1. Career and Life Goals Planning

2. Start Early

3. EXPANDED CORE: ASDVI  Engagement  Communication – expressive, receptive, nonverbal  Play, Social Skills (including Recreation and Leisure)  Adaptive Skills  Organization Skills  Orientation and Mobility (include sensory and motor skills)  Career and Life Education  Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

4. Transition planning includes four primary areas: Employment Postsecondary education or training Independent living Community participation

5. Transition Planning Addresses: Assessment Instructional Strategies Generalization

6. ASSESSMENT

7. Potential Features of Individuals with ASD Impacting Employment IQ Concrete Thought Attention to Detail Difficulty Planning and Sequencing Fixation World View Expressive Language Receptive Language

8. Social Interactions Eye Contact Expressing Emotions Understanding Others Sensory Issues Adherence to Routines Prompt Dependence and Generalization Motor Skills

9. What Should Be Assessed?  Interests and strengths (often assessed through person-centered planning)  Learning style  Specific work skills  Vision related supports, including need for alternative formats (Braille, large print, audio)  O&M: independent and interdependent skills  Communication skills and required supports, including need for augmentative or alternative communication (AAC)  Social interaction and behavior and effective supports  Sensory issues—need for certain sensory inputs to relax or need to avoid certain stimuli  The physical and social environment of a potential workplace  Need for structure and predictability and effective supports for the individual  Independent Living Skills Independent Living Skills

10. Checklist http://www.ocali.org/_a rchive/pdf_trans_guide/ Trans_Guide_App.pdf http://www.crporegon.o rg/content/secondary- transition-project-asd

12. Thinking about a job… Ten Preliminary Questions to Ask About Employment Supports for an Individual with ASDVI

13. 1. What are some of his or her strengths? What makes this person unique? 2. List some of the obstacles that you think may get in the way of him or her becoming employed. 3. What are some of the communication issues he or she deals with? What are some of the communication issues he or she deals with? 4. Has this person reported any problems with touch, sounds, smells or things that he or she sees? 5. Are there social or behavioral issues that might get in the way of succeeding at a job?

14. 6. Are there any particular kinds of environment that might help this person be more successful? 7. Does the person need help in organizing the work or schedule? 8. What kinds of things increase his or her anxiety? What helps? 9. What personal, organizational, neighborhood, or family networks can you access to help this person find a job? 10. Does the person need help in applying for jobs or in participating in interviews?

15. Does the student understand and is the student able to follow verbal directions? Does the student need directions in alternate or multiple formats – verbal, concrete, or demonstrations? One Component:

16. 1. Can the learner initiate tasks independently? 2. Does the learner know how to start and end a task? 3. Does the learner work systematically? 4. Is the environment conducive to attention and concentration? 5. Does the learner require additional environmental assistance in order to independently complete tasks and activities? Concrete Supports

17. Individuals with ASD typically struggle to respond to and understand the social aspects of a situation. Social skill training and instruction may be a critical element for an individual with ASD in obtaining or maintaining a job, successfully engaging in and completing postsecondary education and developing satisfying leisure activities. Needed competencies may range from the very basic social skills expected of a young adult to the complex aspects of reading social cues and accurately interpreting another’s perspective or point of view. Social Interactions

18. Genralization

19. The most effective practices include instruction and/or reinforcement in the actual environments or situations where the skills must be used.

20. What is Person Centered Planning Person Centered Planning (PCP) is a process that assists people with disabilities and their families to plan for the future. Through structured exercises focusing on the Person’s strengths and preferences, a snapshot of the Person and possibilities for the future are created.

21. MAPS— Making Action Plans PATH— Planning Alternative Tomorrows with Hope Essential Lifestyle Plans Personal Futures Planning

22. Person Centered Planning: http://www.ilr.cornell.edu/edi/ pcp/ http://www.ilr.cornell.edu/edi/ pcp/ http://www.ilr.cornell.edu/edi/ pcp/

23. Resources Adults with Autism http://www.autismspeaks.org/family- services/resource-library/adults-autism ASD and Postsecondary Education

24. Resources Supporting Individuals with Autism Spectrum Disorders: Quality Employment Practices http://www.communityinclusion.org/article.p hp?article_id=266 Developing Talents: Careers for Individuals with Asperger Syndrome and High Functioning Autism

25. Resources  Asperger Syndrome and Employment: A Personal Guide to Succeeding at Work by Nick Dubin  Preparing for Life: A Complete Guide for Transitioning to Adulthood for Those with Autism and Asperger’s Syndrome  http://www.nsttac.org/

26. Community of Practice: http://sharedwork.org/in dex.php http://sharedwork.org/in dex.php http://sharedwork.org/in dex.php