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{ Creating a RICH Life Grandparents Autism Network September 21 st, 2012 Dr. Erica R. Holding, BCBA-D.

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Presentation on theme: "{ Creating a RICH Life Grandparents Autism Network September 21 st, 2012 Dr. Erica R. Holding, BCBA-D."— Presentation transcript:

1 { Creating a RICH Life Grandparents Autism Network September 21 st, 2012 Dr. Erica R. Holding, BCBA-D

2 What we will cover: Happiness Variables Happiness Variables The Rich Theory of Happiness The Rich Theory of Happiness What to work on What to work on Education Law Education Law Transition Support Resources Transition Support Resources Overview

3 “Perhaps the most challenging intellectual task is to know where you are going.” –T.J.K. “Perhaps the most challenging intellectual task is to know where you are going.” –T.J.K. The “R. I. C. H. Theory” The Promotion of Happiness

4 In this Theory, Psychological Health is defined as being synonymous with happiness. The Jesuit Monk…Cross-Cultural Study -Asked Mothers, “what do you hope most for your child when they grow up?” (personal communication with Dr. Kehle, March 2012) The Rich Theory

5 What do you hope most for your grandchild when they grow up?

6 “Less than 3% of the variance in happiness or subjective well being can be attributed to the commonly assumed environmental variables…” “Less than 3% of the variance in happiness or subjective well being can be attributed to the commonly assumed environmental variables…” (Kehle & Bray, 2004) Happiness Variance

7 Less than 3%! Socioeconomic Status Socioeconomic Status Educational attainment Educational attainment Family Income Family Income Marital Status Marital Status Religious Commitment Religious Commitment (Kehle & Bray, 2004) Environmental Variables

8 Happy Individuals have four characteristics  These characteristics are interrelated  Encompass all possible reinforcers  Relatively attainable by all individuals  Improvement in one area, results in the improvement of the other 3 (Kehle & Bray, 2004) The RICH Theory

9 1. Resources 2. Intimacy 3. Competency 4. Health R. I. C. H.

10 The appropriate allocation of resources results in a feeling of independence.  Synonymous with a sense of personal freedom  Sense of control of one’s time and daily life (Kehle & Bray, 2004) RESOURCES

11 Intimacy = Friendship Intimacy = Friendship Empathy Empathy Appreciation Appreciation & Enjoyment Enjoyment -of a friend’s company -requires the ability to initiate and maintain a relationship (Kehle & Bray, 2004) INTIMACY

12 The consequence of being competent relative to some standard. Attributed to one’s own abilities Attributed to one’s own abilities It is the consequence of having resources, enjoying intimacy, and physical health It is the consequence of having resources, enjoying intimacy, and physical health (Kehle & Bray, 2004) COMPETENCE

13 Not only an awareness of practices that are conducive to physical health, but engaging in these practices regularly. Not only an awareness of practices that are conducive to physical health, but engaging in these practices regularly. (Kehle & Bray, 2004) Just because you know it, doesn’t mean you do it!!!! *this includes mental health as well HEALTH*

14 Resources Intimacy Competence Health A RICH LIFE * An improvement in any one, results in an improvement of the remaining three (Kehle & Bray, 2004)

15 A RICH LIFE * An improvement in any one, results in an improvement of the remaining three (Kehle & Bray, 2004) An Example: Studies have shown that… “If individuals confined in homes for the aged are given increased independence, as simple as being able to plan their routines, select their own diet, or to choose whether or not they have a glass of wine at dinner, the quality of their friendships, feelings of competence, and health also improves (Kehle, 1999).

16 A RICH LIFE For anyone who cares for an individual on the spectrum, support should be focused on: Promoting movement toward independence Promoting movement toward independence Establishing intimacy or friendships Establishing intimacy or friendships Experiencing the satisfaction of competence in some area Experiencing the satisfaction of competence in some area and enjoying physical health and enjoying physical health

17 A RICH LIFE Being happy is not about academics, it is true when working with our children throughout their lives and doesn’t just start in adulthood. We should start working on skills in these areas as early as possible in a child’s life:

18 A RICH LIFE   Problem solving skills   Follow through on tasks to completion   Resiliency- not giving up in the face of difficulty or disappointment   Creating competence in any area   Help your child believe in their potential by allowing them to pick themselves up after failure   Do this when the stakes are low! –practice strengthens Character! And Confidence!!!! -be wary of learned helplessness

19 A RICH LIFE So, How do you as grandparents help to ensure that your grandchild can have a “RICH” life?

20 A RICH LIFE You guys face significant and unique difficulties and often have to walk a fine line!!! Do you want to see your grandkids during the holidays? Be a part of their lives? Support your grandchild’s efforts through careful guidance and by creating opportunities for building independence

21 A RICH LIFE The importance of getting a skinned knee… The importance of getting a skinned knee… Y&feature=related   Remember that to “Rescue” or to always do for is to debilitate not empower!

