EDU 564 MODULE 5(CHAPTERS 10, 11 AND 12)

Chapter 10  Self Determination - many definitions and models to teach this skill -essential characteristics of self-determination: empowering self, becoming autonomous, understanding self -Basic Characteristics of Self-Determination for individuals with ASD 1) communication 2)Mobility 3)Psychological 4)Supports  Development of tools to teach self-determination are being developed.

Barriers to Obtaining Self Determination for Individuals with ASD  Personal Characteristics Communication: we know that this is an area of difficulty for individuals with ASD Social Skills: lack of understanding of reciprocal interactions as well as limited repertoire for topics limits social interactions Limited Repertoires: narrow interests and difficulty accepting other’s interests interferes with the individuals ability to engage in social situations Health: not all individuals with ASD recognize the signs of health difficulties and may not know how to seek help. Many have a very high pain tolerance and may not even recognize a broken bone or burn

Barriers continued….  Environment Integration with peers Insufficient Curriculum Limited Opportunities  Social Variables Lack of social support Abuse Neglect Over protectiveness of significant others or parents

Teaching Essential Components of Self-Determination  Breaking this skill down into smaller parts with help those with ASD learn and understand better  Relevant Elements: Making Decisions Deriving Solutions to Problems Monitoring Self Appraising Skills Accurately Adapting to Environments

Making Decisions and Deriving Solutions to Problems  Must begin early in life by giving choices and solving problems  Supporting individuals with visuals to make decisions is important  Modeling and role playing can help support skill development  Video modeling or social stories can also help with developmental of decision making and problem solving

Monitoring Self  Managing own behavior  Can consist of self evaluation, self instruction, self reinforcement and goal setting  Use to decrease disruptive behaviors

Accurately Appraising Skills  Self efficacy directly correlates to persistence to a task that may be perceived as challenging or undesirable  The person with ASD can then learn and utilize self coping skills to get themselves through an activity  This will allow them to have an active part in their situation, build confidence and increase interactions with others

Adapting to Environments  Self evaluation of behavior or interactions within certain contexts is important  Use of video feedback or video modeling can increase social interactions across different environments  Generalization across environments or situations with the same environment can be overwhelming.

ESP Methods for Teaching Self Determination Skills  Rooted in Bandura’s social learning theory: people learn by watching others  Video modeling (behavior is modeled correctly by a peer)  Use of technology can help the child generalize across settings outside of school or therapy

 Provide opportunities for children with ASD practice  Provide models that will help the child with ASD to help support visual needs  More research is need to help support individuals with ASD

Chapter 11: Transition to Adulthood

Transitions  Important legally as per IDEA requirements (transition planning for postsecondary begins at age 16)  Important for life long learning skills  Can be minor or major (see figure 11.1 page in the text)  Setting up individuals with ASD for early success will pay off in the long run  Adults with disabilities are 2xs as likely to be unemployed and 3xs as likely to live in poverty

Areas of Consideration for Transition planning  Work  Leisure  Housing  Relationships  Health

Person Centered Planning  Please follow the link and read this short article regarding transition planning.  It is always important to start early and as a preschool teacher I think about long term. What skill base does my student need to have the most success long term? What are the hopes and dreams of the family and/or child?  Many models are available and generally are simple with those supports being represented by professionals in their areas. The focus in on the person’s strengths, areas of need, interests, desires and goals for the future.

 When a goal is determined a timeline is drawn up to move the person with ASD to that goal point.  Steps to getting the child there are identified as are the supports that need to be in place. The intensity of the supports is also determined.

Providing comprehensive training  Employment: training for a job while still in secondary education can be beneficial. Vocational training is also an option. Having the supports in place to train the skill and reinforce it is necessary for success.  Community Integration and recreation: teaching individuals how to find opportunities for interaction is necessary. It may also be necessary to support them with social scripting, or social stories to help them show success.  Postsecondary Education: 3 options (college, adult education, or vocational education). More college programs are offering supports to aide individuals with disabilities so they may obtain the education they want/need.  Community Living: range from very restrictive to independent. Supports may vary.

Chapter 12: Enhancing Quality of Life

 Quality of life and Access to Services has long been a topic that was not considered for individuals with disabilities and those with ASD  Understanding how to enhance the life of a person with ASD is a persistent struggle. Supports are not always in place or available. With the growing diagnosis of ASD, more comprehensive post secondary options are necessary to insure a quality of life across the life span of a person with ASD.  More focus and research needs to be done to find different options/ methods to increase supports across the lifespans.

 There is a social divide between those with ASD and those without disabilities. People with ASD can very easily become isolated due to their difficulties with social situational and lack of social skills.  People with ASD often are unemployed. With social difficulties, rigidity to routines and difficulty with flexibility, these individuals find it difficult to find and maintain work. Finding a supportive work environment and a high area of interest for the individual can add to the success of the child’s employment  Finding a good match for interests and abilities can create a positive situation for a person with ASD when attending post secondary learning.  See figure 12.2 on page 327 of the text

 "I strongly recommend that students with autism get involved in special interest clubs in some of the areas they naturally excel at. Being with people who share your interests makes socializing easier." - Temple Grandin