transition to adulthood relevance for asd

Transition to Adulthood Relevance for ASD

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Jointly Developed By:

The Autism SocietyThe IDEA Partnership Project (at NASDSE)

With funding from the US Department of Education, Office of Special Education

Programs (OSEP)April 2013

Development TeamThe following role groups worked together to create the documents

and tools for the ASD Transition to Adulthood presentation:

Behavior Analyst Educational

Diagnosticians General Education

Administrator Higher Education Occupational

Therapist Parents

Person on Spectrum Psychologists Social Workers Special Education

Administrator Special Education

Teachers Technical Assistance

Providers


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Outline for Presentation Overview and Definitions Global Scope of Transition Outcome Areas Evidence based predictors for all students General program considerations for ASD Specific competencies for ASD:

Communication SkillsSocial CompetenceProblem SolvingAbility to PrioritizeAdaptabilitySensory Regulation

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Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i)

“Autism” means a developmental disability significantly affecting verbal and non-verbal communication and social interactions, generally evident before age 3, that adversely affects a child’s educational performance.

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Educational Definition (IDEA) 34 CFR §300.8(c)(1)(i) Other characteristics often associated with autism

are engagement in repetitive activities and

stereotyped movements, resistance to

environmental change or change in routine, and

unusual responses to sensory experiences.

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ASD prevalence in the US in 2013 is.... 1 in 50 children

4 times more common among boys than girls

Majority (60%) of children identified with ASD did not have an intellectual disability

U. S. Centers for Disease Control and Prevention (CDC) Reports


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Educational Definition (IDEA)

Transition: 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 post-secondary 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 when appropriate, acquisition of daily living skills and functional vocational evaluation (20 U.S.C. § 1401 sec. 602 [34]).

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Youth with Autism Spectrum Disorder:

Engagement in Work & Education post High School

(NLTS 2)• 6% in competitive employment• 32% postsecondary education (2-4 year

college, technical school)• 14% employed and in post HS education• 48% are not in competitive employment

nor in an education setting

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MARKER SLIDE

If you choose, play video Work Environment

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Towards Successful Adult Outcomes In order to achieve meaningful adult

outcomes for youth with ASD consider:1. Evidence-based practices for all students2. ASD general program considerations3. Areas of competency and skills development

The remainder of this slideshow will discuss these three areas

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Connecting Outcomes to Practice for Students with ASD:

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Scope of Transition Outcomes

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Connecting Outcomes to Practice for Students with ASD

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What works for all students with disabilities?

NSTTAC has identified 16 evidence-based predictors of post-school employment, education, and independent living success

These EBP are intended for ALL students with disabilities

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M=Moderate, P=Potential

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What Works for Youth with ASD? To develop meaningful secondary programs

for transition age youth with ASD, additional information is needed.

The next step is to move from the general predictors and consider how this applies to youth and young adults with ASD.

What are the implications for the structure and focus of transition programs for students with ASD?

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MARKER SLIDE

If you choose, play video Schools 1-Hane at this point.

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Considerations for ASD: General Approach Program Structure

Concrete Visual Consistent

Interventions Used Social instruction Applied behavior analysis Visual supports

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Considerations for ASD: General Approach Extent of Skill Development Needed

Assumption of mastery of basic skills Precursor skill needs

Intensity of Programs Instruction, experiences, support, practice Generalization of Skills

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Considerations for ASD: General Approach Earliest Involvement with Supports Systems

for Next Environment Include adult supports and services early Limit transition gap

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Drilling deeper into the general program considerations uncovers several areas of skill development that cross ALL areas of transition outcomes.

These skill areas should be assessed and addressed when developing individualized transition programs for students with ASD.


Success in adult life requires more than specific job skills, rote routines or memorizing information.

Success requires the “soft skills” and or “core competencies” that we often assume comes with adulthood.

These skills are the next layer of focus.