22 A RICH LIFE Why did I show that video? ALL Children must experience failure so they can learn how to cope with failure- “helicopter mom” I don’t like this but in a way, it aptly captures a parents struggle especially when a child has a diagnosis ALL Children must experience failure so they can learn how to cope with failure- “helicopter mom” I don’t like this but in a way, it aptly captures a parents struggle especially when a child has a diagnosis The best teacher of success a lot times is failure! – perseverance, resiliency, etc. are necessary to be successful as an adult The best teacher of success a lot times is failure! – perseverance, resiliency, etc. are necessary to be successful as an adult

23 A RICH LIFE “I have not failed. I've just found 10,000 ways that won't work.” –Thomas Edison If you feel, “but his/her life is already so hard, he has x,y,z….” and try to make things easier for him/her you are creating a very dependent child going in to adulthood…

24 A RICH LIFE Your grandchild will need to see themselves as a competent and independent young adult- this needs to start happening as young as possible! –Gently help your son or daughter focus on their child’s growth, their strengths, be a support that always clearly sees reality, but is a cheerleader for your grandchild’s successes Your grandchild will need to see themselves as a competent and independent young adult- this needs to start happening as young as possible! –Gently help your son or daughter focus on their child’s growth, their strengths, be a support that always clearly sees reality, but is a cheerleader for your grandchild’s successes No matter what your grandchild’s functioning level, they can and will gain skills and they can have a happy and fulfilling life! No matter what your grandchild’s functioning level, they can and will gain skills and they can have a happy and fulfilling life!

25 What can I do? Start early! Start early! Let your son or daughter focus on the academics, you can focus on Adaptive Skills!!! Life Skills- gain competence in caring for themselves Let your son or daughter focus on the academics, you can focus on Adaptive Skills!!! Life Skills- gain competence in caring for themselves Teach Adaptive Behaviors or Life Skills - Adaptive Skills Lead to Independence AND Happiness! Teach Adaptive Behaviors or Life Skills - Adaptive Skills Lead to Independence AND Happiness!

26 Adaptive Behavior and ASD In a group of 20 adolescents with Asperger Syndrome, Green, et al. (2000) found that despite a mean IQ of 92 only half were independent in most basic self care skills including brushing teeth, showering, etc. None were considered by their parents as capable of engaging in leisure activities outside of their home, traveling independently, or making competent decisions about self-care In a group of 20 adolescents with Asperger Syndrome, Green, et al. (2000) found that despite a mean IQ of 92 only half were independent in most basic self care skills including brushing teeth, showering, etc. None were considered by their parents as capable of engaging in leisure activities outside of their home, traveling independently, or making competent decisions about self-care Peter F. Gerhardt (2012). Bridges to Adulthood for Individuals with Autism Spectrum Disorder: Planning or Lives of Competence & Quality. Invited Presentation at Regional Center of Orange County, Santa Ana, CA.

27 Adaptive Behavior Shifting from Academics to Adaptive Behavior, when should this start? Really right from the beginning! In HF Autism Spectrum, adaptive behavior isn’t really talked about: …“He’s really smart, he will be fine.”…

28 The areas where you can help the most… What adaptive behaviors are necessary to be taught? AndWhen? ….How about now?

29 Independent Living Skills

30 Personal Hygiene – Grooming – Showering/Bathing – Oral Hygiene – Sleep Housekeeping – Cleaning – Trash/Recycling – Maintenance – Laundry Safety – Knowledge about police/fire contacts – Emergency Preparedness Meal Planning/Cooking – Grocery Shopping – Operation of kitchen appliances and tools – Food storage – Food preparation

31 Independent Living Skills Health Care – Scheduling doctor/dentist appointments – Medication information – Obtaining refills – Asking appropriate questions Mobility – Public transportation – Driving – Car insurance Finances – Paying bills – Managing a monthly budget – Using debit/credit cards – Taxes – SSI

