Success in Managing the Challenges of Transitioning towards Successful Adulthood for People on the Autism Spectrum
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Transitioning Towards Successful Adulthood for Teenagers
Chicago, IL 27-30 May 2008
Presented by
Stephen M. Shore, Ed. D. www.autismasperger.net
1
INTRODUCTION
2
W H O A M I? Introduction — The Past The Autism Bomb
Loss of speech & tantrums
Selfstims
Environmental withdrawal
3
W H O A M I? Introduction
4
W H O A M I? Introduction — Adult
AGE E V E N T S
0
Typical development Turn over at 8 days Rapid physical and motor development
1.5
Autism bomb hits Withdrawal from environment Tantrums
2.5
Putnam evaluation of atypical developmen t, strong autistic tendencies & psychotic Early intervention from parents who refute recommend ations for removal from home
4
Enter Putnam Condition improves to “neurotic” The wonderful world of watch motors Echolalia and return of speech Eating baby food
6
Kindergarten Social & academic difficulties Discovered making a mess of myself while eating BBQ chicken wings Loved cats but dogs… Yikes bikes!
8
Cracking rocks Special interests in astronomy and weather Teacher concerns for reading and math difficulties
10
Concern about dropping the letter “e.” My friend says “he feels like a pizza” and I argue with him that he does not look like a pizza and probably does not feel like one either
13
Middle and high school Finally getting it together but still often in left field Discovering the band room Time to focus more on people and not their bicycles
19
College More friends Dating Others really do think differen tly Utopia!
Finishing doctoral dissertation on comparative educational approaches for engendering success for people with autism and Asperger Syndrome
5
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Overview What we are doing now that has implications for adult life
Biomedical
Interdependent Living
Residential Employment
Behavioral/ Developmental/ Educational
Relationships (including sexual) Continuing Education SelfAdvocacy and Disclosure
Sensory
6
NAVIGATING THE SEA OF INTERVENTIONS
7
THE SEA OF INTERVENTIONS Three Areas of Intervention
Educational/Behav
EducationalBehavioral
Sensory Occupational Therapy to Treat Imbalances of the Outer and Inner Senses • Sight • Taste • Hearing • Vestibular • Proprioception • Touch • Smell
• DTT/ABA • Daily Life Therapy • TEACCH • Miller Method
Sensory
Biomedical
• DIR (Floortime) • RDI • SCERTS
Stephen Edelson, personal communication, December, 2004
Biomedical Treating chemical imbalances caused by internal and external factors • Digestion • Vaccines • Nutrition • Dysbiosis • Chelation • Immunology • GFCF Diet • Feingold Diet
• Mercury and other heavy metal toxicities [metallothionein & glutathione]
8
A POSSIBLE INTERVENTION PROFILE Three Areas of Intervention
EducationalBehavioral
Biomedical
Sensory
Stephen Edelson, personal communication, December, 2004
9
SOME PROMISING INTERVENTIONS
Lovaas (ABA): TEACCH: Daily Life Therapy: Miller Method: DIR (Floortime): Watson, Skinner, Operant conditioning, Shaping behaviors, Antecedentbehaviorconsequence Employs approaches based on the needs of a person’s needs and emerging capabilities (Trehin, 1999). Kito Kitihara, Platonic, Order of the physical, emotional and intellectual. Miller, Developmental-Cognitive Systems, Elevation, Piaget, Vygotsky, Luria, Werner, Bertalanffy. Greenspan, Developmental-Affective, Circles of communication.
Relational Development Intervention: Gutstein, Experience sharing rather than instrumental relationships. SCERTS: Biomedical: Other: Prizant, Social-Communication, Emotional-Regulation, Transactional Support. MedicalChemical, Diet (GFCF), Adjusting chemical imbalances, Persistent measles, Heavy metal toxicities. Sensory integration, PECS, Inclusion, Social stories, Power cards, CCT
10
COLLABORATION MODEL FOR SOCIAL INCLUSION IN THE UNITED STATES Nine Domains of Educational Accommodations 1. Size 2. Time 3. Level of Support 4. Input 5. Difficulty 6. Output 7. Participation 8. Alternate 9. Substitute Curriculum
Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.
11
Only hermits live independently
INTERDEPENDENT LIVING AND APPROPRIATE HOUSING Along with COMMUNITY INVOLVEMENT
12
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Residential
We ain’t gonna be around forever….
Interdependent Living • Home/Apt. – Roommates? • Degrees of Supervision – Minimal to Livein
Group Living • Shared Home/ Apartment/Institution • Degrees of Supervision – Part to Fulltime
Least Restrictive Environment Continuum 13
WORK?
WHERE? WHAT? HOW?
14
R E A L W O R L D O F W O R K
Defining Work – Adding Meaning to Life
Work is more than just a livelihood or paycheck; it is the key to a satisfying and productive life. For many on the autism spectrum, it is the glue that keeps our lives together in an otherwise frustrating and sometimes confusing world. Certainly, my life would not be worth living if I did not have intellectually satisfying work.
Developing Talents: Careers for Individuals with Asperger Syndrome and HighFunctioning Autism, Temple Grandin
However…
15
R E A L W O R L D O F W O R K
Reality for People on the Autism Spectrum
Most adults on the Autism Spectrum are either unemployed or underemployed. Many, if given proper opportunities and training, have skills and abilities that would be valuable in appropriate work settings.
16
R E A L W O R L D O F W O R K
Characteristics of Autism – A Reframing
ASA (2005)
A complex developmental disability that typically appears during the first three years of life. Autism Spectrum Disorder results from a neurological condition that affects the functioning of the brain. Social interaction • Communication Communication (but no significant clinical delay • Socialization for AS) Repetitive motions and restricted interests • Restricted Anything that interferes with the central nervous system getting the needed information from the environment.
