Transition From School to Adulthood for Youth with Autism Spectrum Disorders Module 1 of 2 Developed by Project SET at the University of Illinois at Chicago
Student Concerns About Their Future Where will I live? Can I go to college? Will I be able to drive? Will I have a job? Will I like my job? Will I have friends? Who will help me with my money? Do I have to get a bank account? How do I ask for help?
What is Transition? An outcome oriented process encompassing a broad array of services and experiences that lead to employment. Transition is a period that includes high school, the point of graduation, additional post secondary education or adult services, and the initial years of employment. Transition is a bridge between the security and structure offered by the school and the risks of life (Will, 1984) Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community (Halpern 1994). The life changes, adjustments and cumulative experiences that occur in the lives of young adults as they move from school environments to independent living and work environments (Wehman, 2006).
Importance of Transition Planning for Youth with ASD Youth with ASD may present some unique qualities that need to be directly addressed as they transition to life beyond the classroom These can include communication deficits, social skills difficulties, behavioral issues, sensory concerns, and narrow, restricted interests Anxiety and depression may also be underlying health problems that affect youth with ASD (Wehman, Smith & Schall, 2009) Once a student with ASD graduates or turns 22, they will no longer receive many of the transition services and supports that were available them All students deserve supports and services to help them towards their journey to adulthood and a fulfilling future
Statistics Nationally only 72% of youth with disabilities complete high school (Newman, Wagner, Cameto, & Konkey, 2009) Only 3 out of 10 youth with disabilities (27%) attend any type of postsecondary education after high school (Wagner, Newman, Cameto, Garza, & Levine 2005) According to the final data collection point taken in 2009 for participants ages 23-26, only 32.5% of young adults with autism spectrum disorders currently worked for pay versus an average of 59.0% for all respondents. Only one disability group had a lower rate of employment participation (NLTS-2).
What Does IDEA 2004 Say? The term transition services means a coordinated set of activities for students that: 1. Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post- school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; 2. Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and 3. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (IDEA 2004, Sec. 602)
IDEA 2004 (continued) Beginning no later than the first IEP to be in effect when the child is 16, and updated annually thereafter, must include: Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; The transition services (including courses of study) needed to assist the child in reaching those goals; and Beginning no later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m) (IDEA 2004, Sec. 614).
Individualized Transition Plans (ITP) Age Appropriate Transition Assessments Post-Secondary Outcomes Employment Education and/or Training Independent Living (if applicable) Course of Study Transition Services-Coordinated Set of Activities
Individualized Transition Plans- Postsecondary Outcomes Example 1 Employment Upon graduation, I (Lisa) will gain part-time employment in a job involving computer programming or website design at or near the college or university that I attend. Education Upon graduation, I (Lisa) will attend a four year college or university in Illinois to study graphic design. Independent Living Upon graduation, I (Lisa) will travel to and from work and school by driving my car.
Individualized Transition Plans- Postsecondary Outcomes Example 2 Employment Upon graduation I (Sam) will gain part-time employment at a local restaurant, bakery, or coffee shop. Education Upon graduation, I (Sam) will attend a local community college and begin taking classes through the hospitality program. Training Upon gaining part time employment a local restaurant, bakery, or coffee shop, I (Sam) will receive on the job training while I learn the responsibilities and routines of my job position. Independent Living Upon graduation, I (Sam) will join a health club or gym and workout a minimum of 2 times each week.