32 Independent Living Organization and time management challenges Mastering skills to be independent

33 CLE-Independent Living Skills Inventory

34 Adaptive Behavior and ASD So what can and should you help your children with that will help your grandchild the most? So what can and should you help your children with that will help your grandchild the most? Basic Self-care skills Basic Self-care skills Tooth brushing Tooth brushing Bathing Bathing Dressing Dressing Leisure activities- broaden their experiences Leisure activities- broaden their experiences Chores around the house Chores around the house Bonnie’s example…. “This weekend we went to ….. And ______ helped me __________________. Bonnie’s example…. “This weekend we went to ….. And ______ helped me __________________. Navigating in the community Navigating in the community Exercise! Exercise!

35 Adaptive Behavior and ASD How and Where? How and Where? In the grocery store In the grocery store At home At home In the car In the car At the Park At the Park In the community In the community What are some Life Skills that you have had success in teaching your grandchild? How and where did you teach it? What are some Life Skills that you have had success in teaching your grandchild? How and where did you teach it?

36 What else can you focus on? – Choice Making – Decision Making – Problem Solving – Goal Setting – Self-regulation/management – Self-advocacy/leadership …through every day life experiences

37 Executive Functioning Or, Dysfunctioning

38 Executive Functioning What are executive functions? – Keeping track of time – Asking for help when necessary – Multi-tasking – Planning and organizing projects – Engaging in group dynamics – Generating and evaluating ideas

39 Let’s review the Adolescent Autonomy Checklist

40 Regardless of Functioning level, we can… Help your grandchild develop competence in at least one area of their life if not more as early as possible. Help your grandchild develop competence in at least one area of their life if not more as early as possible. Help your grandchild be able to have a friend through developing friendship skills as early as possible Help your grandchild be able to have a friend through developing friendship skills as early as possible Help your grandchild develop skills to learn take care of their own health as early as possible Help your grandchild develop skills to learn take care of their own health as early as possible Help your grandchild develop skills around independence as early as possible Help your grandchild develop skills around independence as early as possible Functioning Level?…

41 Life After Graduation?

42 Additional Resources  Educational Issues: There are different laws that are in effect after high school that you should be aware of:  Please see handout with the Comparison Chart on IDEA, and Section 504 available in HS and the ADA that takes effect after High School  Be aware that it may be beneficial for your grandchild to delay graduation until age 22 to take advantage of these laws.  Post-Secondary and Vocational resources- There are many and more developing every day.  The next 5 slides provides a few links to explore:

43 Entitlement vs. Eligibility IDEAADA and Section 504 Covers students in K-12Covers students in post-secondary institutions Free and Appropriate Public Education (FAPE) in the least restrictive environment guaranteed to student Equal access is granted to student who must be “otherwise qualified” to enter college without consideration of disability School must identify student with a disability Student must self-identify to disability services provider School develops Individualized Education Plan (IEP) for student No IEP for student, and no formal special education services available School responsible for testing and evaluating student with disability Student must provide documentation as defined by the college. Postsecondary institutions do not evaluate or diagnose student

44 Entitlement vs. Eligibility cont’d IDEAADA and Section 504 IEP team determines necessary supports as well as modifications to curriculum student will need Student responsible to meet with disability service providers to discuss needs and request accommodations. No modification to curriculum Classroom teachers receive a copy of IEP and have a thorough understanding of student’s disability Professor provided with official notice from Disability Service provider regarding student’s need for accommodation. No diagnostic data included unless provided by student Teachers and parents advocate for academic needs of student Student advocates for own academic needs Collected from the Academic Success Program for Students with LD/ADHD

45 Additional Resources Transition Tool Kit | Family Services/Tool Kits | Autism Speaks Transition Tool Kit | Family Services/Tool Kits | Autism Speaks Transition Tool Kit | Family Services/Tool Kits | Autism Speaks Transition Tool Kit | Family Services/Tool Kits | Autism Speaks The Autism Speaks Transition Tool Kit was created to serve as a guide to assist families on the journey... Anyone can download the Transition Tool Kit for free! Why A Transition Plan?Why A Transition Plan? - Legal Matters to Consider - Self- Advocacy - Housing Legal Matters to ConsiderSelf- AdvocacyHousing Why A Transition Plan?Legal Matters to ConsiderSelf- AdvocacyHousing Youth Transition Toolkit | A Guide for Young People in California... Youth Transition Toolkit | A Guide for Young People in California...