Interests
DSM IVTR (2000) Miller (2000)
Reframe
OOPS!!!!!
WHAT ABOUT SENSORY INTEGRATION ISSUES?
17
R E A L W O R L D O F W O R K
Characteristics of Autism – Confusion and Chaos Overly sensitive to loud noises… Difficulty with hair washing and brushing…
pe o nt ine… i s nl p m i Bu
l op
e
Proble
ms wi th han dwrit
ing…
er… y eat Pick
Difficult y
… Clumsy
Alw
ay s
“on
the
paying a ttention
go”
…
Only likes certain types of clothing…
…
Adapted from Myles, Cook, Miller, Rinner & Robbins. (2000). Asperger Syndrome and sensory issues : Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing. P. 5.
18
R E A L W O R L D O F W O R K
Gearing Work Towards Interests
Interest/strength
Subway maps and computers
Implications for Career
Design maps for web pages of a public transit authority Equestrian veterinarian Airplane engine trouble shooter
Horses and medicine Hypersensitive sense of smell and engineering
19
R E A L W O R L D O F W O R K
Determining Career Matches – Possible Employment Structures
• • • • • • •
Competitive employment Full-time employment Part-time employment Permanent employment Short-term jobs Seasonal jobs Self-employment / Micro-enterprise
20
R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Few communication requirements Limited contact with public, more solitary job duties Provider of preferred sensory input, ability to avoid noxious sensory stimulation Few changes,stable work environment,little staff turnover, same work task all day Personal Characteristics Deficit in verbal and nonverbal communication Challenges in socialization Possible Positions Stock shelves Filing, sorting, stapling paper shredding, after-hours cleaning Hanging clothes, washing cars (for those enjoying that type of tactile input Small business,family business, assembly line
Unusual response to sensory stimulation
Difficulty with change and transition
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
21
R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Requires good visual-motor skills Few antecedents to challenging behaviors, with situations where possible problems don’t endanger others Responsibilities capitalizing on these strengths Personal Characteristics Strong visual-motor skills Behavior challenges Possible Positions Small-parts assembly, manufacturing, printing Situations where behavior doesn’t cause dangerous situations; avoid factories or jobs using heavy machinery Matching stock numbers to packing lists, mathematically oriented positions for those with good math skills
Savant skills
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
22
R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Attention to detail and Personal Characteristics Rituals and compulsions Possible Positions Positions with repetitive tasks that must be done with high accuracy,such as counting items to be placed into packages or looking over products for defects
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
23
R E A L W O R L D O F W O R K
The Hidden Curriculum – Peter Gerhardt, 2004
THE HIDDEN CURRICULUM
Practical Solutions for Understanding Unstated Rules in Social Situations
Bob
Sam
Sam arrives after Bob. What two rules did he break?
Brenda Myles http://www.esoterically.net/log/archives/2003_01.html Melissa Trautman Ronda Schelvan
Autism Asperger Publishing Company
24
THE HIDDEN CURRICULUM INCIDENTAL BOOKS
25
RELATIONSHIPS
26
T H E R A G E C Y C L E STAGE Rumbling COMMON BEHAVIORS
Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot Increased movement, including pacing, walking in circles, or leaving the room
Rage
Verbal behaviors such as screaming
Emotional expressions such as explosive impulsiveness and rage at self
Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury
Recovery
Sleeping
Denial of rage behaviors and withdrawal into fantasy
Apologizing
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
27
I M P R O V I N G S E L F – A S S E S S M E N T
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
28
Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22
SOCCSS
Situation
Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Why:
Smith saw them and had both of the sit out for the rest of recess. David started teasing Tom about the coat he was wearing.
Options
Ignore David’s comment. Avoid being around Davis at recess.
Consequences
David could continue to say mean things. David might stop saying mean things. If David is playing on the slide, Tom would not be able to be there and he likes the slide
Choice
Tell David to stop; if he The teacher would tell David to stop. doesn’t, tell the teacher.
√
The teacher would tell Tom to ignore him.
Strategy Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.
29
Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22
SOCCSS
Situation
Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Smith saw them and had both of the sit out for the rest of recess. Why: David started teasing Tom about the coat he was wearing.
Options
Ignore David’s comment. Avoid being around Davis at recess.
Tell David to stop; if he doesn’t, tell the teacher.
Consequences
David could continue to say mean things. David might stop saying mean things. If David is playing on the slide, Tom would not be able to be there and he likes the slide The teacher would tell David to stop. The teacher would tell Tom to ignore him.
Choice
√
Strategy Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.
Simulation Practice
• • • Visually Verbally Roleplaying
30
Seek… to understand all aspects of the hidden curriculum Observe… what people are doing and NOT doing Listen… to what people are saying and NOT saying Vocalize… questions and check for understanding Educate… teach and learn… knowledge is power
31
Stop… what you are doing in order to… Observe… what people are doing and NOT doing in order to… Deliberate… to determine the next step of… Act… based on the information you now have.
32
S O C I A L S T O R I E S – by Carol Gray
Using vignettes to describe how social interactions work employing…
Descriptive Sentences: Background of situation Directive Sentences: • • • • • • Suggests action and decode meanings Affirmative Sentences: Suggests commonly shared values or opinions When the teacher asks a question, many students would like to provide an answer. Descriptive It’s hard for a teacher to hear when several students try to answer at once. Descriptive Students in a classroom need to take turns talking. Affirmative When I want to answer a question that the teacher asks in class, I will try to sit quietly and raise my hand. Directive The teacher may call on me to answer or the teacher may give another student a turn at answering the question. Descriptive If the teacher does not call on me this time maybe next time she will ask me to answer her question. Descriptive
Adapted from Gray, C. The new social story book. Future Horizons
33
Madeline Teaches Becca How to not Stress Out Remain Calm Power Card Scenario: About 15 minutes into her weekly music lesson, Becca, a 9 year old
girl with AS consistently throws herself into a coach crying that she “will never be able to do it” and “that is no use.” After 10 minutes, Becca’s mother calms her down and the lesson continues with a doll named “Madeline”. This behavior occurs during other activities too.
