Transition to Adulthood Relevance for ASD

1. Transition to Adulthood Relevance for ASD IDEA Partnership

2. Jointly Developed By: The Autism Society The IDEA Partnership Project (at NASDSE) With funding from the US Department of Education, Office of Special Education Programs (OSEP) IDEA Partnership

3. 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 IDEA Partnership

4. 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 Skills Social Competence Problem Solving Ability to Prioritize Adaptability Sensory Regulation IDEA Partnership

5. Educational Definition(IDEA) 34 CFR §300.8(c)(1)(i) “Autism” means a developmentaldisability significantly affecting verbal and non-verbalcommunication andsocial interactions, generally evident before age 3,thatadversely affects a child’seducational performance. IDEA Partnership

6. Educational Definition (IDEA)34 CFR §300.8(c)(1)(i) Other characteristics often associated with autism are engagement inrepetitiveactivities and stereotyped movements, resistance to environmental change or change in routine,and unusual responses to sensoryexperiences. IDEA Partnership

7. 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 IDEA Partnership

8. 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]). IDEA Partnership

9. 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

10. MARKER SLIDE • If you choose, play video Work Environment IDEA Partnership

11. Towards Successful Adult Outcomes • In order to achieve meaningful adult outcomes for youth with ASD consider: • Evidence-based practices for all students • ASD general program considerations • Areas of competency and skills development • The remainder of this slideshow will discuss these three areas IDEA Partnership

12. Connecting Outcomes to Practice for Students with ASD: IDEA Partnership

13. Scope of Transition Outcomes IDEA Partnership

14. Connecting Outcomes to Practice for Students with ASD IDEA Partnership

15. 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 IDEA Partnership

16. M=Moderate, P=Potential

17. 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? IDEA Partnership

18. MARKER SLIDE • If you choose, play video Schools 1-Hane at this point. IDEA Partnership

19. Connecting Outcomes to Practice for Students with ASD IDEA Partnership

20. General Predictors ASD: Program Considerations

21. Considerations for ASD: General Approach • Program Structure • Concrete • Visual • Consistent • Interventions Used • Social instruction • Applied behavior analysis • Visual supports IDEA Partnership

22. 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 IDEA Partnership

23. Considerations for ASD: General Approach • Earliest Involvement with Supports Systems for Next Environment • Include adult supports and services early • Limit transition gap IDEA Partnership

24. Connecting Outcomes to Practice for Students with ASD IDEA Partnership

25. 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. IDEA Partnership

26. 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 assumecomes with adulthood. These skills are the next layer of focus. IDEA Partnership

27. Areas of Competency and Skill Development IDEA Partnership

28. Communication Skills 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 IDEA Partnership

29. Communication Skills 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 IDEA Partnership

30. 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!” IDEA Partnership

31. Communication Skills 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 IDEA Partnership

32. Communication Skills 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 IDEA Partnership

33. Social Competence 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” IDEA Partnership

34. 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” IDEA Partnership

35. 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

36. 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.”

37. 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 IDEA Partnership

38. Social Skills vs. Social Competence Social Skills 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 • The actions, reactions and behaviors that one uses in a social situation • Are most effective when they evolve from social competence IDEA Partnership

39. 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 IDEA Partnership

40. Social Competence 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 IDEA Partnership

41. 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/leastintrusive prompt to promote generalization and independence

42. 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 Problem Solving Skills IDEA Partnership

43. Example: Social Narrative When I Cannot Finish My Work Sometimes 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. IDEA Partnership

44. 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 Problem Solving Skills IDEA Partnership

45. Examples of Apps

46. App: Picture Scheduler App: Visules Visual support for “actions” – single messages Checks off each step as completed • Creates a list to be played back in order • Sets pop up alerts • Incorporates video IDEA Partnership

47. 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 • Ability to Prioritize IDEA Partnership

48. Ideas to Consider: • Make a visual work or task planto 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 • Ability to Prioritize IDEA Partnership

49. Examples Work Plan Sign In Unpack and Shelve items in boxes on isles 3-8 Break Ask Supervisor to check for more boxes Organize merchandise in back room 5: Study for Test tomorrow Assignments due in 2 days 4: Take Shower and Eat Dinner Attend classes 3: Assignments due in one week 2: Assignment due in 2 weeks 1: Watch TV Video Games High Priority Low Priority IDEA Partnership

50. MARKER SLIDE • If you choose, play video Schools 2-Williams IDEA Partnership