Postsecondary Options for Students with ASD: Three Programs and a Parent Perspective

Transcription

1 Postsecondary Options for Students with ASD: Three Programs and a Parent Perspective A Webinar from AUCD s Autism Special Interest Group April 15, 2013

2 Webinar Overview Webinar recording: -- Visit to access webinar recording Q & A -- Submit questions throughout the webinar via the question box on your webinar dashboard Survey -- Please complete our short survey!

3 Introductions Cathy Pratt, Ph.D., BCBA-D, Director of the Indiana Resource Center for Autism, Indiana Institute on Disability and Community, Indiana University Cathryn Weir, M.Ed., Project Coordinator, Think College and the National Coordinating Center for Transition and Postseconday Programs for Students with Intellectual Disabilities, Institute for Community Inclusion, University of Massachusetts Boston Barbara Becker-Cottrill, Ed.D., BCBA, Executive Director, West Virginia Autism Training Center at Marshall University Marc Ellison, Ed.D., Associate Director of Training, West Virginia Autism Training Center Scott Badesch, MA, President/CEO of the Autism Society of America

4 Students on The Spectrum Club Dr. Cathy Pratt, BCBA-D Director, Indiana Resource Center for Autism Indiana Institute on Disability and Community Indiana University 2853 East Tenth Street Bloomington, IN Phone: (812) Fax: (812)

5 History/Need No Cost Self-Directed Framework Social/Academic Support/IRCA Staffed Meets Weekly Connection to Office for Students with Disabilities

6 Postsecondary Education for Students with Autism AUCD Webinar April 15, /17/2013 Think College

7 Think College National Coordinating Center for model demonstration projects National Training Initiative Research and dissemination Providing coordination, training and TA to programs serving students with intellectual disability 4/17/2013 Think College

8 Think College and Students with Autism Students with autism who are not likely to matriculate or seek a degree 205 programs in the online Program Directory 4/17/2013 Think College

9 Pathways to College 4/17/2013 Think College

10 4/17/2013 Think College

11 4/17/2013 Think College

12 /17/2013 Think College

13 The College Program for Students with Asperger Syndrome The West Virginia Autism Training Center at Marshall University Barbara Becker-Cottrill, Ed.D, BCBA Marc Ellison, Ed.D., LPC

14 Session Overview Some background on the sponsoring agency The Foundation on which the program was built Some essential elements in facilitating success in college for students with Asperger syndrome

15 Some Background About the Sponsoring Agency: The WV Autism Training Center at Marshall University (WVATC) Established by the West Virginia Legislature in 1983 Mission is to provide supports to individuals with autism spectrum disorders as they pursue a life of quality.

16 WV ATC Statewide services Serving all ages Positive Behavior Support Trainers live across the state and provide direct services in homes, schools and community settings Main offices on the MU campus in Huntington Two satellite offices Fairmont Martinsburg 2,650 registered families

17 The year was We were encountering many high school students who had the grades to be accepted in college but both the students and their families confessed that they felt it was NOT an option.

18 Barriers to Higher Education there is evidence that a potentially significant number of students in college fall on the autism spectrum. However, many brilliant students find college to be a formidable mixture of overwhelming sights and sounds, full of change and disruption. They quit, never to return, and a vast resource of intellect and unique insight is thus lost. Dawn Prince-Hughes, adjunct professor of anthropology and an individual with Asperger s syndrome 2003

19 Establishing the College Program for Students with Asperger Syndrome Approached by a father about the possibilities of the WV ATC helping his son through college Developed the elements of the process in 2001 (philosophy - structure -funding etc) Presented plan to the President of the University Began pilot program in 2002 with one student Increased the number of students each year. Fall, 2007 =15 students Spring, students

20 The Foundation of the Program: Positive Behavior Support Positive Behavioral Support (PBS) offers a proactive process for addressing behavioral challenges, teaching adaptive skills and improving quality of life. There is significant emphasis placed on supporting individuals as they strive to make life improvements, rather than managing their behavior for them. We incorporate student-centered planning tools Planning Alternative Tomorrow s with Hope (PATH) Futures Planning Tools Individual Student Assessments

21 Examples: PBS In A College Setting Focus on the person and the whole picture. Process is driven by the student. Intensive, proactive planning process with a focus on quality of life issues. A team approach. Family members, support staff and school faculty are valuable members of the team. Produces individualized support strategies and a comprehensive support plan. Allows a process for effective communication, resolving conflicts and decision making Effectively assesses and utilizes natural supports

22 Some Student Data 22 students have graduated Retention rate is 85% (higher than the national average for freshman) Fall 2013: Students averaged 13 credit hours, with an average 2.8 semester GPA Graduate students from counseling, special education and psychology power the program

23 THE BIG PICTURE Students will have a successful college experience and will develop skills to ensure they have the life they want.