Task:
Develop a Power Card to address Becca’s tantram. Possible cause Lack of ability to sense and handle frustration
Analysis: Behavior
Tantrum 15 minutes into the music lesson
Motivator:
Special Interest/Hero The doll Madeline
34
Madeline Teaches Becca How to not Stress Out Remain Calm Power Card
Madeline wa nts you to r emember to ways to help choose one o calm yourse f the follow lf if you get difficulty an ing frustrated w swering a qu hen you have estion. If o try another. ne of the wa If you need ys does not help to answ perhaps nex work er the quest t time you c ion this time an do it all b , y yourself. 1. Take 5 d eep breaths exhaling slowly after each breath . 2. Close you r eyes and s lowly count backw ards from from 10 to 1 . 3. Get a hu g fr 4. Take a sh ort om Mommy. break.
35
THE RAGE CYCLE
Teachable Moments
Rumbling
Rage
Recovery
Teachable Moments 36
T H E R A G E C Y C L E STAGE Rumbling COMMON BEHAVIORS
Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot Increased movement, including pacing, walking in circles, or leaving the room
Rage
Verbal behaviors such as screaming
Emotional expressions such as explosive impulsiveness and rage at self
Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury
Recovery
Sleeping
Denial of rage behaviors and withdrawal into fantasy
Apologizing
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
37
T H E R A G E C Y C L E STAGE Rumbling POSSIBLE INTERVENTIONS Antiseptic bouncing Quiet room with work Walk and no talk Rage Recovery Keep child, other and possessions safe Keep child, other and possessions safe Keep demands very low Favorite activity Not a time for social autopsies or other discussions of behavior
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
38
T H E R A G E C Y C L E
Teachable Moments
Rumbling
Rage
Recovery
Teachable Moments 39
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
I M P R O V I N G S E L F – A S S E S S M E N T
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
40
R E L A T I O N S H I P S
Circle of Relationships
Stranger Acquaintance Friend Family >Significant other
Passerby, Classmate, Coworker, Fellow Commuter Neighbor Classmate, Coworker Close Neighbor Classmate, Coworker Mom, Dad, Sibling, Other
Boy/Girlfriend, Fiancé, Spouse
Develop a social narrative 41
R E L A T I O N S H I P S
Talking About Sex Myths of Sexuality Peter Gerhardt
Common Myths
• Persons with autism… have little to no interest in sex are hypersexual are solely heterosexual
But the Truth is…
• Persons with autism are as diverse sexually as everyone else and, sexuality education is complicated by challenges in language, communication, and social differences. While sexual feelings and interest may be high, a primary information source is usually not available – nonspectrum teens (Volkmar & Wiesner, 2003). With proper support people with autism can have relationships; often with a person having a difference.
So… How can we help people on the autism spectrum deal with this important part of life?
42
R E L A T I O N S H I P S
Talking About Sex Jerry Newport
How?
Sex is a normal yet a very private act and is clean. • • • Discuss in a developmentally appropriate manner Find the balance between not too much and not too little Make sure you understand the question(s) being asked Explain in a matter of fact manner
Why?
People find out about sex anyways from classmates, mass media, books, etc.
43
R E L A T I O N S H I P S
Talking About Sex Masturbation Peter Gerhardt
Redirecting Inappropriate Masturbation
• • • Interrupt the behavior as early in the chain as possible Remind the individual as to the parameters of time and place Redirect the person to… A. B. C. • • • activities requiring the use of both hands activities requiring preferred levels of attention, focus, or physical movement the appropriate place for that activity
Make the alternate activity intrinsically reinforcing Consider scheduling “alone time” in their room if appropriate Avoid redirection to places other than an individual’s bedroom (e.g. bathroom)
44
R E L A T I O N S H I P S
Talking About Sex – Resources Aston, M., The other half of Asperger Syndrome. Hénault, I., Asperger’s Syndrome and sexuality: From adolescence through adulthood. Lawson, W., Sex, sexuality and the autism spectrum. Mesibov, G., The TEACCH approach to autism spectrum disorders. Newport, J. & Newport, M., AutismAsperger’s and sexuality: Puberty and beyond. Shore, S., & Rastelli, L., Understanding autism for dummies. SicileKira, C., Autism spectrum disorders: The complete guide to understanding autism, Asperger’s Syndrome, pervasive developmental disorders, and others ASDs. Wrobel, M., Taking care of myself: A hygiene, puberty, and personal curriculum for young people with autism.
45
SELF-ADVOCACY & DISCLOSURE
46
The road to successful self- advocacy starts by accurately assessing your circumstances.
47
S E L F A D V O C A C Y D E F I N E D Selfadvocacy involves knowing when and how to approach others in order to negotiate desired goals, and in order to build better mutual understanding, fulfillment, and productivity. Successful selfadvocacy often involves an amount of disclosure about oneself that carries some degree of risk, in order to reach a subsequent goal of better mutual understanding.
48
W H E N T O T E L L …
The Twin Challenges of Disclosure and SelfAdvocacy
The issue of disclosure begins… …As soon as it is known that a person has a difference in their way of being
49
The Twin Challenges of Disclosure and SelfAdvocacy
W H Y T O T E L L …
REALITY CHECK
Most people are busy with living Most people are not in the mindset of accommodating people with differences
50
S U C C E S S F U L T R A N S I T I O N SelfDetermination —> Disclosure —> SelfAdvocacy
1. Make the child aware of their strengths and challenges through verbal, pictorial, and other communication. 2. “Rack up” strengths and challenges. 3. Non-judgementally compare characteristic with other role models. 4. Present the label summarizing a condition rather then a name for a set of deficits. 5. Making ones needs known in a way that others can understand and comply; hopefully in a proactive manner.
