures as the

communicative referent (Charlop-Christy, 2002).


Another program using picture symbols for communication is called Treatment and

Education of Autistic and related Communication handicapped Children (TEACCH). The

TEACCH program is a comprehensive structured teaching approach designed for individuals

with communication disabilities. The principles of TEACCH include structuring the physical

environment in a way that will assist students with autism to understand meaning, visual

supports to make the sequence of daily activities predicable and understandable, and to use

visual supports to make individual tasks understandable (Mesibov, 2005).

Computer programs and technology applications are being created daily that will aid non-

verbal persons with autism in communicating. Many students are beginning to use these systems

in conjunction with hand held devices like the iPod and iPad. This new technology has allowed

for easy and unobtrusive access to non-verbal communication techniques that will prove

themselves invaluable for future generations.

Social Skills:

Virtually every piece of literature regarding persons with autism mentions the need for

training for deficits in social skills. Autism has been nicknamed “the wrong planet syndrome”.

Just as a second language learner or person from a different culture needs to be taught cultural

norms and social appropriateness, students with autism need the same types of lessons. The lack

of ability to assimilate social appropriateness is one of the most devastating effects of autism. It

inhibits communication and relationships so that the person with autism becomes isolated from

society. Nancy Dalrymple explains the following; “Remember that social communication is very

complex for all individuals; but for people with autism it is impossible to be successful without


planned teaching strategies. For people with autism, learning functional social skills and

behaviors may be the most important things they learn” (Dalrymple, 1992).

Many of our social rules are unstated and assumed. When students with autism break

everyday social rules they make those around them uncomfortable and people without a clear

understanding of the characteristics of autism can become confused and may avoid the person

with autism altogether. Teaching social appropriateness is referred to as the “Hidden

Curriculum”. It is an ever-changing, complex set of unstated social norms that neurotypical

people pick up unconsciously. “Breaking a hidden curriculum rule can make a person a social

outcast or certainly a social misfit. Failure to follow the hidden curriculum can cause a child to

be shunned by peers, be viewed as gullible, or considered a troublemaker” (Smith-Myles, 2004).

Some of the best ways to teach social appropriateness are through social stories, video

modeling, scripts and a program called SOLVE. SOLVE stands for; 1) Seek to understand all

aspects of the hidden curriculum, 2) Observe what people are doing and NOT doing, 3) Listen to

what people saying and NOT saying, 4) Vocalize…ask questions, check for understanding, and

5) Educate…teach and learn. Remember: knowledge is power (Smith-Myles, 2004). Preparing

students with autism for adult life takes sensitivity to the student’s needs for social training by

finding ways to teach them what they need to know to function in society to the greatest extent

possible.

Intense Training and Repetition:

A common characteristic for students with autism is the need for intense training and

frequent repetition for skill acquisition. There are several techniques that have been developed


for students with autism that are currently being successfully used in elementary schools. These

include Discrete Trial Training (DTT) and Applied Behavioral Analysis (ABA). Discrete Trail

Training was initially developed by Lovass in 1981for speech acquisition (Scott, 2000). It has

progressed to be used as a foundation for many behavior based training programs. “In DTT,

tasks are broken down into short, simple trials. At the start of a program, interactions may only

be a few seconds in length. As the child's attention span increases, the length of the interactions

increases accordingly. DTT attempts to build this motivation by rewarding performance of

desired behaviors and completion of tasks with tangible or external reinforcement (food, toys,

time to play, etc.).

A discrete trial is a single cycle of a behaviorally-based instruction routine. A particular trial

may be repeated several times in succession, several times a day, over several days (or even

longer) until the skill is mastered. There are four parts, and an optional fifth, to a discrete trial.

the discriminative stimulus (SD)-- the instruction or environmental cue to which the teacher would like the child to respond

the prompting stimulus (SP)-- a prompt or cue from the teacher to help the child respond correctly (optional)

the response (R)-- the skill or behavior that is the target of the instruction, or a portion thereof

the reinforcing stimulus (SR)-- a reward designed to motivate the child to respond and respond correctly

the inter-trial interval (ITI)-- a brief pause between consecutive trials” (Wallin, 2001-2004).

The most important aspect of DTT is breaking a large task down into smaller steps.

Each step that is causing difficulty can be broken down into even smaller steps until the whole

task can be completed. Virtually any task can be acquired as long as it is in the scope of the

physical capabilities of the student and time allows for proper training.


Another form of intense behavioral training is called Applied Behavior Analysis (ABA).