24 Essential Elements of the Program Marc Ellison, Associate Director of Training The WV Autism Training Center at Marshall University

25 Potential Effects On Higher Education A surge of children were diagnosed with ASD in the 1990s (VandBergeijk, Klin, & Volkmar, 2008) Approximately 730,000 Americans under 21 are affected by ASD (Center for Disease Control, 2010) Between 284,000 and 486,000 are diagnosed with milder forms of ASD, and are potentially preparing for college (VandBergeijk, Klin, & Volkmar, 2008) College support programs are unprepared to meet needs of students who have normal to superior intellectual ability to enter college, but severely impaired social and cognitive skills (VandBergeijk, Klin, & Volkmar, 2008)

26 Transitioning to College with ASD Enrolled 11 freshman with ASD receiving services through: University of Alabama College Transition and Support (UA-ACTS) The College Program at Marshall University Measuring: Adjustment to College Emotional Adjustment (Anxiety, Depression) Social Adjustment (Social Stress, Friendships) Grade Point Average

27 Transitioning to College with ASD (2) International Meeting for Autism Research (IMFAR) 2010 College Programs for Students with ASD: Predictors of Successful College Transition Authors: J. Emmons, Department of Psychology, Autism Spectrum Disorders Research Clinic, University of Alabama, Tuscaloosa, AL S. McCurry, Department of Psychology, Autism Spectrum Disorders Research Clinic, University of Alabama, Tuscaloosa, AL M. Ellison, West Virginia Autism Training Center, Marshall University, Huntington, WV M. R. Klinger, Department of Psychology, Autism Spectrum Disorders Research Clinic, University of Alabama, Tuscaloosa, AL L. G. Klinger, Department of Psychology, Autism Spectrum Disorders Research Clinic, University of Alabama, Tuscaloosa, AL Conclusions: These results have significant implications for college transition programs supporting students with ASD. First, anxiety and depression were highly correlated with a number of negative outcomes such as lower grades, life satisfaction, and social adjustment. This suggests that screening for and targeting symptoms of anxiety and depression through therapeutic interventions is a critical part of working with students with ASD. Second, results suggest that students that struggle in adjusting to college life may experience more difficulties with depression and low grades. Therefore, it is important to provide supports while beginning students are becoming oriented to being on campus and living away from home for the first time.

28 Summary: Anxiety can negatively impact adjustment to college. So: Therapy and medication for anxiety should be considered before starting college. Social motivation is an important factor in earning good grades. So: Make sure that students learn how to talk to professors and peers. College programs can reduce social stress (and hopefully increase life satisfaction) for students with ASD.

29 Early Strategic Planning Is Vital

30 Assessing Strengths and Needs Academic Strengths & Needs ADL Strengths & Needs

31 Assessing Strengths and Needs Social Strengths & Needs Safety Strengths & Needs

32 Assessing Strengths and Needs Stress Strengths & Needs Sexuality / Diversity Strengths & Needs

33 Assessing Strengths and Needs Personal Insight

34 Strategies to Support Campus Living An embedded agency with ASD expertise Support for on-campus involvement and networking

35 Strategies to Support Campus Living (continued) Support for goal setting, planning, etc. 2:1 ratio allows deep relationship to be formed for of mentoring to occur

36 Strategies to Support Academic Success Working with Professors

37 Strategies to Support Non-Academic Success Working with Residence Hall Staff and Other Non-Academic Units Skill Building Groups

38 Thank you! Contact Information: (program coordinator)

39 Parent Perspective on Post Secondary Education Scott Badesch President/CEO Autism Society of America

40 My son 1. Evan Badesch is 26 years old and was diagnosed with autism when he was 9 years old. 2. He currently is finishing up his second year at Marshall University where he is a history major. 3. Never did Evan, my wife or I ever consider that he couldn t be a college graduate.

41 Our Journey 1. Evan was adopted from South Korea when he was four months old. 2. As mentioned, he didn t get diagnosed correctly until age 9 and his diagnosis was made by a Psychologist who was diagnosed with Aspergers. 3. That interaction with the Psychologist enabled my wife and me to see that Evan s future was not going to be defined by autism but by who he was and is success.