Individualized Transition Plans- Course of Study Year 1-Age 14/15 Year 2-Age 15/16 Year 3-Age 16/17 Year 4-Age 17/18 Extended-Age 18-22 World History Earth Sciences Sociology English 4 Community Based Transition Program Biology Geometry Intermediate Algebra Foods 2 Community Based Transition Program English 1 Sophomore P.E./Health English 3 Consumer Math Community Based Transition Program Beginning Algebra U.S. History Foods 1 Human Relations Community College Course Freshman P.E./Health English 2 Speech Weight Training 2 Community College Course Study Hall Study Hall Weight Training 1 Study Hall Community Based Transition Program
Coordinated Set of Activities The systematic, individualized process of transition incorporates a coordinated set of activities. Coordination is essential as youth with ASD as they may have variety of activities and providers involved in their transition activities. Coordination provides linkages between all these pieces and prevents duplication of services. Continuous process through transition from middle school to high school Incorporates a coordination strategy Considers students anticipated post-secondary goals Long-range planning and decision making framework Address curriculum options Incorporates related and supportive services/opportunities Incorporates the coordination of appropriate community-based and adult service agencies, vocational rehabilitation, heath and mental health agencies, postsecondary institutions, and employment development services Kochhar-Bryant, C., Shaw, S., & Izzo, M. 2007
Coordinated Set of Activities (continued) Instruction Activities Study Skills/Organizational Skills Instruction, Resume Building, Portfolio Development, Practice for Interviewing Opportunities, Community College Research, Self-Directed IEP & ITP, Nutrition Planning, Money Management Instruction, Life Skills Instruction Providers: Sam, Family, General Educators. P.E./Health Teacher, Special Educator, Guidance Counselor, Social Worker Related Services Social Work, Speech and Language Providers: Social Worker, Speech and Language Pathologist Work Experiences Job Shadowing, Foods Classes, Money Management Instruction, Volunteer or work part time in the community during summer Providers: Sam, Family, General Educators, Special Educator, Guidance Counselor, DRS Counselor Development of Employment & Other Post-School Adult Living Objectives: Career and College Fairs, Annual Transition Conference, Meetings with School Counselor, Field Trips, Tour community colleges, Career Research, Career Cruising, SSI/SSDI Providers: Sam, Family, General Educators, Special Educators, Guidance Counselor, Social Worker, DRS, PASS Acquisition of Daily Living Skills: Meal Plan Instruction, Money Management Instruction, Physical Education Class, Health Instruction, Communication, Social Skills, Self-Monitoring, Agenda book Providers: Family, P.E. /Health Teacher, Special Educator, Speech Pathologist
Role of Transition Assessments Age appropriate transition assessments are an essential component of transition planning and required through IDEA The purpose of transition assessments include: Identify students interests, strengths and preferences Determine post school options and postsecondary goals Discuss transition service needs and appropriate instructional experiences Identify needed supports Evaluate current educational path and supports (Kohler 2004, http://transitioncoalition.org/transition/) Assessments should be ongoing throughout the year Assessments are student-focused and require active student participation There are a variety of transition assessments available, including many free of charge
Person-Centered Planning (PCP) PCP is a team process where individuals whom the student trusts and chooses meet to discuss a positive vision for the student s future The goal of PCP is to gain a holistic view of the student and encourage active student and family participation (Wells & Sheehey 2012) PCP is focused on the wants, hopes, concerns, and dreams of the students and their family (Meadan, Shelden, Appel, DeGrazia 2010) The outcomes of PCP is to prioritize the personalized objectives for the student which can then be incorporated into their IEP and ITP
Person Centered Planning Goals (continued) Community involvement Develop and maintain peer relationships Increase self-determination Provide dignified opportunities to contribute to society Continue to gain skills Wells and Sheehey 2012
Person-Centered Planning (continued) What is the person's history? What are your dreams? What are your nightmares? Who is this person? What are the person s abilities, strengths, and talents? What are the needs of the person? What would the person s ideal day at school look like? What must be done to make this happen? Wells and Sheehey 2012
Formal Transition Assessments Harrington-O Shea Career Decision Making System Kuder Career Planning System Self-Directed Search Wide Range Interest and Occupational Test Woodcock Johnson III Vineland Adaptive Behavior Scales Occupational Aptitude Survey and Interest Schedule Myers-Briggs Type Indicator Work Adjustment Scale Job Observation and Behavior Scale Work Personality Profile Arc Self-Determination Scale Test 2012
Informal Transition Assessments Person-Centered Planning Observations Inventories Interviews Environmental Analysis Situational Curriculum-Based Computer-Based Portfolio Job Skills Checklists Preference Assessments Test 2012
Considerations for Students with ASD Type of assessment Environment Unusual responses Auditory processing difficulty Receptive and expressive communication Behavior Attention
