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8/7/2019 University of Maine Center for Community Inclusion and Disability Studies with Autism NOW Center February 22, 2011
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Introductions Janine & Alan
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Janine
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Janine:
~The vast majority of individuals with ASD are unemployed. Even for those who do work,
underemployment is common (Hendricks, 2010).~Little recent data. Those with ASD are less likely to be employed than those with most otherdisabilities. One large study found that only 15% were employed.
~Persons with ASD who do find employment often switch jobs frequently, are paid less thantheir co-workers, and view their work experiences in very negative terms (Muller, Schuler,Burton, & Yates, 2003).
~One study found that only 20% of those with AS had jobs & 10% were in shelteredemployment. Even those with college degrees have difficulty finding jobs.
~Of the 2000 individuals who accessed US Vocational Rehabilitation (VR) system in 2005,
only 1200 were successfully employed (Dew & Alan, 2007).~Surprisingly, this rate is a slightly higher rate than those with other disabilities (Cimera &Cowan, 2010). Unfortunately, Cimera and Cowan report individuals who do find workthrough the VR system work significantly fewer hours and receive lower wages than those inother disability categories.~Also, the rate of closures due to being determined too severely disabled/unable to benefit ishigherthan for other disabilities (Lawer et al, 2009).
Value of employment:~The failure of persons with ASD to find satisfying employment can negatively affect theiremotional health.
~Hurlbutt and Chalmers (2004) contend that the difficulties many people with ASD face in
finding and keeping good jobs can lead to problems with depression, anxiety, anger, and self-esteem.~Similarly, Mahwood and Howlin (1999) report that individuals with Asperger Syndromeexperience anxiety, depression, and low self-esteem when they are frustrated in findingsuitable employment.
~Conversely work in integrated settings can lead to an improved quality of life for individuals- -
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Janine:
~2004 study - 22% of transition plans had goals for competitive employment, 39%
for supported employment, 39% sheltered employment
~Research regarding individuals with ID (currently in sheltered workshops) suggests
that this is inconsistent with preferences of the individuals, preferences of their
families/parents, and preference perceived by staff working with the individuals
One Study:~63 % of adults with ID wanted employment outside sheltered
workshops, and 11% thought they might like it. The remaining 12% did
not know or had never thought about the option.
~Only 14% of adults with intellectual disabilities and 27% of their
family members stated that they did not want employment outside the
workshop.
~Staff confirmed this finding: Only 29 % reported that they believed
that adults with ID did not want outside employment.
~Significance of disability did not affect outcomes
~Reasons for sheltered workshops were consistent with employment
considerations of those without disabilities
distance from home, transportation, hours worked
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Janine:
~With on-the-job employment supports, outcomes can improve dramatically.
~Howlin et. al. found that 68% of persons with HFA who received such
supports found permanent employment.
~Re: involvement with VR,success for those served highly dependent on the use of
supported employment services (Lawer et al, 2009)
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Alan:
Little known on community integration and social outcomes (Hendricks & Wehman,
2009). Only data on leisure skills. Lesure skills are usually not community based
(Jesnes-Coussens, et. al., 2006 and Wagner et. al. 2005). Most research has looked at
reducing inappropriate behavior or teaching safety skills.
Orsmond, et al. 2004 - 235 adolescents and adults with autism 30% reported at
least one friend. Nearly half had no reported peer relationships.
Mahwood et al. 2000 so-called HFA 47% reported having no friends with whom
they shared activities. Howlin (2004) Majority across the spectrum had no friends or
acquaintances.
57% of transition IEPS had goals for social devlopment, friendships, and social
interaction (Cameto, 2004; Hendricks & Wehman, 2009).
80% of those who had diagnosis of autism in school were living with parents afterschool. 4% were living independently (Wagner et al., 2005). One study found 64% of
those with Aspergers living independently.
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Alan
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Alan:
Continuing education is frequently needed if individuals with ASD are to achieve theircareer goals and increasingly (Benz et al., 2000; Briel & Getzel, 2009; Holmes &
Chaffee, 2007). Post-secondary education is increasingly recognized as an achievable
postsecondary option for many people on the autism spectrum (Adreon & Durocher,
2007; Briel & Getzel, 2009) including those with intellectual impairments(Hart, Grigal,
& Weir, 2010).
Little data on attendance or success Hendricks & Wehman (2009). Howlin in 2004
did a lit review and found estimates for HFA and AS ranging from 7% to 50%.
Cederlund et al. (2008) 11%.
23% of transition plans had goals related to attending a 2 or 4 year college.
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Alan
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Janine:
~Re: social issues This is not just about someone obtaining social skills or becoming
adept prior to having experiences. (People learn through experiences in real
environments.)
~Technological supports may be very useful.