The principles of this field are the basis for many of the programs considered successful when

treating and instructing students with autism. The process of ABA includes the following steps

(Alberton, 2009):

1. Pinpointing target behaviors

2. Analyzing the purpose, antecedent stimuli and environmental elements that may be affecting the behavior.

3. Recording the duration, latency, rate, frequency and topography of the behavior

4. Graphing the base line of the target behavior and keeping records of behaviors when variables are introduced.

5. Introducing independent variables into the scenario as interventions to the behavior.

6. Providing reinforcement for desired behaviors.

7. Evaluating the effectiveness of the behavioral interventions and modifying the interventions as necessary.

“Interventions that evolved from applied behavior analysis research have done much to

improve the lives of persons with autism” (Scott, 2000, p. 169). ABA procedures and research

can be a complicated and intensive but if used effectively it can have a big payoff in terms of

improving the lives of our students and opening up possibilities for their adult lives.

Proven Strategies:


There are few formal studies done for low-functioning adults with autism in the

workplace. The following studies show how researchers used proven strategies to aid workers

with low-functioning autism to have successful outcomes in the workplace.

Facilitative Communication: In 1997 a study was conducted using the TEACCH –

Supported Employment program. This program, because if its success, has been the focus of

several follow-up studies and used as a model for employment for adults with low-functioning

autism. “Historically, persons with autism have had the same difficulties accessing appropriate

supported employment services in their communities as other services because most of the

programs are designed to serve persons with mental retardation but not autism” (Hinton-Keel,

1997). The first step in successful job placement is utilizing individual strengths and interests to

identify the appropriate job for each participant. “The individual placement model involves a job

coach who works with an individual with autism to locate a job in the community, provides

intensive training on the job, and then fades out of the job setting…however they continue to

need and receive extensive long-term support services” (Hinton-Keel, 1997). The participants in

this study were part of a cleaning crew. Using facilitated communication through the TEACCH

program they were given a schedule of clearly defined work tasks with few distractions. The

studies showed that task completion was enhanced when persons with autism knew what to

expect and were given choices of various duties in their job placement. In order for students with

autism to be successful they need long-term support to help them continue to experience success

in the work environment. “It is vital that TEACCH support staff be alert to factors in the whole

life of the individual with autism. This is true regardless of a client’s level of independence or

model of supported employment.” Overall, the supported employment program has an 89%

retention rate according to Hinton-Keel.


Applied Behavior Analysis: Another study conducted for supported workers with autism

focused on simulated job training for the task completion process before going to the workplace.

In the simulated environment researchers used Applied Behavior Analysis to refocus workers’

good job performance. “Each supported worker had been diagnosed with autism and severe or

profound retardation…All workers also had histories of challenging behavior such as aggression,

property destruction and self injury…” (Latimore, 2002). Workers received job simulation

training. When tasks were not completed properly the job coach would aid the workers in

completing the task. Applied Behavior Analysis was used to analyze behaviors and interventions

were created to so workers completed tasks appropriately. “Expanding application of

technologies developed through behavior-analytic research seems to represent one means of

incorporating procedures with empirically substantiated effectiveness within the overall support

process” (Lattimore, 2006). By analyzing and modifying the participants’ behaviors, the adults

with autism were more successful in completing job tasks and retaining jobs.

Motivation through Task Preference: The participants in this study were 3 adult males

with autism and severe or profound mental retardation. The purpose of this study was to

determine preferred activities of the workers to increase motivation and satisfactory job

completion. The researchers used “paired-presentation method that involves presenting workers

with repeated choices between pairs of materials representing two work tasks, and then

determining which task is chosen more frequently across multiple pairings…Participants worked

on chosen tasks following each choice to ensure that they associated choices with the work

involved…After working on the chosen tasks, the paired-presentation process was repeated until

all six combinations of tasks had been presented” (Latimore, 2002). The results from this study

showed that when pairing a preferred activity with a non-preferred activity the workers


performance and willingness to perform non-preferred tasks increased. The worker’s

performance increased when the participants were given control over the order they completed

the tasks.

Behavior Modification: A study conducted by the Department of Occupational Therapy

at Eastern Kentucky set out to explore supported employment for persons with autism, determine

the role of the occupational therapist, and determine best practice contributions of several

innovative supported employment models. “For all populations, occupational therapy seeks to

promote optimal levels of work performance using prevention, evaluation, restoration,

remediation and compensation techniques designed to increase functional work activities…

Behavior modification techniques such as response-cost, report cards, behavioral praise and

differential reinforcement were implemented with three adults with autism” (Capo, 2000). One

participant displayed frequent temper tantrums at work. He was instructed to ask for help when

needed and provided with a response-cost procedure. This young man loved to have comic strips

read to him. He was given 5 strips per day and one was taken away for each tantrum he had

throughout his work day. Prior to training the participant averaged 13 tantrums per month.

