1. Tangible Steps to Independence Ben Wahl, MSW www.aspiringyouth.net

2. Overview  The Young Adult Transition and our students  Parent Strategies- Creating Tangible Steps  IEP and Transition Goals  Your Role  Your Resources  Your Community

3. You Parents Kick Ass!

4. Resiliency  You may have travelled a longer road. But that also means that you (and your child) have travelled further.  You are more prepared than you think. Your son or daughter is more prepared than you think.

5. Crux of the Issue  -All teens and young adults have uncertainty about the transition to adulthood. They take many steps to avoid it. They may have unrealistic views. They may be overly confident. They may not be confident enough.  Our students are like their ‘neuro-typical’ peers….but more.

6. Crux of the Issue  What is tough for our students is that they need to prepare more than their peers...  …While at the same time they may have greater avoidance than their peers.

7. Strengths for the Transition -Trustworthy -Sharp focus -Loyal -Consistent -Aware of the importance of self-advocacy (not innately but through instruction) -Humor -Empathy

8. Strengths for the Transition -True to themselves -Kind -Not Greedy -Aware of the importance of appropriate social skills (not innately, but through instruction) -Often good with younger children and older adults.

9. Success!

10. But there are challenges as well  “In the first two years following High School, over 50% of young people with ASD had no connection with education or employment”.  “Over 40% had no organized social activity”.  Shattuck, et al, 2010

11. Challenges  Difficulty foreseeing future situations  Difficulty adapting  Logical/rigid/anxious  Communication challenges (unseen disability)

12. Challenges  Unrealistic view  Desire for independence but no context  Fatigue  Isolation

14. General Strategies  Try New Things: Build ‘Comfort with Discomfort’  Have the student formulate ideas  Self-advocacy/Awareness  Build a team/Have a Schedule  Accommodations with Accountability  Self Care

15. Steps to Independence  The Transition to Independence is a process, made up of several distinct components (or ‘steps’).  We have been taught that it is a ‘launch’.

16. Step: Deciding post-secondary options. Adjusting.  Strategies:  Visit, take enrichment classes (try new things).  Set goals for communication and self-advocacy with adults.  Talk to older siblings or mentors.  Pursue community service, internships or employment.

17. Step: Executive Functioning  Strategies:  Student must be able to keep track of their day planner.  20 hours of outside-the-home structured time.  Responsible for calling and scheduling their own appointments (with assistance).  Budgeting/tracking money.

18. Step: Independent Living Skills  Strategies:  House Contributions (Chores)  Visual cues for routines  Adaptive Technologies  Firm Boundaries  Self-moderation of computer time  Commitment to wellness activity  Establish sleep schedule  Commitment to medication regimen

19. Step: Social Connections  Strategies:  Self-identify social strengths and weaknesses.  Self-initiate phone calls or emails to peers.  Identify and commit to a structured social outlet.  Social Media  Appropriate vs. Inappropriate  Social Radar

21. Step: Transportation  Strategies:  Bus Training with a coach/mentor  Driver’s License Training with a coach/mentor  ACCESS  Bike

22. Step: Dating  Strategy: Get a Therapist

23. IEP and Transition Goals  "We need to focus on skills that really make a difference in a person's life. If we're not providing skills that transfer out of the classroom, that's a real problem. When is the last time any of you wrote an IEP where the goal was happiness?"  Peter Gerhardt, PhD, OAR Board Member, 2004

24. Continued  Transition Goals must guide the IEP  Criteria:  Measureable  Have concrete steps towards the goal  Realistic  Have alternatives

25. Other Resources  Community Colleges: Disability Resource Centers  DVR/Job Vendors  Vocational Training Programs  Special Needs Planners  Clubs and Groups  Internships  Informal Networks (Businesses, Neighbors, Churches)

26. Summary  The challenges are large and the landscape is new and confusing.  But You have:  Community  Resilience and Toughness  Awesome Children  Strength in the knowledge that you are the vanguard of a civil rights movement.

27. www.aspiringyouth.net