Autism Across the Life SpanWichita, Kansas

November 6, 2009

Making Work and Community Integration a Reality for Young People

with Autism

The Key Components of the Transition Planning

Process Include the Following:

Who Should Participate?

StudentParentsSpecial EducatorAdministratorRepresentative of any agency that will

be providing supports or services

Involving students in their own IEPs

Needs to occur prior to 14Has to be coupled with instruction

Needs to be more than physical presence

Practice, practice, practice!

Vocational Choices for Young People with Disabilities

Rehabilitation Facility or Workshop

Supported Employment

Competitive Employment

Self-EmploymentDay Program or Activity Center

Customized Employment

Supplemental Staffing

Telework

Wehman, P. et al. (2007). Real work for real pay.

Supported Employment

Meet Kit

Kit

Functional Positives

Walks and standsHand useUses body language to communicatePolitePerforms task in sequenceNo financial obstaclesSupportive family

Major Perceived Barriers

Severe mental retardationAutismLimited communication skillsLimited strength and enduranceUnusual behaviors (rocks body, sucks fingers,

flaps hands)Needs frequent prompting to stay on taskCannot distinguish between work suppliesNo functional readingLimited transportation options

Spaghetti Warehouse

Employer

Kit at Work

Griffin, C. & Hammis, D. (2003). Self employment.

Self-Employment and Customized

Employment

Meet Ronnie

Ronnie

Self Employment“Keep It Clean”Sterilizes TowelsIndividual Training Account Purchases

High-tech washer and dryer Magnetic advertising panels for Jeep Business License Jeep Repair

Total Individual Training Account expenditures= $4,200

The Walgreens Experience

Inclusion and Autism: Goals and

Objectives

Inclusion and Autism (con’t)

1. Help students gain the knowledge and skills taught in the general education classes

2. Provide peer models for communication

3. Provide skilled peers to practice new communication skills with and receive guidance from peers and adults about communication

4. Provide peer models for social interaction

Inclusion and Autism (con’t)

5. Provide skilled peers to practice new social skills with and receive guidance from peers and adults about social interaction

6. Provide opportunities for natural friendships to occur

7. Foster independence and self-determination

8. Provide opportunities to become members of the school community

Steps and Activities for Developing a

Community-Based Vocational Training

Program

1. Conduct a community job-market analysis.2. Identify businesses with the targeted jobs

and contact the personnel director or community-based training sites and employer.

3. Select and analyze appropriate jobs for community-based training.

4. Schedule community based training.5. Design individual systematic instruction

programs.

Domain: CommunityEnvironment: Happy Family Grill

Table:Partial ecological

inventory for a restaurant

Partial Ecological Inventory for a Restaurant

Domain: Community Environment: Happy Family Grill

Subenvironment

ActivitySkill(s) (including social and communication skills

Parking lotWalking to front entrance

Getting in and out of the vehicle, walking safely through the parking lot, talking in conversational voice tone to companions

Front Entrance/Hostess station

Being seated at an empty table

Using a pay telephone

Waiting in line, greeting the hostess, following the hostess to be seated

Seating area

Ordering food

Look at a menu, greeting wait staff, making a food selection, placing an order, waiting for food, saying “thank you” when food arrives, leaving a tip.

Socializing with others

Commenting on food, talking about topics of shared interests requesting assistance

Eating the meal

Using eating utensils, using condiments, using napkin, drinking, chewing with mouth shut

Public Restroom

Washing and drying hands

Locating restroom, washing hands, drying hands with automatic hand dryer, returning to table

Toileting

Finding empty bathroom stall, locking door, flushing toilet

Maintain a good personal appearance

Locating comb, combining hair, returning comb to purse or pocket, straightening clothes, washing face if needed.

Cashier’s workstation

Paying the check

Locating cashier’s station, giving cashier the check, giving the cashier money, receiving change, using a credit card, signing name to receipt, returning change or card to purse or wallet, saying “thank you,” saying goodbye”