“After three months of training, the total number of tantrums was reduced to one per month and

after one year; Joseph displayed only one tantrum every three months” (Capo, 2000). In many

cases persons with autism are not motivated by money as a reward. It is important to find

motivators by discovering individual interests of each worker and capitalizing on those interests

and rewards so that the person with autism feels the same “pay off” as neurotypical workers feel

when they receive a paycheck.


Improvement in Cognitive Performance: This study examined the effect of supported

employment on executive functions for adults with autism. The duration of the study lasted an

average of 30 months per person. The mission of supported employment programs is to create a

stable, predicable work environment so that persons with autism can work as independently as

possible. “These contributions allow people with autism to increase their sense of self-worth, and

at the same time, help it increase public awareness and understanding of autism” (Garcia-

Villamisar, 2007). The participants of the supported work programs were given repeated

assessments. Measures of ANOVA showed that “…people with autism enrolled in the supported

employment programme achieved significantly higher performances than the non-supported

employment group…Therefore, the supported employment programmes have a positive effect in

the cognitive rehabilitation of people with autism” (Garcia-Villamisar, 2007).

Results: Putting it all together:

Mark Twain said, “Keep away from people who try to belittle your ambitions. Small

people always do that, but the really great ones make you feel that you too, can become great”.

One post high school transition specialist shares her thoughts and inspirations about her

role in the transition process. She has inspired many to become great and contribute to the

community.

“There are moments in life that reveal a truth you never thought about. One of these

moments happened when I was working at the Texas school for the Deaf in the Special Needs

Department as a transition specialist. I was working with several students in the 18+ program and

graduation was quickly approaching. Where would they live? Where would they work? Would

they visit friends? What would become of them? Some had jobs and a place to live but then it hit


me...how much more life there is after formal education - they are with us for 22 years but after

graduation there is a lifetime left and are they prepared??? It was my job to prepare them”

(Chaparro, 2011).

Some may assume that there is no place for low-functioning students with autism in the

workplace. Temple Grandin, a person with autism, has become an advocate for others who have

this disorder. She gives suggestions for types of jobs for Nonverbal People with Autism: re-

shelving library books, factory assembly work, running copy machines, janitor jobs, stocking

shelves, sorting items, warehouse jobs, lawn and garden work, plant care, etc. (Baker, 2005).

There are many possibilities for the special students if educators use creativity and imagination

to put together programs that work for everyone.

Temple Grandin has made a career out of her love for animals. It began with a love for

horses. Temple realized that she had a special connection with animals and could see things the

way they see them. “Animals saved me…I spent every waking minute that I didn’t have to be

studying or going to school with those horses…People and animals are suppose to be together…

Animals have special talents normal people don’t, the same way autistic people have special

talents normal people don’t…” (Grandin, 2005). Later Ms. Grandin became a cattle expert

creating slaughter houses for livestock that eased the process for both man and beast. It is

important that the special talents and interests of persons with autism be discovered and nurtured

so that they, like Ms. Grandin, can contribute their special talents to society.

Ms. Chaparro shares an example of one successful placement for one of her students.

“The search for a job begins with the student's interests and preferences. Determining

those can be a challenge for special needs students. So you try a variety of approaches: visual


interviews with photos and videos, job shadowing field trips, and parents’ input. It was during an

employment class that a young man in my class keeps pulling off the Pizza Hut picture from my

places in the community poster. It was pretty clear that he wanted to work at Pizza Hut. Hmmm

now to determine what job. Being that he is in a wheelchair and having limited cognitive skills, it

was going to take some resourceful thinking a community willingness to give this young man a

chance. Well, we had both. The manager of the Pizza Hut was already familiar with programs

like ours and he offered the student a job assembling pizza boxes. That was at least eight years

ago and he is still there today” (Chaparro, 2011).

Some would have given up on the boy who loves Pizza Hut. There are many like him

who sit in day habilitation sights for hours on end watching TV and having little stimulation. Ms.

Charparro’s dedication to finding a placement for her student and the reputation of the school

district allowed this young man to find a job placement that has given him long-term stability,

income and meaning.

Creating successful post high school transition programs for students with low-

functioning autism is not a simple task. It takes planning, collaboration, creativity, organization

and community support. It is essential that parents, educators, administrators and community

members work together to create a system that works. This is just the beginning of an ever

increasing stream of students with autism entering the phase of their education where they learn

to become independent functioning members of society. If comprehensive programs can be

established everybody wins. Competent workers will be able to enter the workforce with the

unique perspective only those with autism can bring. Society will learn acceptance, employers

will have assistance with tasks others may find distasteful and those with autism will have

meaning and structure in their lives. Statistics show that the wave of need for transition


programs designed for this special population is coming. School systems can sit and wait risking

being tossed in confusion or swim ahead like surfers and ride the wave with pleasure and ease.

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