Transcript Document

Transition Planning for Positive Adult
Outcomes for Individuals with Autism
Spectrum Disorders
Domenico Cavaiuolo, Ph.D.
Daniel Steere, Ph.D.
East Stroudsburg University
Department 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
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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:
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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:
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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
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“ …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
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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
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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 SELFDETERMINATION
Who are the Key Stakeholders in
this Process?
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Family
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Students
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School/Teachers
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Community Providers
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Potential Funding Sources/Government
Agencies/Business Community
Key Elements that Make the
Difference in Transition Planning
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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
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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
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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
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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
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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
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Student is learning responsible
behavior that is necessary for
success in employment, postsecondary 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
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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!!!!!!
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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
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Preparing for an IEP meeting – Social
Stories
Participating in the meeting or even
leading the meeting
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Researching options for the future
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Evaluating options
Some Examples
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Choosing courses to take
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Developing a resume
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Applying for services
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Contacting sources of natural support
for help
Learning to describe one’s own
disability – Self Awareness
Some Examples
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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
Families: Involvement in the
Transition Planning
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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
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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
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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
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Encourage as many experiences as
possible and then help the student
reflect on them
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Revise the plan when needed
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Start early!!
Sometimes Mothers can be
Pushy
Curriculum & Instruction Issues
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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
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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
Statement
of Transition
Needs
Annual
Goals and
Objectives
What to Teach
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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
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Self-determination skills
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Social skills
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Requisite skills for college prep and/or
technical training school
Research in Effectiveness of
Transition Planning
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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
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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
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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
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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
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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
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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
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The effectiveness of
training in selfdetermination 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
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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
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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
design
program
Effective Transition Practices for
Students with ASD
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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
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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
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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 Cavaiuolo
[email protected]
570.422.3893
Dr. Daniel Steere
[email protected]
570.422.