1. Preparing Autistic Students for Adulthood: Investing in Their Future
Wendela Whitcomb Marsh, MA, BCBA, RSD
CASP November 8, 2018
San Diego, California

2. What we're talking about today:
The Autistic Adult Dilemma
Housing
Independence
Recreation
Employability
Disclosure
Self-Advocacy
Transition Planning

3. THE AUTISTIC ADULT DILEMMA

4. Post Graduate Skill Regression Communication and Social Challenges
Anxiety, Depression, Isolation
Still Living with Family Members
Still Prompt Dependent for Daily Routines
Few Social Opportunities
Unemployed or Underemployed
Limited Service Availability

5. HOUSING What can the schools do to help prepare our autistic students to meet their future housing needs?

6. Assign a research project on the cost of independent living.
What will they need to budget and plan for
if they want to move out on their own?

7. Use the assignment to teach critical thinking.
If an online article is written as a blog post
on a moving van company's site,
it will probably recommend hiring a moving van
rather than using a friend or family member with a truck.
Look for their selling point / ulterior motive.

8. what to look for in a roommate and how to be a good roommate.
Use groups to discuss
what to look for in a roommate
and how to be a good roommate.
This is useful for those going off to college
as well as those entering the work force.

9. Group sessions could address the pros and cons of living with parents.
Help teach perspective taking and evaluation.

10. INDEPENDENCE What can the schools do to help prepare our autistic students become more independent?

11. Make this a part of every IEP.
Plan to increase independence incrementally throughout middle school and high school.
Make this a part of every IEP.

12. Carefully evaluate the need for and use of
one-on-one aides.
What do they do for the student?
Who is training the aides, and what does it entail?
Who is teaching the students to do for themselves what the aide has been doing for them?

13. Carefully evaluate the need for and use of
one-on-one aides.
Plan for fading the aide from the very start, even before hiring. This should not be a permanent or long-term position.

14. Evaluate and monitor for prompt dependence.
Help teachers understand the need for prompt fading and how to do it.
Help team understand the importance of passing responsibility to students as soon as they are able to self-manage.

15. RECREATION What can the schools do to help prepare our autistic students to make wise decisions regarding recreation?

16. Recreation includes: how students use their free time
socialization - friendship and dating
participation in school and extra-curricular activities
soitary pursuits
hobbies and interests

17. Their idea of recreation
may not look like
your idea of recreation.
That's okay.

18. Plan for students to learn to self-manage recreation and free time,
and include recreation goals
as well as social skills goals
on the IEP.

19. EMPLOYABILITY What can schools do to better prepare our autistic students to enter the work force?

20. Every student with ASD should be provided with work experience while they are still in school.
Use their interests and strengths.
Include job-related goals on the IEP:
filling out job applications
participating in mock job interviews

21. Ensure that students are supported in their on-the-job programs.
Are they getting needed accommodations?
Do they know who to talk to if they have a problem?
Is staff checking in at the worksite regularly?

22. Seek out apprenticeships, mentors, and employees seeking disabled workers.

23. DISCLOSURE What can schools do to help our autistic students understand disclosure, and determine whether, when, how, and to whom to disclose their disability?

24. To disclose, or not to disclose?
This is very personal, requiring thoughtful consideration.
Bring up disclosure at an IEP meeting and discuss pros and cons, as well as how, when, and whom to disclose.

25. When to disclose?
Disclose when it is necessary for others to understand the disability.
Disclose when the student is more comfortable disclosing than with the disability being secret.
Disclose only when it is safe.

26. How to disclose?
Carry a card or letter to present when under stress or unable to communicate
Practice a short speech as a planned part of a job interview, if disclosure is necessary for the job.
Some choose to host a “Coming Out Aspie” party.

27. To whom to disclose?
those who need to know in order to provide needed accommodations
those the student is very comfortable with and wants to share with
(not the student's bully or bullies)

28. SELF-ADVOCACY What can the schools do to teach our autistic students how to advocate for themselves?

29. We are accustomed to advocating for our students, but we must not forget to teach them to advocate for themselves.
Use social articles, modeling, and role play.
Practice in a safe environment first.

30. Involve them more meaningfully in the IEP process.
Make them their own IEP case manager.
Get their input on goals.
Ask them what is hard, and what makes learning easier for them; we might be surprised.

31. TRANSITION PLANNING What can the schools do to make transition planning more meaningful and effective in helping our autistic students set achievable goals for their future?

32. Make your Transition Plans meaningful.
Don't just “fill in the blanks” on the form.
Explore the student's interests and strengths fully.
Be mindful of which interests may be channeled into a career and which will be considere a hobby.
Remember - not every Aspie will be a computer genius.

33. SUMMARY What's the bottom line about what we've learned here today?

34. Autistic adults face many challenges their typical peers do not.
Communication and Social Interaction challenges are pervasive.
Housing - help them plan a future living away from their parents' home.
Independence - decrease prompt-dependence, teach self-management.
Recreation - help them identify hobbies and social pursuits.
Employability - training, apprenticeships, internships, mentoring
Disclosure - whether, when, how, and to whom to disclose disability.
Self-Advocacy - teach them to speak up for themselves.
Transition Planning - make it meaningful, not just another form.

35. Let’s keep in touch
me at
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The ABCs of Autism in the Classroom: Setting the Stage for Success
by Wendela Whitcomb Marsh (Future Horizons Inc, 2018)