Linking Transition Assessments and Postsecondary Goals Transition assessment is the starting point in the transition planning process Results and outcomes of transition assessments should assist in determining the student s present level of performance and lead to the development of postsecondary goals, transition services, and related annual IEP goals (Mazzotti, Rowe, Kelley, Test, Fowler, Kohler, & Kortering 2009). A combination of formal and informal assessments may need to be used in order to gain a holistic view of the student (Mazzotti et al. 2009)
Summary of Performance According to IDEA 204, a Summary of Performance must be completed for a child whose eligibility under this part terminates under circumstances described in clause (i), a local educational agency shall provide the child with a summary of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals (IDEA 2004, Sec. 614). The SOP should include: Basic student information Student desired post-secondary goals Summary of the student s academic achievement and functional performance Recommendations for post-school Student perspective (as appropriate) Post-school data collection survey
Barriers with the Law and Coordination of Supports Misunderstanding of the true intent of the law Lack of knowledge and training/professional development Limited time and resources Challenge balancing instructional content (Test 2012) Resistance from team members Lack of administrative support Change from IDEIA to ADA & Section 504 Difficulty locating, obtaining, and paying for postsecondary services (Wehman et al. 2009)
Importance of Planning Early Adequate time for exploration, preparation and implementation Learning opportunities in a variety of environments Active student involvement Coordination of services Ongoing evaluation Maintenance & Generalization Time to establish measures for moving the individual from school to adult services (Hendricks & Wehman 2009)
References Study-2 (NLTS2). Menlo Park, CA: SRI International. Hendricks, D. R., & Wehman, P. (2009). Transition from School to Adulthood for Youth with Autism Spectrum Disorders: Review and Recommendations. Focus on Autism and Other Developmental Disabilities. 24(2), 77-88. Kochhar-Bryant, C., Shaw, S., & Izzo, M. (2007) What Every Teacher Should Know about Transition and IDEA 2004 /Boston : Pearson Education Meadan, H., Shelden, D. L., Appel, K., & DeCrazia, R. L. (2010). Developing a Long-Term Vision: A Road Map for Student's Futures. Teaching Exceptional Children, 43(2), 8-14. Mazzotti, V., Rowe, D., Kelly, R., Test, D., Fowler, C., Kohler, P., & Kortering, L. (2009). Linking Transition Assessment and Postsecondary Goals. Teaching Exceptional Children, 42(2), 44-51 Newman, L., Wagner, M., Cameto, R., & Konkey, A.M. (2009). The Post-High School Outcomes of Youth with Disabilities up to 4 Years after High School. A Report from the National Longitudinal Transition Test, David W. (2012) Evidence-Based Instructional Strategies for Transition /Baltimore: Paul H. Brookes Pub. Co. Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the post school experiences of youth with disabilities. A Report from the National Longitudinal Transition Study-2. Menlo Park, CA: SRI International. Retrieved from: http://www.eric.ed.gov/ericwebportal/search/detailmini.jsp?_nfpb=true&_&ericextsearch_searchvalue_0= ED494935&ERICExtSearch_SearchType_0=no&accno=ED494935 Wehman, P., Smith, M., Schall, C. (2009). Autism and the Transition to Adulthood: Success Beyond the Classroom/ Baltimore: Paul H. Brookes Pub. Co. Wehman, Paul (2006) Life Beyond the Classroom: Transition Strategies for Young People with Disabilities/ Baltimore: Paul H. Brookes Pub. Co. Wehman, Paul. (2011) Essentials of Transition Planning/ Baltimore: Paul H. Brookes Pub. Co. Wells, J. C., & Sheehey, P. H. (2012). Person-Centered Planning. Teaching Exceptional Children, 44(3), 32-39.
Additional Readings Dukes, L. L., III, Shaw, S. F., & Madaus, J. W. (2007). How to Complete a Summary of Performance for Students Exiting to Postsecondary Education. Assessment for Effective Intervention. 32(3), 143-159 Gerhardt, P. F. (2007). Effective Transition Planning for Learners with Autism Spectrum Disorders. Exceptional Parent MAGAZINE, April, 26-27. Hendricks, D. & Wehman, P. (2009). Transition from School to Adulthood for Youth with Autism Spectrum Disorders: Review and Recommendations. Focus on Autism & Other Developmental Disabilities, 24(2), 77-88. Kellems, R. O., & Morningstar, M. E. (2010). Tips for Transition. TEACHING Exceptional Children. 43(2), 60-68. Kochhar-Bryant, C. (2007). The Summary of Performance as Transition ''Passport'' to Employment and Independent Living. Assessment for Effective Intervention, 32(3), 160-170 Sitlington, P. & Clark, G. (2007). The Transition Assessment Process and IDEIA 2004. Assessment for Effective Intervention, 32(3), 133-142.
Websites Autism Now http://autismnow.org/ Autism Speaks http://www.autismspeaks.org/ Illinois State Board of Education http://www.isbe.state.il.us/spec-ed/ National Longitudinal Transition Study 2 http://www.nlts2.org/ Casey Life Skills http://www.caseylifeskills.org/ DCSS Transition Information & Resources http://internet.dscc.uic.edu/dsccroot/parents/ transition.asp Division on Career Development & Transition http://www.dcdt.org/ IDEA 2004 http://idea.ed.gov/ National Secondary Transition & Technical Assistance Center http://www.nsttac.org/ Transition Coalition http://transitioncoalition.org/transition/ Transition Hub https://sites.google.com/site/transitionhub/