University of Maine Center for Community Inclusion and Disability Studies with Autism NOW Center February 22, 2011

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:

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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Documents

University of Maine Center for Community Inclusion and Disability Studies with Autism NOW Center February 22, 2011