Areas of Competency and Skill Development

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Difficulty….. Selecting the important aspects of the

messages Understanding and interpreting the

unspoken communication “rules” Examples: body language, vocal intonation,

facial expressions Expressing feelings and emotions

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Communication Skills

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Ideas to Consider Teach how to create and use visual

reminders, written schedules, checklists or email to communicate important information on the job or when in college

Survey to identify and then teach the specific unspoken rules that occur in a workplace, college or community

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Important Considerations “Hidden Curriculum” – Unspoken Rules or

Assumptions “The customer is always right” “The boss can change the schedule whenever he

wants” “The professor can give his opinion even if it is

different than what you think is right” “Sometimes coworkers want to eat lunch with you

and sometimes not. That does not mean they do not like you.”

“Talking back to the boss can get you fired!”

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Disclosure and Self Determination Communication skills should include the

ability to discuss one’s strengths and needs Understanding what ASD means Communicating strengths Requesting assistance/accommodations Knowing who to tell, how much to tell and when

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Ideas to Consider Determine youth’s level of understanding of ASD

and the affect on working, learning, and living as an adult

Assist to create ways to effectively and efficiently communicate what this means for the individual

Practice frequently in authentic situations with supportive individuals

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Difficulty … Working effectively within a group that

requires various social interactions Understanding the multiple levels of adult

relationships Understanding the impact one can have

on how others feel or think “Theory of Mind” or “Perspective Taking”

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Social Competence

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Theory of Mind or Perspective A core challenge of ASD Involves the ability to project how someone

else may feel, act or react based on the situation

Understanding how one’s actions and reactions impact other’s thoughts, emotions and actions

“Putting self in someone else’s shoes”

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Asperger Download: A Guide to Help Teenage Males with Asperger Syndrome Trouble-Shoot

Life's Challenges by Josie and Damian Santomauro

“KISSING - When one person's lips touch another person's lips.”Kissing is something people like to do when they have feelings for each other. It is basically when people press their lips together. More can be done in kissing, such as the use of tongue. The feelings that are present when people kiss can be different every time. It can be a love feeling, or it can be a feeling of lust, which is more sexual than love.

cont

Asperger Download: A Guide to Help Teenage Males with Asperger Syndrome Trouble-Shoot

Life's Challenges by Josie and Damian Santomauro

“I suggest that if you want to kiss a girl, you prepare yourself and go over the situation first in your mind. If you and the person you want to kiss are together as a dating couple, then it is probably appropriate. If you are not together, it is inappropriate to kiss if the person doesn't feel the same way. You can never just go up to someone and kiss without warning, because not only is that scary to the person you kissed, it is also socially unacceptable. In fact, it can be illegal because it can be seen as harassment.”

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Social Skills vs. Social Competency Social Competency is possessing the social,

emotional, and intellectual skills and behaviors needed to succeed as a member of society.

Social Skills are the actions, reactions and behaviors that one uses when in a social situation

Social Skills are most effective when they evolve from social competency

Social Competency will not simply evolve from following a set of rules

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Social Skills vs. Social CompetenceSocial Skills The actions, reactions

and behaviors that one uses in a social situation

Are most effective when they evolve from social competence

Social Competence Possessing the social,

emotional and intellectual skills and behaviors needed to succeed as a member of society.

Will not simply evolve from a set of social skills rules

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Relationship Structures Students with ASD may find the expectations

and limitations of adult relationships confusing and even overwhelming Professors, bosses, landlords Student assistants, informal group leaders Job coaches, personal assistants Classmates, co-workers Roommates, neighbors Friends, acquaintances

Preparation for the changing and multiple adult relationships is necessary

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Ideas to Consider: Systematically teach the social concepts and associated

skills in a logical and concrete manner Use the specific adult employment, education,

community or living environment in which the person will participate

Teach social expectations: Step by step With visual support Clear feedback to reinforce the appropriate or modify the

inappropriate interactions

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Social Competence

Teaching Step by Step

• Teach skills using prompts to remind and generalize skills

• Use the greatest amount of prompt to teach the skill or competency so the person practices the skill correctly

