Transition to Adulthood for Youth with ASD. Beth Clavenna-Deane, PhD firstname.lastname@example.org University of Kansas, Center for Research on Learning April 4, 2011. Activity 1: THINK, PAIR, SHARE: Individuals with ASD?. What are your thoughts about what is happening to this population in adulthood?.
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Transition to Adulthood for Youth with ASD Beth Clavenna-Deane, PhD email@example.com University of Kansas, Center for Research on Learning April 4, 2011
Activity 1: THINK, PAIR, SHARE: Individuals with ASD? What are your thoughts about what is happening to this population in adulthood?
Post School Outcomes for Individuals with Autism Spectrum Disorders: Post-Secondary Education 2009 NLTS2 data Post-Secondary Enrollment 58% (any postsec) • 2-yr or community college: 38% • Voc/business/technical school 27% • 4-yr college 22% • Accommodations, self-disclosure, course of study Completion • Enrolled 90% • Completed – too small to report – still within the 4 year range • Adapted from Morningstar, ME , Clavenna-Deane, B, 2009 • Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf
Employment 2009 NLTS2 data Employment At time of interview 47% Since HS 66% Ave. # jobs, 1.7 Length of employment 12.5 months Types of jobs, job satisfaction Adapted from Morningstar, ME , Clavenna-Deane, B, 2009 Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf .
Independent Living 2009 NLTS2 data Living on Own 11% Intimate relationships 21% Steady partner 3% Financial independence Annual income 25000 or less 94%, friendships, community participation Adapted from Morningstar, ME , Clavenna-Deane, B, 2009 Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). www.nlts2.org/reports/2009_04/nlts2_report_2009_04_complete.pdf .
Introductory Conclusions: • What are some judgments we can make from these statistics? • Adult success? • Previous high school experiences?
Transition Compliance Indicator 13 of the State Performance Plan: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416(a)(3)(B))
Transition Planning • Key components • Measurable postsecondary goals • Age-appropriate transition assessments • Invitation of the student • Interagency collaboration • Transition Services • Course of study
Transition Assessment for Students with ASD TTAP Brigance Transition Inventory Self-Directed Search, IDEAS, Choices Informal Assessments Book from Clark Organizational Skills Assessment from Winner
Now where do we focus our energy for for students on the spectrum?
Social Communication Strategies • Social Thinking Curriculum • Social Behavior Mapping • Social Stories • Social Scripts
Post-Secondary Education Environments College Community College Technical Schools
High School versus Post-Secondary High School = STATIC • Entitlement System • All Accommodations • Structured Daily Work • Weekly Tests • SPED teacher • Annual IEP • Schools identify and provide services • Life Skills taught at home or possibly by school staff Post-Secondary = DYNAMIC • Eligibility System • Reasonable Accommodations • Long term projects • Cumulative Exams • Disability Support Services • 504 Accessibility Plan • Self-disclose to receive services • Life/Organizational Skills Transition Planning • Complied from: The MO-AHEAD College Guide www.mo-ahead.org & • Winner, M.G. (2009). Preparing for the Transition to Adulthood. www.socialthinking.com
A Day in the Life • Checklist template • Emily Holman MacNaughton and Beth Clavenna-Deane • What are some areas that are predictable? • What are some surprises that you see? • Roommate versus Private Room • Finances • Social Opportunities • Independent Living
Independent Living Skills:Domains to Focus on • Financial Decision Making • Life Skills • Home Organizational Skills • Personal Space • Multitasking • Grooming/Hygiene • Nutrition/Exercise • Care of Clothing • Responsibility for personal belongings • Health/Emergency Care Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World: An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks. Lawrence, D.H., Alleckson, D.A., & Bjorklund, P. (2010). Beyond the roadblocks: Transitioning to Adulthood with Asperger Disorder. Archives of Psychiatric Nursing, 24(4), 227-238
Financial Decision Making Finances = Organization However… Static AND Dynamic
Personal Space • Double Meaning Home = Personality Proximity to Others • Home represents personal style • Benefits • Drawbacks • Roommates • Benefits • Drawbacks • Casual conversations • Distance Rules • How to Teach the Rules • Formal conversations • Distance Rules • How to Teach the Rules Why is this important?
How many Students with Asperger’s Syndrome or High Functioning Autism do NOT turn in their Assignments?
Academic Strategies for Students with ASD • In preparation for post-secondary education and training environments, • academic strategies are necessary • As well preparation for vocational environments requires • Organizational strategies
Advocacy and Accommodations: Reduce and Replace…. Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World: An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks. • Reduce Dependency Accommodations • Full Time Para Support • Daily Agenda Checks • Extended time • Reduced workload • Increase Independent Strategies • Chunking/ Planning Charts • Self-monitoring checklists • IPODs • Seeking out accommodations
Project Planning Chart Student: Week Dates:
Career Interest Assessments How to Connect Career Assessments TO Personality, Interests, Preferences, and Needs TO Develop a vocational/career experience portfolio
Self-Determination • Self-determined behavior refers to actions that are identified by four essential characteristics: • (1) the person acted autonomously, • (2) the behavior(s) are self-regulated, • (3) the person initiated and responded to the event(s), and • (4) the person acted in a self-realizing manner” (Wehmeyer, 2007, p 3).
First Two Areas of Focus for Students with AS • Self-Awareness and Self-Advocacy • Self-Regulation/Self-Management
Three Other Primary Areas of Focus for Students with AS • Problem Solving • Decision Making • Goal Setting
Self-Determined Learning Model of Instruction • SDLMI • Example of model • Usefulness • How it has been used • How it is beneficial • How to adapt it
Questions??? • firstname.lastname@example.org