career and life goals planning. start early expanded core: asdvi engagement communication –...

Career and Life Goals Planning

Start Early

EXPANDED CORE: ASDVI

Engagement Communication –

expressive, receptive, nonverbal

Play, Social Skills (including Recreation and Leisure)

Adaptive Skills

Organization Skills Orientation and Mobility

(include sensory and motor skills)

Career and Life Education

Self Advocacy

**Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas…

Transition planning includes four primary areas:

EmploymentPostsecondary education or trainingIndependent livingCommunity participation

Transition Planning Addresses:

AssessmentInstructional StrategiesGeneralization

ASSESSMENT

Potential Features of Individuals with ASD Impacting Employment

IQConcrete ThoughtAttention to DetailDifficulty Planning and SequencingFixationWorld ViewExpressive LanguageReceptive Language

Social InteractionsEye ContactExpressing EmotionsUnderstanding OthersSensory IssuesAdherence to Routines Prompt Dependence and GeneralizationMotor Skills

Chris Chris

What Should Be Assessed? Interests and strengths (often assessed through person-centered

planning) Learning style Specific work skills Vision related supports, including need for alternative formats (Braille,

large print, audio) O&M: independent and interdependent skills  Communication skills and required supports, including need for

augmentative or alternative communication (AAC) Social interaction and behavior and effective supports Sensory issues—need for certain sensory inputs to relax or need to

avoid certain stimuli The physical and social environment of a potential workplace Need for structure and predictability and effective supports for the

individual Independent Living Skills

Checklist

http://www.ocali.org/_archive/pdf_trans_guide/Trans_Guide_App.pdf

http://www.crporegon.org/content/secondary-transition-project-asd

INSTRUCTIONALSTRATEGIES

Thinking about a job…Ten Preliminary Questions to Ask About Employment Supports for an Individual with ASDVI

1. What are some of his or her strengths? What makes this person unique?

2. List some of the obstacles that you think may get in the way of him or her becoming employed.

3. What are some of the communication issues he or she deals with?

4. Has this person reported any problems with touch, sounds, smells or things that he or she sees?

5. Are there social or behavioral issues that might get in the way of succeeding at a job?

6. Are there any particular kinds of environment that might help this person be more successful?

7. Does the person need help in organizing the work or schedule?

8. What kinds of things increase his or her anxiety? What helps?

9. What personal, organizational, neighborhood, or family networks can you access to help this person find a job?

10. Does the person need help in applying for jobs or in participating in interviews? 

Does the student understand and is the student able to follow verbal directions?

Does the student need directions in alternate or multiple formats – verbal, concrete, or demonstrations?

One Component:

1. Can the learner initiate tasks independently?

2. Does the learner know how to start and end a task?

3. Does the learner work systematically?4. Is the environment conducive to

attention and concentration?5. Does the learner require additional

environmental assistance in order to independently complete tasks and activities?

Concrete Supports

Individuals with ASD typically struggle to respond to and understand the social aspects of a situation.

Social skill training and instruction may be a critical element for an individual with ASD in obtaining or maintaining a job, successfully engaging in and completing postsecondary education and developing satisfying leisure activities.

Needed competencies may range from the very basic social skills expected of a young adult to the complex aspects of reading social cues and accurately interpreting another’s perspective or point of view. Social Interactions

Genralization

The most effective practices include instruction and/or reinforcement inthe actual environments or situations where the skills must be used.

What is Person Centered PlanningPerson Centered Planning (PCP) is

a process that assists people with disabilities and their families to plan for the future.

Through structured exercises focusing on the Person’s strengths and preferences, a snapshot of the Person and possibilities for the future are created.

MAPS—Making Action PlansPATH—Planning Alternative Tomorrows with

HopeEssential Lifestyle PlansPersonal Futures Planning

Person Centered Planning:

http://www.ilr.cornell.edu/edi/pcp/

Resources

Adults with Autismhttp://

www.autismspeaks.org/family-services/resource-library/adults-autism

ASD and Postsecondary Education

ResourcesSupporting Individuals with Autism

Spectrum Disorders: Quality Employment Practices

http://www.communityinclusion.org/article.php?article_id=266

Developing Talents: Careers for Individuals with Asperger Syndrome and High Functioning Autism

Resources Asperger Syndrome and

Employment: A Personal Guide to Succeeding at Work by Nick Dubin

Preparing for Life: A Complete Guide for Transitioning to Adulthood for Those with Autism and Asperger’s Syndrome

http://www.nsttac.org/

Community of Practice: http://sharedwork.org/index.php