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Postsecondary Transition For Youth with ASD in Maine Peer to Peer Meeting Association of Maternal and Child Health Programs Mystic Connecticut, August.

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Presentation on theme: "Postsecondary Transition For Youth with ASD in Maine Peer to Peer Meeting Association of Maternal and Child Health Programs Mystic Connecticut, August."— Presentation transcript:

1 Postsecondary Transition For Youth with ASD in Maine Peer to Peer Meeting Association of Maternal and Child Health Programs Mystic Connecticut, August 7-9, 2013

2 The University of Maine Center for Community Inclusion & Disability Studies Maine State Professional Development Grant – Goal 5 Maine DOE OSEP-funded five-year grant To increase the percentages of SAU special education and related services personnel who can develop and implement effective, compliant transition plans and activities within timelines (IDEA Indicators B12, B13, and C8).

3 The University of Maine Center for Community Inclusion & Disability Studies Family-Centered Transition Planning for Students with Autism Spectrum Disorders University of Maine Center on Community Inclusion and Disability Studies University of New Hampshire Institute on Disability University of New Hampshire Institute on Disability

4 The University of Maine Center for Community Inclusion & Disability Studies Participants Age (all levels of ASD)NHMETotal Referral by Transition Coordinators / Special Educators following school administrator agreement to participate Random assignment: Year 1 Intervention Delay Control (Yr. 2) Both student and parent enrolled

5 The University of Maine Center for Community Inclusion & Disability Studies Data Collection Student and Family Surveys Family and Student Expectations for the Future (from National Longitudinal Transition Study) ARC Self-Determination Inventory Vocational Decision-Making Inventory Document Analysis of IEP Transition Plans Open-ended Family Interviews (9)

6 The University of Maine Center for Community Inclusion & Disability Studies FCTP Components Parent Training (SPECS) Career Exploration Person-Centered Planning 3 Saturdays in-home mtgs months

7 The University of Maine Center for Community Inclusion & Disability Studies Parent Training Orientation to adult service system – Learning how to re-order thinking – asking, “What do you want?” before “How will you do it?” Thinking about using services in new ways. Planning tools that focus on the individual (strengths, support needs, skills, challenges and preferences).

8 The University of Maine Center for Community Inclusion & Disability Studies Person-Centered Planning Who is the person? Individuals to include in planning process. Individual preferences (general, employment, home, learning, choice- making)

9 The University of Maine Center for Community Inclusion & Disability Studies Person-Centered Planning (2) Scheduling – routines – what would a perfect day look like and include? What is the vision or what are the dreams of the individual (incorporate information from above tools/planning) Action plan – what do you do with the information generated in planning meetings?

10 The University of Maine Center for Community Inclusion & Disability Studies Career Exploration What have we learned about preferences, especially the employment preferences for the person? Networks, connections uncovered in planning process? (relationships) Interests and motivators discovered?

11 The University of Maine Center for Community Inclusion & Disability Studies Career Exploration (2) Consider variety of approaches (workplace visits, job shadowing, volunteering, internships). How to use learning that happens through career exploration – (what did student like/successful – dislike/unsuccessful?) Learning from both failures and successes.

12 The University of Maine Center for Community Inclusion & Disability Studies Significance of differences between pre and post mean scores: FCTP Control t p t p Student Expectations Parent Expectations Self-Determination Vocational Decision-Making Survey Results

13 The University of Maine Center for Community Inclusion & Disability Studies Total possible points = 224 Impact on Transition Plans Evidence of various IEP components (e.g. list of team members, systematic data collection, type of diploma) Quality of goals in 11 Transition Domains (e.g. employment / voc. training, post-secondary ed., independent living, recreation / leisure) Statement of Transition Services Review Protocol (STSRP)

14 The University of Maine Center for Community Inclusion & Disability Studies FCTP Control IEP RatingScore 1: Score 1: Score 2: Score 2: p =.048 p =.100 Analysis of IEPs

15 The University of Maine Center for Community Inclusion & Disability Studies Family Interviews Project was useful and important -- kept families on track; parceled out transition into discrete tasks -- modeled tenacity and perseverance in working towards goals -- helped connect families to other supportive people The planning process was growth-enhancing for students -- learned to advocate for oneself and take an active role in planning -- feelings of discomfort were slight, and played a positive role: “Nobody grows up without a little bit of tension.”

16 The University of Maine Center for Community Inclusion & Disability Studies Family Interviews cont’d Families became more clearly aware of student strengths and potential. -- accomplishments many parents “had trouble imagining” [driver’s license, drive to the Prom with date, meaningful job skills, college classes] Families learned to “think outside the box” in accessing resources. -- typical resources, including friends, relatives, other community members, clubs and teams, and technology such as “i-pads. -- formal resources used in nontraditional ways. [High school provided transportation to community college during last year]. Experiences with formal adult services were mixed, with some disappointing experiences with adult services.

17 The University of Maine Center for Community Inclusion & Disability Studies

18 Paid Internship at a College

19 The University of Maine Center for Community Inclusion & Disability Studies Filming Experience

20 The University of Maine Center for Community Inclusion & Disability Studies Graphic Arts Studio

21 The University of Maine Center for Community Inclusion & Disability Studies Work Experience – Organic Farm

22 The University of Maine Center for Community Inclusion & Disability Studies Red Tide Testing

23 The University of Maine Center for Community Inclusion & Disability Studies Working in Greenhouse

24 The University of Maine Center for Community Inclusion & Disability Studies Scanning Photos for Maine Memory Network

25 The University of Maine Center for Community Inclusion & Disability Studies Family-Centered Transition Planning leads to significantly improved outcomes over traditional transition planning for individuals with ASD.

26 The University of Maine Center for Community Inclusion & Disability Studies Sustainable Implementation Blended Funding Contracts Schools & DOE Voc. Rehab. Devel. Svcs. Other? Independent organization hosts FCTP 3-yr NIDRR Field-Initiated Development Project

27 The University of Maine Center for Community Inclusion & Disability Studies Sustainable Implementation FCTP - In Maine Collaborating with Maine Medical Center Youth Employment Program. Mentoring professionals from Maine Medical Center and other agencies in planning facilitation. Working with advocacy organizations and school districts to develop Maine- based training curriculum for parents.

28 The University of Maine Center for Community Inclusion & Disability Studies Sustainable Implementation FCTP - In Maine (2) Working with Maine Vocational Rehabilitation to identify funding for planning component of project. Working with Maine Vocational Rehabilitation to identify VR counselors to work specifically with students in program.

29 The University of Maine Center for Community Inclusion & Disability Studies Expanded Goals Healthcare transition Assistive Technology Greater Influence on the Quality of School Transition IEPs

30 The University of Maine Center for Community Inclusion & Disability Studies Sustainability Development of a Maine-Based Curriculum in Collaboration with agencies,school districts, parent advocacy organizations, and self-advocates. Curriculum Additions: –Health Care Transition –Use of Assistive Technology to Promote Employment, Independent Living, Community Participation and Management of Own Health Care


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