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Practical Implications of Behavior Challenges for Adolescents and Adults with ASD. Sherry A. Moyer, MSW, LSW Executive/Research Director University of Toledo Center for Excellence in Autism sherry.moyer@utoledo.edu. The Role of the Transition Process.
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Practical Implications of Behavior Challenges for Adolescents and Adults with ASD Sherry A. Moyer, MSW, LSW Executive/Research Director University of Toledo Center for Excellence in Autism sherry.moyer@utoledo.edu
The Role of the Transition Process.. • Meant to be a bridge to guide students successfully from the safety and guidance of the school system to the uncertainty and independence of adulthood. • Often seen as a systemic requirement that must be satisfied whether or not appropriate resources are available. • Not well defined or researched sufficiently in order to produce outcomes that are valid or relevant to all stakeholders in the process. • Not begun anywhere near early enough in the lives of students with ASD.
Transition Team Profile (Cameto, Levine, and Wagner, 2004)
Where are the students? • Students participate in their transition planning meetings approximately 30% of the time! • Students LEAD the discussion of their transition planning 3% of the time!!! (Cameto et al., 2004)
Transition Goals • “Goals must be individualized, FUNCTIONAL and focus on skills needed in current and future environments.” (Iovannone, Dunlap, Huber, and Kincaid, 2003)
Areas to be addressed… • Communication • Social skills • Vocational • Home • Leisure (Schall et al., 2006)
Services and Supports (Hendricks and Wehman, 2009)
Actual post-school services contacted for student… (Hendricks and Wehman, 2009)
Living Arrangements • A number of studies have documented a wide range of findings for those living at home or living independently . As much as 80% of students with ASD were found to be living at home and the majority of those living independently still require financial support. (Wagner, Cameto, Garza, and Levine, 2005; Cederlund, Hagberg, Billstedt, Gillberg, and Gillberg, 2008)
Work • IQ only slightly improves chances of successful employment (Howlin et al., 2004). • Adults with ASD unemployment or underemployment, switch jobs more frequently, make less than counterparts, and much less likely to be employed than typically developing peers (Howlin, 2000; Muller, Schuler, Burton, and Yates, 2003). • Some attend college instead of work but very few receive degrees (Cederlund, 2008).
Community • Leisure pursuits are rarely community-based for adolescents with ASD (Jennes-Coussens et al., 2006). • Almost half of students with ASD report having no friends (Orsmond et al., 2004; Mawhood et al., 2000). • Adolescents with ASD report WANTING friendships and intimate relationships but may not have the skills to cultivate or maintain them (Marks, Schrader, Longaker, and Levine, 2000; Hellemans et al., 2006).
So what do we do with all of this? BUILD SKILLS NOW!!!!!
Choices • How often do your children or students have the opportunity to make choices regarding their daily life circumstances? • Choices allow for children to test their knowledge, build a base of self-confidence and practice advocating for their needs which is a critical skill in adulthood. • Choices only count if they are MEANINGFUL!
Let’s try one… • When was the last time your child/student chose an after school or weekend activity to participate in? • Does your child/student participate in IEP or transition planning meetings? • Name 3 things that your child or student knows about themselves (ex. preferences, strengths, skill deficits, necessary modifications) .
The Formula… The ability to select and implement a reasonable solution that will meet our needs and allow us to successfully Self-Advocate Accurate assessment of the circumstances + Functional Self-Regulation/ Monitoring Skills =
Here’s One Example… “I can send the teacher an email tonight or ask her how long it should be when I get to class tomorrow and I will still have time to finish it.” “I have a writing assignment for school but I don’t know how long it should be.” + = “I don’t need to get upset or avoid the assignment because…”
Decision Making Independent Performance Self-Evaluation Adjustments SELF-ADVOCACY Wehmeyer, Palmer, Agran, Mithaug, & Martin (2000)
The Process of Self-Advocatingin Real-Life… The issue at hand: It is time for Jamie who is 16-years-old to get her first job. • Step 1: Decision Making • What do I like to do? • What would I be good at? • How often can I work? • Do I need transportation? • I am good at reading but not at math. • I like animals. • I need experience so I can get jobs as an adult.
The Process of Self-Advocatingin Real-Life… The issue at hand: It is time for Jamie who is 16-years-old to get her first job. • Step 2: Independent Performance • I need to ask my counselor for help. • Look for jobs with animals. • Fill out an application at a shelter. • Fill out an application at a groomers. • I will go for an interview so I should practice answering questions. • I think it will take me a month or maybe two. • I need to keep a list of places where I applied. • I will accept a job at either an animal shelter or groomers.