51
SelfInitiated Individual Education Plan (Cont.)
Special Education Teacher(s) or Provider A Person Who Can Interpret Evaluation Results Others with Knowledge or Special Expertise about the Child
StudentÕs (as appropriate) IEP Team
Regular Education Teacher(s)
Student
Who must we get on board? • Student
Student’s Guide to the IEP Helping Students Develop Their IEP www.nichcy.org
Student StudentÕs as IEP appropriate to their TEAM ability
School System Representative
• Parents • Special Education Teacher • Regular Education Teacher(s) • Administrators • Others 52
Transition Services Agency Represen tative(s) Parents
A Guide to the Individualized Education Program. Office of Special Education Programs. 16 June 2002. <http://www.ed.gov/offices/OSERS/OSEP/Products/IE P_Guide/>
SelfInitiated Individual Education Plan
To my IEP Team, I like the way Mr. Dowd teaches math. He makes it fun and easy for me. Mrs. Sugarmans’ English class is very difficult. I don’t understand when she diagrams sentences on the board and the scratching of the student pencils during writing time makes it very hard for me to concentrate. Truly yours, Joey
53
SelfInitiated Individual Education Plan (Cont.)
N I C H C Y
TECHNICAL ASSISTANCE GUIDE
Helping Students Develop Their IEPs
Partial Table of Contents
• • • • • • • Laying the Foundation Introductory Work with Students Introducing the IEP Writing the IEP
Getting Ready for the IEP Meeting
During the IEP Meeting After the Meeting
N I C H C Y
A Student’s Guide to the IEP
Partial Table of Contents
• What is an IEP? • How do I develop my IEP? • Writing the IEP
• Getting ready for the IEP meeting • What to do before the IEP meeting
• Participating in the IEP meeting • After the IEP meeting
www.nichcy.org
54
SelfInitiated Individual Education Plan (Cont.)
Accommodation Menu
Note: This form is not required by IDEA Student: __Somebody___________ Teacher: __Anybody____________
Effectiveness Used? (15)
Date: ___10/28/07_____________ IEP Manger: __Everybody_______
Accommodation
Placement
Effectiveness Accommodation Used? (15)
√ √
4 5
Preferential seating Small group
Sensory
√ √
2 5
Lighting Hat with visor Standing at desk
Assignments
Reduced paper/ pencil tasks Extended time
Other
Outline with due dates for assignments
Adapted from McGahee et al. (2001). Studentled IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children in Shore (Ed). (2004) Ask and tell: Selfadvocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 91.
55
Telescoping Forward to the Future
MY ADULT LIFE
Student: _____________________ Date: _______________________ Employment
Goals Current Accommodations Future Accommodations
Goals Current Accommodations Future Accommodations
Recreation and Leisure Home/Independent Living Community Involvement/Volunteer Work Postsecondary Education/Training
Adapted from Shore (Ed). (2004). Ask and tell: Selfadvocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 92.
56
CONTINUING EDUCATION
57
SOME STEPS FOR A SUCCESSFUL COLLEGE EXPERIENCE
A.S Univ
So c iz at io n
O Li Co ur se w vi
rg an
ia
l
• Aides
Friends
ng
•
Parties Appropriateness
•
or k
Dorm? Single?
Carbonbased Siliconbased
•
Home?
• •
Part time? • Full time? Accommodations?
58
Looking For The Right College (Cont.)
Preparation • Documentation… Appropriate Recent Suggestions for reasonable accommodation Issues to consider • Is assistance needed with… Academic Accommodations Independent Living Skills Questions that need answering • Where is the office of student support? What is needed to obtain accommodations? Univ Are they friendly? Knowledgeable? Willing to learn? 59 Do they know what AS is?
A.S.
M a k i n g C o l l e g e R i g h t (Cont.)
A C C O M M O D A T I O N S W O R K S H E E T
Name: Counselor:
Any Student Unnamed Somebody
School: Date: Cause
Any State College
August 15, 2007 Only one question per page. Two sheets of paper to cover distracting verbiage.
Challenge
Taking tests with multiple questions per page.
Suggested Accommodation
Visually over 1. stimulating, gets 2. lost in all the words.
Unable to Perception of 60Hz concentrate under cycling due to visual fluorescent lights. sensitivity Scheduling long term assignments. Poor executive function.
Explore alternate lighting, sit next to window, wear baseball cap in class. Regularly meet with professor (perhaps once a week) to keep on target with lengthy assignments.
60
AUTISM
&
SUC C ES S
61
S U C C E S S W I T H A U T I S M Some Examples…
Zack “a guck goo…”
Kassiane AAU tumbling state champion; 3rd national (Special Interest) 62
S U C C E S S W I T H A U T I S M Some Examples…
Sarah Teacher of and seller of beads (Special Interest) Laura A study in synesthesia 63
S U C C E S S W I T H A U T I S M Some Examples…
David Finishing a master’s in meteorology (Special Interest)
Shawn 1st place ribbon in State Science Fair (Special Interest) 64
S U C C E S S O N T H E A U T I S M S P E C T R U M Some Examples…
Valerie Founder of school for children with AS (Personal Experiences)
Takamimori
www.youtube.com/watch?v=ajQWQrxn1hc
Sumo Wrestler
(Special Interest) 65
M A R R I A G E F R O M T H E S P E C T R U M Definition
If you are productive and fulfilled with your relationship you are probably successful
the ll in ’s a ney It ur jo
You wher are exa e you ctly need right to be now
66
Thanks for your participation!