42 Our Journey 1. Like any parent, we went through and had our agreements and disagreements during all of the IEP meetings. But at Evan s High School Graduation Party, all of his school IEP team and all of us agreed that we should have all listened a little more to each other. 2. Evan s transition from High School to Post High School life didn t start until his Senior Year in High School.

43 Our Journey 3. Evan s transition plan related to vocational rehab which was aimed to get him a job requiring minimal skills at best. We knew that was a wrong approach. 4. Evan applied for and was accepted into a small Religious Affiliated College and attempted to navigate college.

44 Evan s Journey 5. Both the college and Evan really tried but we found that it just wasn t working. Evan was far too challenged by the experience and the pressures of college. The college schedule without any regularity hurt him the most. 6. He ended his college efforts mid-way in his first semester. 7. We realized that the college journey was going to require a more responsive effort from all of us, including his school.

45 Evan s Journey 8. One year later, Evan, who wanted to go to college, enrolled at a Community College. 9. The Community College had a Disability Department which, in my opinion, did absolutely nothing to support Evan. It almost did everything to make him fail. 10. Evan ended his Community College effort and both Evan, my wife and I, for the first time, thought college would not be an option.

46 Evan s Journey 1. Since we all now felt Evan s post high school journey might not include college, he started with a Disability Organization for job training and that organization actually chose to place him in a sheltered workshop setting. He decided on his own one day that this was not his career path. 2. We found that all the programs available, if any, directed Evan for a very low functioning and low paying job.

47 Evan s Journey 1. Fast Forward to 2011 And we Learn About Marshall University and its Autism Program. 2. We talked with Evan about it and he was hesitant at first since he felt he failed twice and didn t want to again. 3. He agreed to visit the school in February 2011 and the rest is history.

48 Marshall University From the first interaction Evan had with the autism program staff, he felt welcomed, valued and liked. He started at Marshall in July 2011 and took one course. The agreement he made with us was that he would try it and if he succeeded he would attend the fall session.

49 Marshall University Well.he succeeded. He got a C in his Summer School Course and I actually wrote a letter to the President of the University commending him for getting a C. Most Presidents of Universities don t usually hear from parents thanking them for their child getting a C.

50 Marshall University Today: 1. Evan lives in a dorm with a roommate who isn t autistic. 2. He lives within his budget 3. He is doing very well in his studies. 4. He is working a few hours a week. 5. HE IS HAPPY. My wife and I looked at each other when he was home a few weeks ago for spring break and said we have never seen him so happy, content, and confident with himself.

51 Why does it work for Evan? 1. Because the entire University recognizes that every student, including those in the autism program, are deserving of all the support available to succeed. 2. Because the Autism Program has taught everyone, from the resident hall director to the food service personnel, about autism. 3. Because Evan feels surrounded by people who care.

52 And What do Evan s Parents Think? That Evan is on the road to reaching his dream and he is doing it no different than our other three children, but he is also getting the support he needs. That Evan has seen as we have what a caring community looks like and what it is like to be surrounded by people who just get it. That like any parent, we want our child to reach his dreams of what he wants. He is doing that.

53 What Lies Ahead? 1. We really don t know it is up to Evan. 2. What type of job and where and when is still an issue, but we are comfortable that Marshall University will help us all with that process and discussion. 3. It is Evan s decision. 4. We do worry that there remains far too many employers not seeing the value in an adult living with autism.

54 Recommendations 1. If your University/College is going to do this it can t do it just in one program/department. It has to be supported from the President down to every person, including the faculty. 2. As a parent, look at a college transition a lot earlier than we did. Look at it when your child starts high school.

55 Recommendation 3. Don t allow the High School support to tell you your son/daughter has limited skills when you know otherwise. Demand and then Demand again and again until you get it, that transition planning start early and includes college transition and independent living. If you are a student diagnosed with autism -DON T EVER GIVE UP. BECOME A SELF ADVOCATE FOR WHAT YOU KNOW YOU WANT AND CAN DO.

56 Q & A Ask a question! Type it in the question box on your webinar dashboard The moderators will read the questions.

57 Thank You! Learn More AUCD Website: Autism SIG Website: Questions about the SIG? SIG Chair: Cathy Pratt Questions about the webinar? Tory Christensen Please take a few minutes to complete our survey!