The Process of Self-Advocatingin Real-Life… The issue at hand: It is time for Jamie who is 16-years-old to get her first job. • Step 3: Self-Evaluation • I did submit applications to 3 groomers and 3 shelters. • I went to three interviews. • One said they couldn’t hire me during the hours that I could work. • One shelter and one groomer offered me a job. • The groomer was closer and would be easier to get to. • The shelter paid a little more. • I accepted the job with the groomer because I would still have time for school work since I wouldn’t have to travel too far. • I have met the goals that I set for myself so far. • I will try it for 3 months and see if I like it.
The Process of Self-Advocatingin Real-Life… The issue at hand: It is time for Jamie who is 16-years-old to get her first job. • Step 4: Adjustments • It has only been 2 weeks since I started. • So far I am still keeping up my grades. • My grades will be fine at the end of the year if I keep working the way I do. • I discovered that really don’t like the smells at the groomer. • The dogs and cats are fun. • I could ask to work where the animals are not wet if I can’t stand the smell. • I didn’t know this job would be so much work, it makes me tired. • My boss says I am doing a good job. • I will continue to work at this job for a month and then ask to change my station if the smells still bother me. • I will work at the job for three more months and evaluate my progress again.
Attribution… Very simply, attribution retraining is a cognitive approach that helps to improve our understanding of cause and effect. Attribution is our ability to understand the cause and effect of events and interactions we are involved with. Our attribution pattern influences our motivation and hope for taking control of our situation and making things better! It is a key component skill of self-regulation (Schunk & Zimmerman, 1994; 1998) Attribution Retraining… The ECLIPSE Model, Moyer, NHS Human Services, 2009
Classifying the Dimensions of Attribution • Is the issue internal or external in locus? Did it happen because of something about you as a person? • Is the issue stable or unstable? Do you get the same outcome every time? • Is it controllable or uncontrollable? Can you influence the situation at all? Weiner, (1986) The ECLIPSE Model, Moyer, NHS Human Services, 2009
Self-Regulation… By definition, self-regulation is the systematic effort to direct thoughts, feelings and actions toward the attainment of one’s goals. This is the art of selecting a socially acceptable response to any given situation that is BALANCED with the intensity of the circumstances. Zimmerman, (2000)
Component Skills of Self-Regulation… • Identifying goals • Creating strategies to achieve the goals • Self-monitoring of performance for evidence of progress • Configuring physical and social contexts to support achievement of goals Schunk & Zimmerman (1994; 1998)
Component Skills of Self Regulation… • Time management • Self-evaluating methodologies • Attributing causation to results • Adapting future methods Schunk & Zimmerman (1994; 1998)
Let’s look at an Example! Configuring physical and social contexts. Identify goals. Creating strategies to achieve the goals. Time management. Self-evaluating, attributing causation to results, adapting future methods. The assignment is for students to work in small groups and complete a science experiment. Here are some steps and self-regulation skills required. Find other group members. Identify requirements of the assignment. Assign steps of assignment to group members or work together. Evaluate group progress prior to assignment being due.
Some thoughts about self-regulation… • A measurable reduction in disruptive or inappropriate behaviors is NOT the defining measure of success for an individual with ASD. • The skill of self-regulation is neurological in its origin and requires PROACTIVE teaching and practice prior to development its consistent use. • A life-time of unregulated behaviors will NOT change over night or with 30 minutes of instruction in a counselor’s office twice weekly.
The V-CAPS forms are available at Autism Asperger Publishing Company, www.asperger.net or The Ziggurat Group at www.texasautism.com.
Self-Monitoring • Improves time on task • Reduces disruptive behaviors • Supports independent completion of a series tasks
My Task ListIt is your job to complete all of these items in the next minute or you will not meet your goals. • List 3 items that you need in the grocery store. • Determine how much money you will need and write it down. • Check the bus schedule and write down what time you should get the bus at home to get to the store and back before dinner. Check here when complete Check here when complete Check here when complete
Putting it all together… • We REALLY don’t know what produces optimal outcomes or independence and a quality of life. • We have some good ideas about skills required by adults in order to be successful. • Defining success is only partly our job, it is absolutely our job to facilitate their definition of success. • It is alright to give up our need to be in control so that our kids can develop control over their own world.
Building autonomy… For more information contact Valerie Paradiz at val@autismselfadvocacy.com
The ISA teaches self-awareness, competencies and autonomy in the following areas: • Sensory/ Environmental • Social • Self-Disclosure • Strengths/ Focused Interests • Entitlements and Civil Rights
Thank you for having me! Sherry A. Moyer, MSW, LSW Executive/Research Director University of Toledo Center for Excellence in Autism sherry.moyer@utoledo.edu