46 Additional Resources A comprehensive guide for young people in California with disabilities transitioning to adulthood. Charting a Course for the Future - A Transition Toolkit Charting a Course for the Future - A Transition Toolkit ›... › Special Education Home Special Education HomeSpecial Education Home Charting a Course for the Future - A Transition Toolkit. Numerous follow-up and follow-along studies of youth with disabilities in areas such as employment,...

47 Additional Resources National Standards and Quality Indicators: Transition Toolkit for... National Standards and Quality Indicators: Transition Toolkit for... The National Standards and Quality Indicators: Transition Toolkit for Systems Improvement (herein referred to as the Transition Toolkit) combines the findings of... [PDF] Transition Toolkit - National Alliance for Secondary Education and... Transition Toolkit - National Alliance for Secondary Education and...Transition Toolkit - National Alliance for Secondary Education and...

48 Additional Resources File Format: PDF/Adobe Acrobat - Quick View Secondary Education and Transition sees the Transition Toolkit as an evolving document, requiring... Standards and Indicators found in this Transition Toolkit. Quick ViewQuick View Transition Toolkit 2.0 Transition Toolkit 2.0 This second edition of NDTAC's Transition Toolkit brings together strategies, existing practices, and updated resources and documents on transition to enable... [PDF] LIFE AFTER HIGH SCHOOL TRANSITION TOOL KIT LIFE AFTER HIGH SCHOOL TRANSITION TOOL KITLIFE AFTER HIGH SCHOOL TRANSITION TOOL KIT

49 Additional Resources File Format: PDF/Adobe Acrobat - Quick View Transition Tool Kit—The Parent Information Center ………. 1 ………. 2 ……….... this Tool Kit, we use the term transition plan in the IEP to describe the transition... Quick ViewQuick View FosteringConnections.org | Resources FosteringConnections.org | Resourceswww.fosteringconnections.org/resources?id=0009Share The Foster Club Transition Toolkit includes an overview of the skills, knowledge and resources needed for young people leaving foster care to prepare for life on...

50 A Day in the Life of a CLE student Day in the life of a CLE student.mov A CLE student shares about her life at CLE

51 A RICH LIFE My brother’s story Shriner’s hospital… “If you treat your son like he has a disability, he will have a disability. If you treat your son like any other little boy, he will be like any other little boy…Your son is not disabled, the rest of the world is disabled in the way they see your son” Please don’t set the bar low!

52 A RICH LIFE  My hopes for what you got out of today’s talk  There are practical things I can do to help my grandchild  I can support my son or daughter in helping my grandchild have a fulfilling and happy life.  I can start to envision a bright and hopeful future for my grandchild and can provide hope to my own child  No matter what the extent or severity of my grandchild’s disability, there are endless possibilities for a bright future.  Set the bar high, they may not reach it, but they also may completely surprise you with how far they can go!

53 References Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23(1), Darwin, C. (1859). On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. London: John Murray. Gerhardt, P.F. (2012). Bridges to Adulthood for Individuals with Autism Spectrum Disorder: Planning or Lives of Competence & Quality. Invited Presentation at Regional Center of Orange County, Santa Ana, CA. Kehle, T.J., Bray, M.A., Chafouleas, S.M., & Mcloughlin, C.S. (2002). Promoting intellectual growth in adulthood. School Psychology International, 23(2), 233–241. Kehle, T.J., Clark, E., & Jenson, W.R. (1983). The development of testing as applied to school psychology. Journal of School Psychology, 31, 143–161. Lykken, D., & Tellegen, A. (1996). Happiness is a stochastic phenomenon. Psychological Science, 7, 186–189. Lykken, D.T., Bouchard, T.J., McHue, N., & Tellegen, A. (1990). The Minnesota twin registry: Some initial findings. ActeGeneticae Medicae et Gemmellologiae, 39, 35–70. Russell, B. (1930). The conquest of happiness. New York: W.W. Norton and Company, Inc. Skinner, B.F. (1971). Beyond freedom and dignity. New York: Random House. Wilson, E.O. (1998). Consilience: The unity of knowledge. New York: Alfred Knopf.

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