postsecondary transition for youth with asd in maine peer to peer meeting association of maternal...
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Postsecondary Transition For Youth with ASD in Maine
Peer to Peer Meeting
Association of Maternal and Child Health Programs
Mystic Connecticut, August 7-9, 2013
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The University of Maine Center for Community Inclusion & Disability Studies
Maine State Professional Development Grant – Goal 5
• Maine DOE OSEP-funded five-year grant
• To increase the percentages of SAU special education and related services personnel who can develop and implement effective, compliant transition plans and activities within timelines (IDEA Indicators B12, B13, and C8).
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The University of Maine Center for Community Inclusion & Disability Studies
Family-Centered Transition Planningfor Students with Autism Spectrum
Disorders
University of MaineCenter on Community Inclusion
and Disability Studies
University of New HampshireInstitute on Disability
University of New Hampshire
Institute on Disability
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The University of Maine Center for Community Inclusion & Disability Studies
Participants
Age 16-18 (all levels of ASD) NH METotal
Referral by Transition Coordinators / Special Educators following school administrator agreement to participate
Random assignment:
Year 1 Intervention 13 11 24
Delay Control (Yr. 2) 14 9 23
47
• Both student and parent enrolled
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The University of Maine Center for Community Inclusion & Disability Studies
Data Collection
Student and Family Surveys
• Family and Student Expectations for the Future (from National Longitudinal Transition Study)
• ARC Self-Determination Inventory
• Vocational Decision-Making Inventory
Document Analysis of IEP Transition Plans
Open-ended Family Interviews (9)
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The University of Maine Center for Community Inclusion & Disability Studies
FCTP Components
ParentTraining(SPECS)
CareerExploration
Person-CenteredPlanning
3 Saturdays
5 - 9 in-home mtgs.
4 - 6 months
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The University of Maine Center for Community Inclusion & Disability Studies
Parent Training
• Orientation to adult service system – • Learning how to re-order thinking – asking,
“What do you want?” before “How will you do it?”
• Thinking about using services in new ways.• Planning tools that focus on the individual
(strengths, support needs, skills, challenges and preferences).
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The University of Maine Center for Community Inclusion & Disability Studies
Person-Centered Planning
• Who is the person?• Individuals to include in planning process.• Individual preferences (general,
employment, home, learning, choice-making)
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The University of Maine Center for Community Inclusion & Disability Studies
Person-Centered Planning (2)
• Scheduling – routines – what would a perfect day look like and include?
• What is the vision or what are the dreams of the individual (incorporate information from above tools/planning)
• Action plan – what do you do with the information generated in planning meetings?
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The University of Maine Center for Community Inclusion & Disability Studies
Career Exploration
• What have we learned about preferences, especially the employment preferences for the person?
• Networks, connections uncovered in planning process? (relationships)
• Interests and motivators discovered?
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The University of Maine Center for Community Inclusion & Disability Studies
Career Exploration (2)• Consider variety of approaches (workplace
visits, job shadowing, volunteering, internships).• How to use learning that happens through
career exploration – (what did student like/successful – dislike/unsuccessful?)
• Learning from both failures and successes.
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The University of Maine Center for Community Inclusion & Disability Studies
Significance of differences between pre and post mean scores:
FCTP Control
t p t p
Student Expectations 2.55 .01 1.09 .16
Parent Expectations 2.32 .020.51 .31
Self-Determination 5.58 .00 1.65 .06
Vocational Decision-Making 2.66 .01 0.64 .27
Survey Results
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The University of Maine Center for Community Inclusion & Disability Studies
Total possible points = 224
Impact on Transition Plans
• Evidence of various IEP components
(e.g. list of team members, systematic data collection, type of diploma)
• Quality of goals in 11 Transition Domains
(e.g. employment / voc. training, post-secondary ed., independent living, recreation / leisure)
Statement of Transition Services Review Protocol (STSRP)
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The University of Maine Center for Community Inclusion & Disability Studies
FCTP Control
IEP Rating Score 1: 30.35 Score 1: 29.74
Score 2: 39.53 Score 2: 32.53
p = .048 p = .100
Analysis of IEPs
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The University of Maine Center for Community Inclusion & Disability Studies
Family Interviews
• Project was useful and important
-- kept families on track; parceled out transition into discrete tasks-- modeled tenacity and perseverance in working towards goals-- helped connect families to other supportive people
• The planning process was growth-enhancing for students
-- learned to advocate for oneself and take an active role in planning-- feelings of discomfort were slight, and played a positive role: “Nobody grows up without a little bit of tension.”
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The University of Maine Center for Community Inclusion & Disability Studies
Family Interviews cont’d• Families became more clearly aware of student strengths and
potential.
-- accomplishments many parents “had trouble imagining” [driver’s license, drive to the Prom with date, meaningful job skills, college classes]
• Families learned to “think outside the box” in accessing resources.
-- typical resources, including friends, relatives, other community members, clubs and teams, and technology such as “i-pads.-- formal resources used in nontraditional ways. [High school provided transportation to community college during last year].
• Experiences with formal adult services were mixed, with some disappointing experiences with adult services.
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The University of Maine Center for Community Inclusion & Disability Studies
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The University of Maine Center for Community Inclusion & Disability Studies
Paid Internship at a College
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The University of Maine Center for Community Inclusion & Disability Studies
Filming Experience
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The University of Maine Center for Community Inclusion & Disability Studies
Graphic Arts Studio
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The University of Maine Center for Community Inclusion & Disability Studies
Work Experience – Organic Farm
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The University of Maine Center for Community Inclusion & Disability Studies
Red Tide Testing
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The University of Maine Center for Community Inclusion & Disability Studies
Working in Greenhouse
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The University of Maine Center for Community Inclusion & Disability Studies
Scanning Photos forMaine Memory Network
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The University of Maine Center for Community Inclusion & Disability Studies
Family-Centered Transition Planning leads to significantly improved outcomes over traditional transition planning for individuals with ASD.
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The University of Maine Center for Community Inclusion & Disability Studies
Sustainable Implementation
Blended FundingContracts •
Schools &
DOE• Voc.
Rehab. •
Devel. Svcs. •
Other?
Independent organization hosts FCTP
3-yr NIDRR Field-Initiated Development Project
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The University of Maine Center for Community Inclusion & Disability Studies
Sustainable ImplementationFCTP - In Maine
• Collaborating with Maine Medical Center Youth Employment Program.
• Mentoring professionals from Maine Medical Center and other agencies in planning facilitation.
• Working with advocacy organizations and school districts to develop Maine-based training curriculum for parents.
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The University of Maine Center for Community Inclusion & Disability Studies
Sustainable Implementation FCTP - In Maine (2)
• Working with Maine Vocational Rehabilitation to identify funding for planning component of project.
• Working with Maine Vocational Rehabilitation to identify VR counselors to work specifically with students in program.
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The University of Maine Center for Community Inclusion & Disability Studies
Expanded Goals
• Healthcare transition• Assistive Technology• Greater Influence on the Quality of
School Transition IEPs
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The University of Maine Center for Community Inclusion & Disability Studies
Sustainability
• Development of a Maine-Based Curriculum in Collaboration with agencies ,school districts, parent advocacy organizations, and self-advocates.
• Curriculum Additions:– Health Care Transition
– Use of Assistive Technology to Promote Employment, Independent Living, Community Participation and Management of Own Health Care