Stephen Shore www.autismasperger.net
67
68
Transitioning Towards Successful Adulthood for Teenagers
Chicago, IL 27-30 May 2008
Presented by
Stephen M. Shore, Ed. D. www.autismasperger.net
1
INTRODUCTION
2
W H O A M I? Introduction — The Past The Autism Bomb
Loss of speech & tantrums
Selfstims
Environmental withdrawal
3
W H O A M I? Introduction
4
W H O A M I? Introduction — Adult
AGE E V E N T S
0
Typical development Turn over at 8 days Rapid physical and motor development
1.5
Autism bomb hits Withdrawal from environment Tantrums
2.5
Putnam evaluation of atypical developmen t, strong autistic tendencies & psychotic Early intervention from parents who refute recommend ations for removal from home
4
Enter Putnam Condition improves to “neurotic” The wonderful world of watch motors Echolalia and return of speech Eating baby food
6
Kindergarten Social & academic difficulties Discovered making a mess of myself while eating BBQ chicken wings Loved cats but dogs… Yikes bikes!
8
Cracking rocks Special interests in astronomy and weather Teacher concerns for reading and math difficulties
10
Concern about dropping the letter “e.” My friend says “he feels like a pizza” and I argue with him that he does not look like a pizza and probably does not feel like one either
13
Middle and high school Finally getting it together but still often in left field Discovering the band room Time to focus more on people and not their bicycles
19
College More friends Dating Others really do think differen tly Utopia!
Finishing doctoral dissertation on comparative educational approaches for engendering success for people with autism and Asperger Syndrome
5
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Overview What we are doing now that has implications for adult life
Biomedical
Interdependent Living
Residential Employment
Behavioral/ Developmental/ Educational
Relationships (including sexual) Continuing Education SelfAdvocacy and Disclosure
Sensory
6
NAVIGATING THE SEA OF INTERVENTIONS
7
THE SEA OF INTERVENTIONS Three Areas of Intervention
Educational/Behav
EducationalBehavioral
Sensory Occupational Therapy to Treat Imbalances of the Outer and Inner Senses • Sight • Taste • Hearing • Vestibular • Proprioception • Touch • Smell
• DTT/ABA • Daily Life Therapy • TEACCH • Miller Method
Sensory
Biomedical
• DIR (Floortime) • RDI • SCERTS
Stephen Edelson, personal communication, December, 2004
Biomedical Treating chemical imbalances caused by internal and external factors • Digestion • Vaccines • Nutrition • Dysbiosis • Chelation • Immunology • GFCF Diet • Feingold Diet
• Mercury and other heavy metal toxicities [metallothionein & glutathione]
8
A POSSIBLE INTERVENTION PROFILE Three Areas of Intervention
EducationalBehavioral
Biomedical
Sensory
Stephen Edelson, personal communication, December, 2004
9
SOME PROMISING INTERVENTIONS
Lovaas (ABA): TEACCH: Daily Life Therapy: Miller Method: DIR (Floortime): Watson, Skinner, Operant conditioning, Shaping behaviors, Antecedentbehaviorconsequence Employs approaches based on the needs of a person’s needs and emerging capabilities (Trehin, 1999). Kito Kitihara, Platonic, Order of the physical, emotional and intellectual. Miller, Developmental-Cognitive Systems, Elevation, Piaget, Vygotsky, Luria, Werner, Bertalanffy. Greenspan, Developmental-Affective, Circles of communication.
Relational Development Intervention: Gutstein, Experience sharing rather than instrumental relationships. SCERTS: Biomedical: Other: Prizant, Social-Communication, Emotional-Regulation, Transactional Support. MedicalChemical, Diet (GFCF), Adjusting chemical imbalances, Persistent measles, Heavy metal toxicities. Sensory integration, PECS, Inclusion, Social stories, Power cards, CCT
10
COLLABORATION MODEL FOR SOCIAL INCLUSION IN THE UNITED STATES Nine Domains of Educational Accommodations 1. Size 2. Time 3. Level of Support 4. Input 5. Difficulty 6. Output 7. Participation 8. Alternate 9. Substitute Curriculum
Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.
11
Only hermits live independently
INTERDEPENDENT LIVING AND APPROPRIATE HOUSING Along with COMMUNITY INVOLVEMENT
12
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Residential
We ain’t gonna be around forever….
Interdependent Living • Home/Apt. – Roommates? • Degrees of Supervision – Minimal to Livein
Group Living • Shared Home/ Apartment/Institution • Degrees of Supervision – Part to Fulltime
Least Restrictive Environment Continuum 13
WORK?
WHERE? WHAT? HOW?
14
R E A L W O R L D O F W O R K
Defining Work – Adding Meaning to Life
Work is more than just a livelihood or paycheck; it is the key to a satisfying and productive life. For many on the autism spectrum, it is the glue that keeps our lives together in an otherwise frustrating and sometimes confusing world. Certainly, my life would not be worth living if I did not have intellectually satisfying work.
Developing Talents: Careers for Individuals with Asperger Syndrome and HighFunctioning Autism, Temple Grandin
However…
15
R E A L W O R L D O F W O R K
Reality for People on the Autism Spectrum
Most adults on the Autism Spectrum are either unemployed or underemployed. Many, if given proper opportunities and training, have skills and abilities that would be valuable in appropriate work settings.
16
R E A L W O R L D O F W O R K
Characteristics of Autism – A Reframing
ASA (2005)
A complex developmental disability that typically appears during the first three years of life. Autism Spectrum Disorder results from a neurological condition that affects the functioning of the brain. Social interaction • Communication Communication (but no significant clinical delay • Socialization for AS) Repetitive motions and restricted interests • Restricted Anything that interferes with the central nervous system getting the needed information from the environment.
Interests
DSM IVTR (2000) Miller (2000)
Reframe
OOPS!!!!!
