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Transition and Social Skills for Students with ASDVI

Transition and Social Skills for Students with ASDVI. Facilitated by D. Jay Gense , Ed.S and Marilyn H. Gense , M.A. Identify 1 Student. Implementation Plan Name: Email address: What will I put in place in the next week for one of my transition students? What did I actually do?

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Transition and Social Skills for Students with ASDVI

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  1. Transition and Social Skills for Students with ASDVI Facilitated by D. Jay Gense, Ed.S and Marilyn H. Gense, M.A

  2. Identify 1 Student

  3. Implementation Plan Name: Email address: • What will I put in place in the next week for one of my transition students? • What did I actually do? • What will I put in place during the next month for one of my transition students? • What did I actually do? • What I will do over the rest of the school year for one of my transition students ? • What did I actually do? • jayme.wratchford@esc13.txed.nett January 2012

  4. Examples ASD ASDVI TODAY’s MAN Chris #1

  5. GENERALIZATION: Planful Activities and Opportunities COMPREHENSIVE PROGRAM OF INSTRUCTION: 4) Concrete supports to assist with participation and understanding Address task demands Systematic, planful instruction Data driven decision making Appropriate level of instruction Address sensory and biological needs Provide appropriate reinforcement Opportunities to communicate and functional communication systems ASSESSMENT: Understand and Use “Picture of the Learner” as the Foundation

  6. EXPANDED CORE: ASDVI • Engagement • Communication – expressive, receptive, nonverbal • Play, Social Skills (including Recreation and Leisure) • Adaptive Skills • Organization Skills • Orientation and Mobility (include sensory and motor skills) • Career and Life Education • Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

  7. Critical Lifelong Goals • To tolerate people and value interactions (interdependence/cooperation) • To communicate intentionally and effectively • To organize information and learn meanings/purposes (words, events, routines) • To tolerate change and accept new experiences • To be independent of constant verbal direction • To self-monitor and manage stress

  8. What Are We Planning for? In the transition planning process, all aspects of the young adult's future life are considered. Some of these areas include: • Employment • Post-secondary Education • Living Arrangements • Community Participation • Community Mobility • Financial Independence • Recreation and Leisure • Friendships and Relationships

  9. Transition Planning

  10. Evidence-Based Interventions National Standards Report National Professional Development Center http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf http://autismpdc.fpg.unc.edu/

  11. Resources ASD BVI Adult Autism and Employment http://www.dps.missouri.edu/Autism.html Transition to Adulthood Guidelines for Individuals with ASDhttp://www.ocali.org/transition/trans_guidelines.php How to Find Work That Works for People with Asperger Syndrome http://www.jkp.com/catalogue/book/9781843101512 Transition for Students Who Are Blind or Visually Impaired http://www.perkins.org/resources/scout/transition/

  12. Select a Student…

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