FY'00 FY'01 FY'02 FY'03 FY'04 FY'05 FY'06 FY'07 FY'08 FY'09 FY'10 FY'11 FY'12 FY'13

# En-rolled

438 628 683 720 775 897 1042 1163 1246 1321 1378 1381 1497 1654

100

300

500

700

900

1100

1300

1500

1700

Historic Enrollment Data in SSPs

Early InterventionResearch: kids who receive services early

and who receive intensive services attain the best outcomes

Challenges Access to early dxWorkforce issues insufficient number of

trained professionals and parasNon-empirically validated treatments compete

for limited hours

What can we do

NOW to CHANGE

the picture for the

FUTURE?

School-ageWell developed pre-school, K, and early

elementary programs

ARICA

Waiver program

DESE/DDS program

School-ageChallenges

At 4th/5th grade, the differences between typical kids and kids with autism become more apparentCommunicationSocial skillsAcademics/Curriculum FrameworksSensoryMotor

School-ageChallenges continued:

Workforce issues re: ARICA

Self-funded plans aren’t subject to ARICA

Waiver program is limited in scope

Increased risk of out-of-district and residential placement

What can we do

NOW to CHANGE

the picture for the

FUTURE?

Transitional/Young AdultsIDEA, 2004, defines transitional services:

…coordinated set of activities that focus on improving both academic and functional achievement to facilitate the child’s movement from school to post-school activities….

Transitional/Young Adults…these activities should address the areas of instruction, community experiences, and the development of employment, other post-school adult objectives, and daily living skills…

Transitional/Young AdultsTPF in the IEPICESome schools embracing employment activities and making linkages to adult agencies

Transitional/Young AdultsChallenges:

lack of knowledge about transitional assessment and evaluator capacity is limited

limited opportunities for employment

Curriculum Frameworks

Workforce issues

schools often don’t employ job developers or job coaches

schools often don’t focus on the full spectrum of daily living skills that are needed for independent functioning

Transitional/Young AdultsChallenges continued:

development of executive functioning skills is often neglected

lack of information available to families on “what happens after school ends”

DDS offers limited options and funding is often provided to families late in the process

MRC offers time limited options and solely around employment

lack of post-secondary options in Central MA

FY'00 FY'01 FY'02 FY'03 FY'04 FY'05 FY'06 FY'07 FY'08 FY'09 FY'10 FY'11 FY'12 FY'13

# En-rolled

438 628 683 720 775 897 1042 1163 1246 1321 1378 1381 1497 1654

100

300

500

700

900

1100

1300

1500

1700

Historic Enrollment Data in SSPs

FY'00

FY'01

FY'02

FY'03

FY'04

FY'05

FY'06

FY'07

FY'08

FY'09

FY'10

FY'11

FY'12

FY'13

age now

17 16 15 14 13 12 11 10 9 8 7 6 5 4

1

3

5

7

9

11

13

15

17

If 3 then, Age Now

# Enrolled

438 628 683 720 775 897 1042

1163

1246

1321

1378

1381

1497

1654

FY'00

FY'01

FY'02

FY'03

FY'04

FY'05

FY'06

FY'07

FY'08

FY'09

FY'10

FY'11

FY'12

FY'13

yrs to adult en-try

5 6 7 8 9 10 11 12 13 14 15 16 17 18

13579

1113151719

Years to Adult Entry

# Enrolled 438 628 683 720 775 897 1042

1163

1246

1321

1378

1381

1497

1654

“Society is much more familiar with autism in children than they were 20-25 years ago, but many of them have no idea what happens to children with autism when they grow up…. Over time, there’s going to be enough volume that the world will respond, but in the meantime, there’s going to be a lot of tension and discussion and inaccurate information.”

Dr. Christopher McDougle Director, Mass General’s

Lurie Center for Autism

What can we do

NOW to CHANGE

the picture for the

FUTURE?