WHAT ABOUT SENSORY INTEGRATION ISSUES?
17
R E A L W O R L D O F W O R K
Characteristics of Autism – Confusion and Chaos Overly sensitive to loud noises… Difficulty with hair washing and brushing…
pe o nt ine… i s nl p m i Bu
l op
e
Proble
ms wi th han dwrit
ing…
er… y eat Pick
Difficult y
… Clumsy
Alw
ay s
“on
the
paying a ttention
go”
…
Only likes certain types of clothing…
…
Adapted from Myles, Cook, Miller, Rinner & Robbins. (2000). Asperger Syndrome and sensory issues : Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing. P. 5.
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R E A L W O R L D O F W O R K
Gearing Work Towards Interests
Interest/strength
Subway maps and computers
Implications for Career
Design maps for web pages of a public transit authority Equestrian veterinarian Airplane engine trouble shooter
Horses and medicine Hypersensitive sense of smell and engineering
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R E A L W O R L D O F W O R K
Determining Career Matches – Possible Employment Structures
• • • • • • •
Competitive employment Full-time employment Part-time employment Permanent employment Short-term jobs Seasonal jobs Self-employment / Micro-enterprise
20
R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Few communication requirements Limited contact with public, more solitary job duties Provider of preferred sensory input, ability to avoid noxious sensory stimulation Few changes,stable work environment,little staff turnover, same work task all day Personal Characteristics Deficit in verbal and nonverbal communication Challenges in socialization Possible Positions Stock shelves Filing, sorting, stapling paper shredding, after-hours cleaning Hanging clothes, washing cars (for those enjoying that type of tactile input Small business,family business, assembly line
Unusual response to sensory stimulation
Difficulty with change and transition
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
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R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Requires good visual-motor skills Few antecedents to challenging behaviors, with situations where possible problems don’t endanger others Responsibilities capitalizing on these strengths Personal Characteristics Strong visual-motor skills Behavior challenges Possible Positions Small-parts assembly, manufacturing, printing Situations where behavior doesn’t cause dangerous situations; avoid factories or jobs using heavy machinery Matching stock numbers to packing lists, mathematically oriented positions for those with good math skills
Savant skills
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
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R E A L W O R L D O F W O R K
Matching Needs to Possible Positions Preferred Job Attributes Attention to detail and Personal Characteristics Rituals and compulsions Possible Positions Positions with repetitive tasks that must be done with high accuracy,such as counting items to be placed into packages or looking over products for defects
Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
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R E A L W O R L D O F W O R K
The Hidden Curriculum – Peter Gerhardt, 2004
THE HIDDEN CURRICULUM
Practical Solutions for Understanding Unstated Rules in Social Situations
Bob
Sam
Sam arrives after Bob. What two rules did he break?
Brenda Myles http://www.esoterically.net/log/archives/2003_01.html Melissa Trautman Ronda Schelvan
Autism Asperger Publishing Company
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THE HIDDEN CURRICULUM INCIDENTAL BOOKS
25
RELATIONSHIPS
26
T H E R A G E C Y C L E STAGE Rumbling COMMON BEHAVIORS
Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot Increased movement, including pacing, walking in circles, or leaving the room
Rage
Verbal behaviors such as screaming
Emotional expressions such as explosive impulsiveness and rage at self
Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury
Recovery
Sleeping
Denial of rage behaviors and withdrawal into fantasy
Apologizing
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
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I M P R O V I N G S E L F – A S S E S S M E N T
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
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Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22
SOCCSS
Situation
Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Why:
Smith saw them and had both of the sit out for the rest of recess. David started teasing Tom about the coat he was wearing.
Options
Ignore David’s comment. Avoid being around Davis at recess.
Consequences
David could continue to say mean things. David might stop saying mean things. If David is playing on the slide, Tom would not be able to be there and he likes the slide
Choice
Tell David to stop; if he The teacher would tell David to stop. doesn’t, tell the teacher.
√
The teacher would tell Tom to ignore him.
Strategy Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.
29
Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22
SOCCSS
Situation
Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Smith saw them and had both of the sit out for the rest of recess. Why: David started teasing Tom about the coat he was wearing.
Options
Ignore David’s comment. Avoid being around Davis at recess.
Tell David to stop; if he doesn’t, tell the teacher.
Consequences
David could continue to say mean things. David might stop saying mean things. If David is playing on the slide, Tom would not be able to be there and he likes the slide The teacher would tell David to stop. The teacher would tell Tom to ignore him.
Choice
√
Strategy Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.
Simulation Practice
• • • Visually Verbally Roleplaying
30
Seek… to understand all aspects of the hidden curriculum Observe… what people are doing and NOT doing Listen… to what people are saying and NOT saying Vocalize… questions and check for understanding Educate… teach and learn… knowledge is power
31
Stop… what you are doing in order to… Observe… what people are doing and NOT doing in order to… Deliberate… to determine the next step of… Act… based on the information you now have.
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S O C I A L S T O R I E S – by Carol Gray
Using vignettes to describe how social interactions work employing…
Descriptive Sentences: Background of situation Directive Sentences: • • • • • • Suggests action and decode meanings Affirmative Sentences: Suggests commonly shared values or opinions When the teacher asks a question, many students would like to provide an answer. Descriptive It’s hard for a teacher to hear when several students try to answer at once. Descriptive Students in a classroom need to take turns talking. Affirmative When I want to answer a question that the teacher asks in class, I will try to sit quietly and raise my hand. Directive The teacher may call on me to answer or the teacher may give another student a turn at answering the question. Descriptive If the teacher does not call on me this time maybe next time she will ask me to answer her question. Descriptive
Adapted from Gray, C. The new social story book. Future Horizons
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Madeline Teaches Becca How to not Stress Out Remain Calm Power Card Scenario: About 15 minutes into her weekly music lesson, Becca, a 9 year old
girl with AS consistently throws herself into a coach crying that she “will never be able to do it” and “that is no use.” After 10 minutes, Becca’s mother calms her down and the lesson continues with a doll named “Madeline”. This behavior occurs during other activities too.