• Once skills are demonstrated use the least amount/least intrusive prompt to promote generalization and independence

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Difficulty…… Problem solving even seemingly minor issues at

work, in the home or on a school campus Example: Work schedule is missing or professor

cancels class Generalizing experiences of previous work

situations in order to problem solve new challenges

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Problem Solving Skills

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Example: Social Narrative

When I Cannot Finish My WorkSometimes I run out of time to finish my work schedule at the General Store. In school when I can not finish work I ask Mrs. Klop what to do and she helps me decide. At the General Store the day supervisor will help me. This means I need to check to see who the day supervisor is each day so I can ask for advice if I run out of time.

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Ideas to Consider: Proactively plan/teach process to use when

faced with unfamiliar tasks or uncertainties Ask boss Check with professor Consider options, “create” list, review with

boss Use visual methods (such as lists or apps on

iPod/phone) to help remember what to do

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Problem Solving Skills

Examples of Apps

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App: Picture Scheduler Creates a list to be

played back in order Sets pop up alerts Incorporates video

App: Visules Visual support for

“actions” – single messages

Checks off each step as completed

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Difficulty: Deciding what to prioritize or may prioritize

items/activities that are not critical Example: Completing an assignment due in

one week instead of starting assignments due next day

Example: Staying up all night playing video games when needing to work the next day

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Ability to Prioritize

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Ideas to Consider: Make a visual work or task plan to review with

supervisor, professor, community supports Provide partially completed schedules or agendas with

important tasks highlighted. Allow individual to complete schedules with other activities.

Teach to use timers for short activities to help create adequate blocks of time

Use of a scale to highlight priorities “1” being low priority and “5” being most important

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Ability to Prioritize

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Examples

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5: Study for Test tomorrowAssignments due in 2

days4: Take Shower and Eat Dinner

Attend classes3: Assignments due in one week2: Assignment due in 2 weeks1: Watch TV

Video Games

Work Plan1. Sign In2. Unpack and

Shelve items in boxes on isles 3-8

3. Break4. Ask

Supervisor to check for more boxes

5. Organize merchandise in back room

High Priority

Low Priority

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MARKER SLIDE

If you choose, play video Schools 2-Williams

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Difficulty….. Transitioning or making changes to routines,

work, people or environments When environments change frequently with

numerous transitions: Stress levels escalate The person’s ability to problem-solve, prioritize,

and adapt is compromised

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Adaptability

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Ideas to Consider

Predictable work environments will reduce stress, increase independence and work productivity

Change is a part of life. Prepare. Use schedules that can visually reflect and review

the changes that will occur Rehearse with individual what to do when change

occurs. Preferably using a visual format.

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Adaptability

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Difficulty….. Tolerating and adapting to frequently

encountered experiences of adult world Examples: crowded classrooms and offices;

florescent lights; multiple sounds/pitches of voices/machines/music/etc.; odors from cooking, cleaners, perfumes

Remaining calm and focusing when encountering the environmental sensitivities

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Sensory Regulation

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Ideas to Consider Complete an environmental assessment of

potential work, learning and living environments to identify sensory challenges

Develop strategies that allow the person to comfortably remain in the situation Examples: the use of white noise to cover sounds,

sunglasses for lighting issues, arranging a personal work space, preferred seating, music

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Sensory Regulation

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Ideas to Consider Opportunities to “escape”.

Allow the person a place and time to get way from overwhelming situations or the effects of multiple sensory experiences over extended periods of time

Examples: Bench outside building, lounge, unoccupied

classroom or meeting room, small quiet shop (instead of the anchor store at the mall)

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Sensory Regulation

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MARKER SLIDE

If you choose, play video Schools 3-Zosia

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Considerations for ASD: Skill Areas

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transition to adulthood relevance for asd

Documents