Transitioning from High School to Adulthood: Challenges, Needs, and Resources

1. Transitioning from High School to Adulthood:Challenges, Needs, and Resources Laura Corona April 12, 2019

2. Objectives • Locate local and web-based resources for navigating the transition process • Identify best practices for supporting adolescents with ASD during the transition from high school to adulthood • Discuss barriers and challenges that exist during the transition process

3. What is the “transition process?” • The transition process refers to a student’s movement from high school to adulthood. • Transition is often defined to include: • Education • Employment • Community living • Community integration Hendricks & Wehman, 2009

4. What are “transition services?” • “A coordinated set of activities for a child with a disability • That is designed to be 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 postsecondary 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” Individual with Disabilities Education Act, 2004

5. Why do we need transition services? • 36% of young adults with ASD attended post-secondary education • 58% of young adults with ASD worked for pay outside their homes • 20% of young adults with ASD lived independently • 25% of young adults with ASD were socially isolated • 33% had no community participation National Autism Indicators Report, 2015

6. What barriers and challenges exist during the transition process?

7. A Capital Region perspective • 19 parents • 11 school professionals • 12 community professionals

8. A Capital Region perspective Systems-level Person-level

9. Systems-level challenges • Service availability & access • Knowledge about ASD • Awareness of existing services • Collaboration • Competing priorities • Setting appropriate goals

10. Person-level needs • Social challenges • Mental health • Independent living skills • Self-determination • Restricted, repetitive behaviors • Executive functioning • Employability skills • Individualized needs • Sensory sensitivities

11. A state-wide perspective • 323 participants • 112 parents • 155 school professionals • 56 community professionals • From 55 NY counties

12. Systems-level challenges

13. Person-level needs

14. Choose your top three …

15. What do we know about best practices?

16. Taxonomy for Transition Planning Interagency collaboration Family involvement Student-focused planning Student development Kohler, 1996

17. Peer and social competence • Literacy skills • Independence and self-management skills • Collaboration with family and community resources Odom et al., 2014

18. The “3 Rs” Test, Smith, & Carter, 2014

19. Putting it together … • Start early • Make a plan • Build connections

20. What resources can support best practices?

21. Books

22. Online Resources

23. Online Resources • CSESA Student Planning Menu • Secondary School Success Checklist • Community & School Resource Mapping • Transition Planning Manual

24. Online Resources • Age-appropriate transition assessment • Developing a high-quality transition plan • Pathways to employment • Pathways to self-determination

25. Local Resources Office for Persons with Developmental Disabilities (OPWDD) https://opwdd.ny.gov/opwdd_services_supports/children/transition-students-developmental-disabilities NYS Department of Education http://www.p12.nysed.gov/specialed/publications/transitionplanning-2011.htm

26. Healthcare Transition https://autisticadvocacy.org/wp-content/uploads/2014/07/ASAN-healthcare-toolkit-final.pdf

28. Contact: Laura.L.Corona@vumc.org

29. References • Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on autism and other developmental disabilities, 24(2), 77-88. • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004). • Kohler, P. D. (1996). Taxonomy for Transition Programming: Linking Research and Practice. Champaign: University of Illinois at Urbana-Champaign, Transition Research Institute. • Odom, S. L., Duda, M. A., Kucharczyk, S., Cox, A. W., & Stabel, A. (2014). Applying an implementation science framework for adoption of a comprehensive program for high school students with autism spectrum disorder. Remedial and Special Education, 35:2, 123-132.

30. References • Roux, A. M., Shattuck, P. T., Rast, J. E., Rava, J. A., & Anderson, K. A. (2015). National autism indicators report: Transition into young adulthood. Life Course Outcomes Research Program’, AJ Drexel Autism Institute, Drexel University, Philadelphia, PA. • Test, D. W., Smith, L. E., & Carter, E. W. (2014). Equipping youth with autism spectrum disorders for adulthood: Promoting rigor, relevance, and relationships. Remedial and Special Education, 35:2, 80-90.

31. Online Resources • Autism Speaks Transition Toolkit: https://www.autismspeaks.org/tool-kit/transition-tool-kit • Center on Secondary Education for Students with Autism Spectrum Disorders: https://csesa.fpg.unc.edu/ • Employer’s Guide to Asperger’s Syndrome (by Barbara Bissonnette): http://www.forwardmotion.info/wp/wp-content/uploads/2015/06/Employers-Guide-to-Aspergers-Syndrome.pdf • Life Journey Through Autism: A Guide for Transition to Adulthood: https://researchautism.org/wp-content/uploads/2016/03/A_Guide_for_Transition_to_Adulthood-2.pdf

32. Online Resources • Secondary School Success Checklist: https://csesa.fpg.unc.edu/resources/secondary-school-success-checklist • Transition Tennessee: https://transitiontn.org/

33. Other Resources: Books • Developing Workplace Skills for Young Adults with Autism Spectrum Disorder: The BASICS College Curriculum, by Michelle Rigler & Amy Rutherford • Growing Up on the Spectrum: A Guide to Life, Love, and Learning for Teens and Young Adults with Autism and Asperger’s, by Lynn Kern Koegel & Clair LaZebnik • Guiding Your Teenager with Special Needs through the Transition from School to Adult Life, by Mary Korpi • Helping Adults with Asperger’s Syndrome Get & Stay Hired: Career Coaching Strategies for Professionals and Parents, by Barbara Bissonnette

34. Other Resources: Books • High School Transition that Works: Lessons Learned from Project SEARCH, by Maryellen Daston, Erin Riehle, Susie Rutkowski, & Paul Wehman • Independence, Social, and Study Strategies for Young Adults with Autism Spectrum Disorder: The BASICS College Curriculum, by Amy Rutherford & Michelle Rigler • Living Independently on the Autism Spectrum, by Lynne Soraya • Navigating College: A Handbook on Self Advocacy Written for Autistic Students from Autistic Adults, by Autistic Self Advocacy Network & Melody Latimer

35. Other Resources: Books • Parenting a Teen or Young Adult with Asperger Syndrome, by Brenda Boyd • Parties, Dorms, and Social Norms: A Crash Course in Safe Living for Young Adults on the Autism Spectrum, by Lisa Meeks & Tracy Loye Masterson • Preparing for Life: The Complete Guide for Transitioning to Adulthood for those with Autism and Asperger’s Syndrome, by Jed Baker • Social Behavior and Self-Management: 5-Point Scales for Adolescents and Adults, by Kari Dunn Buron & Jane Thierfeld Brown

36. Other Resources: Books • Social Skills for Teenagers and Adults with Asperger Syndrome: A Practical Guide to Day to Day Life, by Nancy Patrick • Steps to Independence: Teaching Everyday Skills to Children with Special Needs, 4th Edition, by Bruce Baker & Alan Brightman • The Loving Push: How Parents and Professionals Can Help Spectrum Kids Become Successful Adults, by Debra Moore & Temple Grandin • Turning Skills and Strengths into Careers for Young Adults with Autism Spectrum Disorder: The BASICS College Curriculum, by Michelle Rigler & Amy Rutherford