Task:
Develop a Power Card to address Becca’s tantram. Possible cause Lack of ability to sense and handle frustration
Analysis: Behavior
Tantrum 15 minutes into the music lesson
Motivator:
Special Interest/Hero The doll Madeline
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Madeline Teaches Becca How to not Stress Out Remain Calm Power Card
Madeline wa nts you to r emember to ways to help choose one o calm yourse f the follow lf if you get difficulty an ing frustrated w swering a qu hen you have estion. If o try another. ne of the wa If you need ys does not help to answ perhaps nex work er the quest t time you c ion this time an do it all b , y yourself. 1. Take 5 d eep breaths exhaling slowly after each breath . 2. Close you r eyes and s lowly count backw ards from from 10 to 1 . 3. Get a hu g fr 4. Take a sh ort om Mommy. break.
35
THE RAGE CYCLE
Teachable Moments
Rumbling
Rage
Recovery
Teachable Moments 36
T H E R A G E C Y C L E STAGE Rumbling COMMON BEHAVIORS
Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot Increased movement, including pacing, walking in circles, or leaving the room
Rage
Verbal behaviors such as screaming
Emotional expressions such as explosive impulsiveness and rage at self
Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury
Recovery
Sleeping
Denial of rage behaviors and withdrawal into fantasy
Apologizing
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
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T H E R A G E C Y C L E STAGE Rumbling POSSIBLE INTERVENTIONS Antiseptic bouncing Quiet room with work Walk and no talk Rage Recovery Keep child, other and possessions safe Keep child, other and possessions safe Keep demands very low Favorite activity Not a time for social autopsies or other discussions of behavior
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
38
T H E R A G E C Y C L E
Teachable Moments
Rumbling
Rage
Recovery
Teachable Moments 39
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
I M P R O V I N G S E L F – A S S E S S M E N T
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company
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R E L A T I O N S H I P S
Circle of Relationships
Stranger Acquaintance Friend Family >Significant other
Passerby, Classmate, Coworker, Fellow Commuter Neighbor Classmate, Coworker Close Neighbor Classmate, Coworker Mom, Dad, Sibling, Other
Boy/Girlfriend, Fiancé, Spouse
Develop a social narrative 41
R E L A T I O N S H I P S
Talking About Sex Myths of Sexuality Peter Gerhardt
Common Myths
• Persons with autism… have little to no interest in sex are hypersexual are solely heterosexual
But the Truth is…
• Persons with autism are as diverse sexually as everyone else and, sexuality education is complicated by challenges in language, communication, and social differences. While sexual feelings and interest may be high, a primary information source is usually not available – nonspectrum teens (Volkmar & Wiesner, 2003). With proper support people with autism can have relationships; often with a person having a difference.
So… How can we help people on the autism spectrum deal with this important part of life?
42
R E L A T I O N S H I P S
Talking About Sex Jerry Newport
How?
Sex is a normal yet a very private act and is clean. • • • Discuss in a developmentally appropriate manner Find the balance between not too much and not too little Make sure you understand the question(s) being asked Explain in a matter of fact manner
Why?
People find out about sex anyways from classmates, mass media, books, etc.
43
R E L A T I O N S H I P S
Talking About Sex Masturbation Peter Gerhardt
Redirecting Inappropriate Masturbation
• • • Interrupt the behavior as early in the chain as possible Remind the individual as to the parameters of time and place Redirect the person to… A. B. C. • • • activities requiring the use of both hands activities requiring preferred levels of attention, focus, or physical movement the appropriate place for that activity
Make the alternate activity intrinsically reinforcing Consider scheduling “alone time” in their room if appropriate Avoid redirection to places other than an individual’s bedroom (e.g. bathroom)
44
R E L A T I O N S H I P S
Talking About Sex – Resources Aston, M., The other half of Asperger Syndrome. Hénault, I., Asperger’s Syndrome and sexuality: From adolescence through adulthood. Lawson, W., Sex, sexuality and the autism spectrum. Mesibov, G., The TEACCH approach to autism spectrum disorders. Newport, J. & Newport, M., AutismAsperger’s and sexuality: Puberty and beyond. Shore, S., & Rastelli, L., Understanding autism for dummies. SicileKira, C., Autism spectrum disorders: The complete guide to understanding autism, Asperger’s Syndrome, pervasive developmental disorders, and others ASDs. Wrobel, M., Taking care of myself: A hygiene, puberty, and personal curriculum for young people with autism.
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SELF-ADVOCACY & DISCLOSURE
46
The road to successful self- advocacy starts by accurately assessing your circumstances.
47
S E L F A D V O C A C Y D E F I N E D Selfadvocacy involves knowing when and how to approach others in order to negotiate desired goals, and in order to build better mutual understanding, fulfillment, and productivity. Successful selfadvocacy often involves an amount of disclosure about oneself that carries some degree of risk, in order to reach a subsequent goal of better mutual understanding.
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W H E N T O T E L L …
The Twin Challenges of Disclosure and SelfAdvocacy
The issue of disclosure begins… …As soon as it is known that a person has a difference in their way of being
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The Twin Challenges of Disclosure and SelfAdvocacy
W H Y T O T E L L …
REALITY CHECK
Most people are busy with living Most people are not in the mindset of accommodating people with differences
50
S U C C E S S F U L T R A N S I T I O N SelfDetermination —> Disclosure —> SelfAdvocacy
1. Make the child aware of their strengths and challenges through verbal, pictorial, and other communication. 2. “Rack up” strengths and challenges. 3. Non-judgementally compare characteristic with other role models. 4. Present the label summarizing a condition rather then a name for a set of deficits. 5. Making ones needs known in a way that others can understand and comply; hopefully in a proactive manner.
