Transition Planning for Positive Adult Outcomes for Individuals with Autism Spectrum Disorders

Transition Planning for Positive Adult Outcomes for Individuals with Autism

Spectrum Disorders

Domenico Cavaiuolo, Ph.D.Daniel Steere, Ph.D.

East Stroudsburg UniversityDepartment of Special Education &

Rehabilitation

Fundamental Questions

What is the purpose of public education?

Where are the former students of the special education with ASD?

What have been the outcomes of students with ASD leaving schools

Data from NLTS-2 study: 56% of youths with ASD are engaged in employment, postsecondary education and/or job training

26% – 31% of students with ASD are reported to be employed upon exiting school

26% of students with ASD are in postsecondary education or training

Outcomes: Data from NLTS-2 study:

Students with ASD are among the least likely to be actively involved with individual friends

- 44% never visit with a friend- 83% never receive telephone calls from friends

Outcomes:Data from NLTS-2 study:

45% of students with ASD have outcome statements of competitive or supported employment

15% have outcomes statements that focus on sheltered employment

2.6% of students with ASD were reported to take a leadership role in their transition planning IEP meetings

67% were not present at their planning meetings or did not participate

So what does the data tell us about education, transition and the IEP process for students with ASD?

IDEA-04 Definition

“ …transition services means a coordinated set of activities for a student, designed within a results oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”

IDEA 04 Definition: Key Points

A coordinated set of activities Designed within a results-oriented process that is focused on:

Improving academic and functional achievement in post-school activities, and

Is based upon the individual student’s needs, taking into account the student’s preferences and interests

Responsibilities

The main responsibility of schools is preparing students with ASD and other disabilities for life after high school

HOW? Among other things, a fundamental component is SELF-DETERMINATION

Who are the Key Stakeholders in this Process?

Family

Students

School/Teachers

Community Providers

Potential Funding Sources/Government Agencies/Business Community

Key Elements that Make the Difference in Transition Planning

Proactive Planning = Collaboration and preparedness – fulfilling the responsibility for transition

Students = Self-determination and student involvement in planning

Families = Involvement in planning School = “Appropriate” curriculum content for attainment of post-secondary outcomes

Proactive Planning Transition Considerations at 14 – 16

Identify the student’s interests and preferences – Conduct Person Centered Planning

Identify course of study that reflects the student’s post-school outcomes

Educational and community experiences have been identified based on post-school outcomes

Options to explore are included in the student’s IEP

Transition Considerations at 14 – 16

Student learns to and is encouraged to make choices and decisions

Student is learning self-advocacy and self-determination skills

Accommodations and modifications are being explored as tools to access education, work, housing & community

Provide for opportunities for developing friends and relationships

Transition Considerations at 16 – and Older

Providers identified and linked to community services

Community service providers, VR, DD, adult services have been invited

Family and student provided with information on adult services

Family and student have been guided toward financial support, SSI, Medical Assistance, etc. if needed

Transition Considerations at 16 – and Older

Family and student have completed applications for services

Help student to develop portfolio and resume

Student is actively learning needed independent living skills

Student has identified post-school outcomes

Transition Considerations at 16 – and Older

Student is learning responsible behavior that is necessary for success in employment, post-secondary education and other community settings in adulthood

The student is taking the necessary steps to register to vote and apply for selective service

Students: Self Determination for Effective Transition Planning

In order to make decisions, young people need to know what they like, are good at, and are interested in

To make choices about careers, recreation, and places to live, students need choice making and decision making skills

To participate in planning, students need to be able to communicate choices and desires

Communication!!!!!!

Address the communication issue of the student with ASD as early as possible

What is the best mode of communication for the student?

Some Examples

Preparing for an IEP meeting – Social Stories

Participating in the meeting or even leading the meeting

Researching options for the future

Evaluating options

Some Examples

Choosing courses to take Developing a resume Applying for services Contacting sources of natural support for help

Learning to describe one’s own disability – Self Awareness

Some Examples

Learning to self advocate for accommodations

Evaluating progress toward the achievement of the desired outcomes

Learning to be assertive, disagree, and speak up

Self-Determined Life Guarding

“We’re encouraging people to becomeinvolved in their own rescue.”

Families: Involvement in the Transition Planning

Transition from school to adult life is a major life cycle change!

Be prepared to switch from the Special Education system to the Adult Services world

Gather information and be informed Develop a network of support “natural support” system for the student

Families: Involvement in the Transition Planning

Connect with other families as a sources of support

Be clear of the expectations for the student – too low or too high?

Develop a clear picture of your son/daughter with regards to work, postsecondary education, housing, etc.