~Ex: using PDAs
~lower prompting rates, faster elimination of prompts using PDAs witha task sequence - visual/auditory cues (Mechling et al, 2009)
~increased independence with task management and reportedly
higher rates of satisfaction schedule & auditory prompts (Gentry et al,
2010)
~In 2004, though, only 16% of transition plans for students with ASD included
assistive technology objectives.
~Anecdotal evidence suggests that few individuals receive an ATassessment/are matched with technological aids.
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Janine:
~Student focused planning In 2004 study, less than a third of students with ASDparticipated actively in transition planning meetings. Only 3% led discussion (Cameto,
2004).
~Family involvement usually considered best practice
~Student development - Problem is that we dont know whether learning these skills
results in overall improved outcomes just that people learned skills.
~Key emphasis - real-life contexts
- learning for life
~Collaboration may be especially important for persons with ASD given the range of
emotional, vocational, educational, medical, and community supports that a person
may need
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Janine
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Alan
It may be that the model transit ion program is one that is flexible and that it could
look a little different for everyone.
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Alan:
This came through low and clear on the 17th. Also what we heard from parents in our
project.
A plan that simply tells you where your are and does not provide you with a clear
plan for getting where you want to be is just going to leave you suspended in mid air.
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Alan:
Many of the poor transition outcomes for individuals with ASD can often beattributed to insufficient or ineffective planning (Presler & Blomquist, 2003; Schall &
Wehman, 2009). For example, failure to identify supports for career and vocational
outcomes in the transition planning process can lead to l ife-long unemployment or
underemployment.
Community living adult services and supports for community living are fragmented
with no single point of entry
Benefits vital to know
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Alan:
Cmeto et al. (2004) & Hendricks & Wehman (2009) 88% of students with autism had
postschool services identified in transition plan. Just over half vocational services.
A third supported living services.
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Janine:
~In our project, we found that many parents and educators were unaware of whatconstitutes a a good transition plan.
~Note:
~goals must be based on strengths, preferences, and interests
~needs are determined to guide in addressing accommodations, supports, etc
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Janine:
~Re: Transition Services = Coordinated Set of Activities -> Outcome Oriented (this
will happen -> results) must incorporate instruction1. Community experiences -will identify recreational
interests; will start a fitness center membership2. Employment -will job shadow at least 2
individuals in (area of vocational interest; will work3 afternoons
3. Adult living -will write a letter requesting aninformational interview; will interview 3
supported housing vendors4. Daily living skills -will take the drivers permit
test; will obtain drivers license-will read a bus map and plot a
route to activity; will use bus to attend activity1/week
5. Functional vocational -will identify needed jobaccommodations; will assemble a portfolio of work
skills/experiences6. Related services -will apply for adult case
management services; will apply for SSI
-Re: Course of Study
Ex: student interested in vet services -> may mean meeting a science
requirement via adult ed (i.e vet tech course) 18
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Janine:
~Lack of engagement - both of families and student~No support for parent advocacy.
~Student opinions not adequately valued. (I like to break things.) No support
for self-advocacy or self-determination..
~Families need to take on responsibilities but do not have the information or
resources to do so
~Lack of information -> tendency to funnel into existing systems
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Janine:
~Lack of the required specificity~Plans say things like: Student will learn self-advocacy skills OR: Will take a
course at a community college OR: Get a summer job. OR: Will learn adult living
skills. OR: Will transition to college. OR: Will prepare for a truck- driving job.
~Ex commercial drivers license story
~will get commercial drivers license = coordinated set of activities
~no instruction no step(s) toward getting any license at all
~Consider where and how these skills will be taught so they will have meaning and
be naturally occurring over time (Hendricks & Wehman, 2010)
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Janine:
~Re: Family involvement and engagement
~Family context = need for information about options
~Student input valued & Family context considered = no one size fits all
solution(s)
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Janine
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Janine:
~Re: Advocacy Project -teaches goal setting and goal scaling
-incorporates self-monitoring & self-assessment
strategies
~Re: student involvement -same sight referenced by presenter for self-advocates
segment
- mention workbook/PwrPt tool (example of simplifying
can be adapted with visuals)
~ISA based on same core themes and incorporates same communication skills
highlighted by presenter for self-advocate segment
-tools being adapted with visual cues
-apps for tools in development
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Janine:
Note: Life After High School incorporates references to numerous resources bysubject throughout text
-all references have hyperlinks
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Janine
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Alan
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Alan
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Alan:
Components of training. Person centered planning, creative problem solving, self-
directed supports, quality services, adult systems, and creative financing.
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Alan
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Alan
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Alan
Janine:
~Reference back to including students input equally valued -> I like to break things.
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Alan: Wanted to be a filmmaker but did not know what that entailed. Talked to film
makers. Got some experience doing some filming. Decided it was not for him.
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