51
SelfInitiated Individual Education Plan (Cont.)
Special Education Teacher(s) or Provider A Person Who Can Interpret Evaluation Results Others with Knowledge or Special Expertise about the Child
StudentÕs (as appropriate) IEP Team
Regular Education Teacher(s)
Student
Who must we get on board? • Student
Student’s Guide to the IEP Helping Students Develop Their IEP www.nichcy.org
Student StudentÕs as IEP appropriate to their TEAM ability
School System Representative
• Parents • Special Education Teacher • Regular Education Teacher(s) • Administrators • Others 52
Transition Services Agency Represen tative(s) Parents
A Guide to the Individualized Education Program. Office of Special Education Programs. 16 June 2002. <http://www.ed.gov/offices/OSERS/OSEP/Products/IE P_Guide/>
SelfInitiated Individual Education Plan
To my IEP Team, I like the way Mr. Dowd teaches math. He makes it fun and easy for me. Mrs. Sugarmans’ English class is very difficult. I don’t understand when she diagrams sentences on the board and the scratching of the student pencils during writing time makes it very hard for me to concentrate. Truly yours, Joey
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SelfInitiated Individual Education Plan (Cont.)
N I C H C Y
TECHNICAL ASSISTANCE GUIDE
Helping Students Develop Their IEPs
Partial Table of Contents
• • • • • • • Laying the Foundation Introductory Work with Students Introducing the IEP Writing the IEP
Getting Ready for the IEP Meeting
During the IEP Meeting After the Meeting
N I C H C Y
A Student’s Guide to the IEP
Partial Table of Contents
• What is an IEP? • How do I develop my IEP? • Writing the IEP
• Getting ready for the IEP meeting • What to do before the IEP meeting
• Participating in the IEP meeting • After the IEP meeting
www.nichcy.org
54
SelfInitiated Individual Education Plan (Cont.)
Accommodation Menu
Note: This form is not required by IDEA Student: __Somebody___________ Teacher: __Anybody____________
Effectiveness Used? (15)
Date: ___10/28/07_____________ IEP Manger: __Everybody_______
Accommodation
Placement
Effectiveness Accommodation Used? (15)
√ √
4 5
Preferential seating Small group
Sensory
√ √
2 5
Lighting Hat with visor Standing at desk
Assignments
Reduced paper/ pencil tasks Extended time
Other
Outline with due dates for assignments
Adapted from McGahee et al. (2001). Studentled IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children in Shore (Ed). (2004) Ask and tell: Selfadvocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 91.
55
Telescoping Forward to the Future
MY ADULT LIFE
Student: _____________________ Date: _______________________ Employment
Goals Current Accommodations Future Accommodations
Goals Current Accommodations Future Accommodations
Recreation and Leisure Home/Independent Living Community Involvement/Volunteer Work Postsecondary Education/Training
Adapted from Shore (Ed). (2004). Ask and tell: Selfadvocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 92.
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CONTINUING EDUCATION
57
SOME STEPS FOR A SUCCESSFUL COLLEGE EXPERIENCE
A.S Univ
So c iz at io n
O Li Co ur se w vi
rg an
ia
l
• Aides
Friends
ng
•
Parties Appropriateness
•
or k
Dorm? Single?
Carbonbased Siliconbased
•
Home?
• •
Part time? • Full time? Accommodations?
58
Looking For The Right College (Cont.)
Preparation • Documentation… Appropriate Recent Suggestions for reasonable accommodation Issues to consider • Is assistance needed with… Academic Accommodations Independent Living Skills Questions that need answering • Where is the office of student support? What is needed to obtain accommodations? Univ Are they friendly? Knowledgeable? Willing to learn? 59 Do they know what AS is?
A.S.
M a k i n g C o l l e g e R i g h t (Cont.)
A C C O M M O D A T I O N S W O R K S H E E T
Name: Counselor:
Any Student Unnamed Somebody
School: Date: Cause
Any State College
August 15, 2007 Only one question per page. Two sheets of paper to cover distracting verbiage.
Challenge
Taking tests with multiple questions per page.
Suggested Accommodation
Visually over 1. stimulating, gets 2. lost in all the words.
Unable to Perception of 60Hz concentrate under cycling due to visual fluorescent lights. sensitivity Scheduling long term assignments. Poor executive function.
Explore alternate lighting, sit next to window, wear baseball cap in class. Regularly meet with professor (perhaps once a week) to keep on target with lengthy assignments.
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AUTISM
&
SUC C ES S
61
S U C C E S S W I T H A U T I S M Some Examples…
Zack “a guck goo…”
Kassiane AAU tumbling state champion; 3rd national (Special Interest) 62
S U C C E S S W I T H A U T I S M Some Examples…
Sarah Teacher of and seller of beads (Special Interest) Laura A study in synesthesia 63
S U C C E S S W I T H A U T I S M Some Examples…
David Finishing a master’s in meteorology (Special Interest)
Shawn 1st place ribbon in State Science Fair (Special Interest) 64
S U C C E S S O N T H E A U T I S M S P E C T R U M Some Examples…
Valerie Founder of school for children with AS (Personal Experiences)
Takamimori
www.youtube.com/watch?v=ajQWQrxn1hc
Sumo Wrestler
(Special Interest) 65
M A R R I A G E F R O M T H E S P E C T R U M Definition
If you are productive and fulfilled with your relationship you are probably successful
the ll in ’s a ney It ur jo
You wher are exa e you ctly need right to be now
66
Thanks for your participation!
Stephen Shore www.autismasperger.net
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