Have a life plan – Legal planning – Special Needs Trust

Great Ideas to Improve Planning

Be prepared before the meeting so as to understand the process and play an active role in planning

Conduct person centered planning on an ongoing basis

Encourage the development of an action plan for all team members, include clear directions for responsibility for all

Great Ideas to Improve Planning

Encourage as many experiences as possible and then help the student reflect on them

Revise the plan when needed Start early!!

Sometimes Mothers can be Pushy

Curriculum & Instruction Issues

What should we be teaching student with ASD of transition age?

How do we infuse functional skills into the general education curriculum?

Where should instruction take place?

What to Teach

Depends on the desired post-school outcomes (Backward Planning)

Depends on the degree to which the typical curriculum can be adapted to meet the needs of a particular student

The IEP Process

Post School

Outcomes

Present Levels of

Performance

Statementof Transition

Needs

Annual Goals and Objectives

What to Teach

We should consider basic living skills that all students need for success (functional skills)

We should consider recommendations from business and industry

Generalized skills and abilities are most useful and functional

What to Teach

Self-determination skills

Social skills

Requisite skills for college prep and/or technical training school

“My question is: Are we making an impact?”

Research in Effectiveness of Transition Planning

The consensus is that earlier planning is beneficial (as early as age 14)(Flexer, Simmons, Luft, & Baer, 2005; Steere, Rose, & Cavaiuolo, 2006; Szymanski, 1994; Wehman, 2001)

Research in Effectiveness of Transition Planning

Lack of specificity and completeness of transition sections of IEPs have been noted(Grigal, Test, Beattie, & Wood, 1997; Katsiyannis, Zhang, Woodruff, & Dixon, 2005; McMahan & Baer, 2001; Kraemer & Blacher; Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005)

Research in Effectiveness of Transition Planning

Participation by students and their families in transition planning meetings is often inconsistent(Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005; Zhang, Ivester, Chen, & Katsiyannis, 2005)

Research: Student Involvement

Student involvement in planning has often been lacking(Katsiyannis, Zhang, Woodruff, & Dixon, 2005; Martin, Greene, & Borland, 2004; Mason, Field, & Sawilowsky, 2004; McMahan & Baer, 2001; Powers, Gil-Kashiwabara, Geenan, Powers, Balandran, & Palmer, 2005)

Research: Student Involvement

Other planning participants report positive results when students are active participants in their own transition IEP meetings(Grigal, Neubert, Moon, & Graham, 2003; Martin, Marshall, & Sale, 2004)

Research: Student Involvement

Person-centered planning has been reported to be an effective planning approach in clarifying students strengths, interests, and preferences(Butterworth, Steere, & Whitney-Thomas, 1997; Hagner, Helm, & Butterworth, 1996; Held, Thoma, & Thomas, 2004; Miner & Bates, 1997; Steere, Gregory, Heiny, & Butterworth, 1995; Whitney-Thomas, Shaw, Honey, & Butterworth, 1998)

Research: Student Involvement

The effectiveness of training in self-determination skills has been demonstrated with students with learning disabilities, mental retardation, and emotional disturbance(Allen, Smith, Test, Flowers, & Wood, 2001; Mason, McGahee-Kovac, Johnson, & Stillerman, 2002; Weymeyer & Lawrence, 1995)

Research: Student Involvement

The effectiveness of teaching students to participate in IEP meetings has been demonstrated with students with learning disabilities, mental retardation, and emotional disturbance(Allen, Smith, Test, Flowers, & Wood, 2001; Lehmann, Bassett, Sands, Spencer, & Gliner, 1999; Test, Mason, Hughes, Konrad, Neale & Wood, 2004)

Challenges facing students with ASD in implementing effective practices

Lack of awareness of ASD and how to fully work with the student with extreme movement differences

Ineffective transition programs to address the specific needs of the student with ASD

Poor transition plans that lead to poor or no outcomes after school

Challenges facing students with ASD in implementing effective practices

Inexperienced staff and teachers to handle the challenges of the student with ASD

One-size-fits-all program design

Effective Transition Practices for Students with ASD

Begin early Conduct Person Centered Planning Address personal interests, unique characteristics, skills and talents of the student

Build on experiences – create opportunities

Hone strengths, avoid weaknesses

Some Final Thoughts

It requires creativity and commitment to include students and their families to be active participants in planning

Real choices come from real experiences, including work experiences

Student choices, interests and preferences are at the heart of transition planning

Some Final Thoughts

Effective collaboration among agencies, schools, businesses, and community members is essential

Effective transition planning has positive impact on students, their families and their communities

“Insanity is engaging in the same process over

and over, and expecting different outcomes.”

Albert Einstein

Thanks for Listening

Dr. Domenico [email protected]. Daniel [email protected].