Transition to Adulthood for Youth with ASD Beth Clavenna-Deane, PhD University of Kansas, Center for Research on Learning April 4, /21/2011

Activity 1: THINK, PAIR, SHARE: Individuals with ASD? What are your thoughts about what is happening to this population in adulthood?

$971,000 3/21/2011

2009 NLTS2 data Post-Secondary Enrollment 58% (any postsec)  2-yr or community college: 38%  Voc/business/technical school27%  4-yr college22%  Accommodations, self-disclosure, course of study Completion  Enrolled90%  Completed – too small to report – still within the 4 year range Adapted from Morningstar, ME, Clavenna-Deane, B, 2009 Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). Post School Outcomes for Individuals with Autism Spectrum Disorders: Post-Secondary Education 3/21/2011

Employment 2009 NLTS2 data Employment  At time of interview47%  Since HS66%  Ave. # jobs,1.7  Length of employment12.5 months  Types of jobs, job satisfaction Adapted from Morningstar, ME, Clavenna-Deane, B, 2009 Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). 3/21/2011

Independent Living 2009 NLTS2 data Living on Own11% Intimate relationships 21% Steady partner3% Financial independence ◦ Annual income or less94%, ◦ friendships, community participation Adapted from Morningstar, ME, Clavenna-Deane, B, 2009 Newman, L., Wagner, M., Cameto, R., & Knokey, A.-M.(2009). 3/21/2011

Introductory Conclusions: What are some judgments we can make from these statistics? ◦ Adult success? ◦ Previous high school experiences? 3/21/2011

Transition Compliance Indicator 13 of the State Performance Plan: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs. There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” (20 U.S.C. 1416(a)(3)(B))

Transition Planning Key components ◦ Measurable postsecondary goals ◦ Age-appropriate transition assessments ◦ Invitation of the student ◦ Interagency collaboration ◦ Transition Services ◦ Course of study 3/21/2011

Transition Assessment for Students with ASD TTAP Brigance Transition Inventory Self-Directed Search, IDEAS, Choices Informal Assessments Book from Clark Organizational Skills Assessment from Winner

Social Communication Post- Secondary Preparation Independent Living Employment Experiences Self- Determination Now where do we focus our energy for for students on the spectrum? 3/21/2011

Social Communication Strategies Social Thinking Curriculum Social Behavior Mapping Social Stories Social Scripts 3/21/2011

Social Behavior Mapping What is it? How can it be used most effectively? 3/21/2011

Post-Secondary Education Environments College Community College Technical Schools

High School versus Post-Secondary High School = STATIC ◦ Entitlement System ◦ All Accommodations ◦ Structured Daily Work ◦ Weekly Tests ◦ SPED teacher ◦ Annual IEP ◦ Schools identify and provide services ◦ Life Skills taught at home or possibly by school staff Post-Secondary = DYNAMIC ◦ Eligibility System ◦ Reasonable Accommodations ◦ Long term projects ◦ Cumulative Exams ◦ Disability Support Services ◦ 504 Accessibility Plan ◦ Self-disclose to receive services ◦ Life/Organizational Skills Complied from: The MO-AHEAD College Guide & Winner, M.G. (2009). Preparing for the Transition to Adulthood. 3/21/2011

A Day in the Life Checklist template Emily Holman MacNaughton and Beth Clavenna-Deane What are some areas that are predictable? What are some surprises that you see? ◦ Roommate versus Private Room ◦ Finances ◦ Social Opportunities ◦ Independent Living

Independent Living Skills: Domains to Focus on Financial Decision Making Life Skills Home Organizational Skills Personal Space Multitasking Grooming/Hygiene Nutrition/Exercise Care of Clothing Responsibility for personal belongings Health/Emergency Care Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World: An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks. Lawrence, D.H., Alleckson, D.A., & Bjorklund, P. (2010). Beyond the roadblocks: Transitioning to Adulthood with Asperger Disorder. Archives of Psychiatric Nursing, 24(4), /21/2011

Financial Decision Making Finances = Organization However … Static AND Dynamic

Home = PersonalityProximity to Others Home represents personal style ◦ Benefits ◦ Drawbacks Roommates ◦ Benefits ◦ Drawbacks Casual conversations ◦ Distance Rules ◦ How to Teach the Rules Formal conversations ◦ Distance Rules ◦ How to Teach the Rules P ERSONAL S PACE Double Meaning Why is this important? 3/21/2011

How many Students with Asperger’s Syndrome or High Functioning Autism do NOT turn in their Assignments? 3/21/2011

Academic Strategies for Students with ASD In preparation for post-secondary education and training environments, ◦ academic strategies are necessary As well preparation for vocational environments requires ◦ Organizational strategies 3/21/2011

Advocacy and Accommodations: Reduce and Replace…. Reduce Dependency Accommodations ◦ Full Time Para Support ◦ Daily Agenda Checks ◦ Extended time ◦ Reduced workload Increase Independent Strategies ◦ Chunking/ Planning Charts ◦ Self-monitoring checklists ◦ IPODs ◦ Seeking out accommodations Winner, M.G. (2009). Organizing Strategies to Prepare for Homework and the Real World: An interdisciplinary approach. Presented at KISN Training on October 9, 2009, Overland Park, Ks. 3/21/2011

Project Planning Chart ItemEstimated time to complete Materials needed People that can assist Today’s Date Due date Instructor/ Class S TUDENT :W EEK D ATES : 3/21/2011

Career Interest Assessments How to Connect Career Assessments TO Personality, Interests, Preferences, and Needs TO Develop a vocational/career experience portfolio

9 th grade Career Awareness Study Skills Social Skills Employer Partnerships 10 th grade Career Explorations Job Shadowing Social Skills Study Skills 11 th grade Work Experience Advisement Activities Social Engagement Course of Study Continuum

12th grade Work Experience Job Coach/Liaison Support Vocational/Technical Program Enrollment College Course Enrollment Vocational Rehabilitation Counseling Community-Based Programs Community College Enrollment Part-Time Employment With Support Independent Living Support Course of Study Continuum

Self-Determination Self-determined behavior refers to actions that are identified by four essential characteristics: (1) the person acted autonomously, (2) the behavior(s) are self-regulated, (3) the person initiated and responded to the event(s), and (4) the person acted in a self-realizing manner” (Wehmeyer, 2007, p 3). 3/21/2011

First Two Areas of Focus for Students with AS Self-Awareness and Self-Advocacy Self-Regulation/Self-Management 3/21/2011

Three Other Primary Areas of Focus for Students with AS Problem Solving Decision Making Goal Setting 3/21/2011

Individuals w/AS Professionals Self-Awareness Modeling Experience Self-Advocacy Problem Solving Decision Making Self-Management Social Interactions Structured Small Steps Goal Setting Implications for Professionals and Parents 3/21/2011

Self-Determined Learning Model of Instruction SDLMI ◦ Example of model ◦ Usefulness ◦ How it has been used ◦ How it is beneficial ◦ How to adapt it 3/21/2011

Self-determined Learning Model of Instruction 3/21/2011

SDLMI – goal evaluation 3/21/2011

Questions??? 3/21/2011