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Autism diagnoses in young children increased dramatically in the 1990s—and now those children are young adults on the verge of a challenging transition to the real world. Every school and program will be ready to help with this groundbreaking practical guide, straight from the author of the acclaimed bestseller Life Beyond the Classroom and two community-based autism experts.
Professionals who work with young adults will get hard-to-find information on how specific social, behavioral, and cognitive characteristics of people with autism affect the transition to adulthood, exploring potential challenges and traits that can be powerful assets. Then they'll get a complete guide that walks them through every aspect of transition planning, including planning for employment and postsecondary education:
- conducting skillful assessment to determine a young person's individual career goals, job-related strengths, and independent living skills
- using well-designed instructional supports, routines, and spaces in inclusive classrooms
- implementing positive behavior support to help young adults with autism succeed in school and at work
- providing community-based instruction at naturally occurring times, so it's easier for students to learn and generalize new skills
- showing students and their families how to make the most of SSA disability benefits
- assisting students with college preparation, from choosing a college to managing academic and social demands
- using supported and/or customized employment strategies to help young people establish satisfying careers that play to their strengths
- helping young people develop critical life skills they'll use across settings
- unlocking the benefits of community services and programs, such as vocational rehabilitation programs and Centers for Independent Living
Compelling stories throughout the book illustrate how successful transition planning improved the lives of three diverse teenagers, and the practical forms, checklists, and suggested resources and links help readers put the proven strategies into action. A must for every member of the transition team—including general and special educators, transition specialists, employment specialists, and counselors—this is the ultimate resource for supporting the goals, dreams, and future success of young adults with autism.
Help young people with autism develop critical life skills in key areas:
- social skills
- health and safety
- work habits
- money management
- mobility
- recreation and leisure
- personal appearance
- and more!
- Sales Rank: #538063 in Books
- Brand: Brand: Brookes Publishing
- Published on: 2008-11-05
- Released on: 2008-11-05
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .80" w x 6.90" l, 1.15 pounds
- Binding: Paperback
- 304 pages
Features
- Used Book in Good Condition
Review
"Answers the vital call to plan for and maintain effective and appropriate supports and services beyond secondary school placements and into adulthood."
About the Author
Pamela Sherron Targett, M.Ed., has worked in the area of disability and employment since 1986. For 22 years she oversaw the day-to-day operations of a fee-for- service supported employment program that assisted individuals with significant disabilities with going to work. During this time she also worked with schools to develop community-based vocational education programs. Her special interests include transition to work for youth with disabilities and individuals with significant support needs, such as brain injury and autism.
Dr. Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehabilitation Counseling and also Special Education and Disability Policy at Virginia Commonwealth University. He serves as Chairman of the Division of Rehabilitation Research in the Department of Physical Medicine and Rehabilitation. Dr. Wehman has his Ph.D. in Behavioral Disabilities from University of Wisconsin-Madison.
As one of the original founders of supported employment, he has worked closely with business and industry since 1980 and has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on 41 million dollars in grants during his career.
As the father of two young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special education, rehabilitation and psychology. A major focus of Dr. Wehman's work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully.
He is a recipient of the Kennedy Foundation Award in Mental Retardation in 1990 and President's Committee on Employment for Persons with Disabilities in 1992. Dr. Wehman was recognized as one of the 50 most influential special educators of the millennium by the Remedial and Special Education journal in December, 2000. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.
Marcia Datlow Smith, Ph.D., Psychologist, CSAAC, 8615 East Village Avenue, Montgomery Village, Maryland 20886
Dr. Smith is Assistant Executive Director for Programs and Psychologist at CSAAC, an agency that has supported children and adults with autism since 1979. She has designed a broad range of positive behavior supports that have allowed adolescents and adults with autism and challenging behavior to achieve community living and supported employment. In addition, she has directed federal research grants and worked on federal model program and replication grants for the treatment of autism awarded to CSAAC. Dr. Smith was awarded a Mary Switzer Senior Research Fellowship by the National Institute of Handicapped Research, and, in 1989, her work with autism was recognized with the Governor of Maryland’s Health Care Professional of the Year award. She has made presentations both nationally and internationally and has written book chapters and peer-reviewed journal articles. Dr. Smith has authored several books, including Autism and Life in the Community: Successful Interventions for Behavioral Challenges (Paul H. Brookes Publishing Co., 1990) and A Guide to Successful Employment for Individuals with Autism (with Ronald G. Belcher & Patricia D. Juhrs, Paul H. Brookes Publishing Co., 1995).
Carol Schall, Ph.D., Director, Virginia Autism Resource Center, Virginia Commonwealth University, Post Office Box 842020, Richmond, Virginia 23284
Dr. Schall is Assistant Professor of Special Education and Disability Policy at Virginia Commonwealth University. She has been learning from and supporting individuals with autism for more than 25 years. Dr. Schall is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center. She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. Dr. Schall is a nationally known speaker. In addition to her speaking engagements, she provides consultations to schools, families, and community services providers who support individuals with autism or related disorders. Dr. Schall’s research interests include the use of psychotropic medication by individuals with autism spectrum disorders and training for parents and professionals who work with individuals with developmental disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who’s Who in America and was honored by TASH with their Positive Approaches Award.
Elizabeth Evans Getzel, Ph.D., is Director of Postsecondary Education Initiatives with the Rehabilitation Research and Training Center on Workplace Supports at Virginia Commonwealth University. She has extensive experience conducting research, evaluation, and training in the areas of transition planning for secondary students with disabilities, postsecondary education for students with disabilities, and career planning/employment for individuals with disabilities. She currently directs approximately $3 million of grant-funded projects focusing on supported education in postsecondary education, career development for college students with disabilities, faculty professional development focusing on universal design principles, and secondary education transition services. Her research interests include secondary education transition planning, self-determination skills of college students with disabilites, and effective services and supports for college students with disabilities. Ms. Getzel serves as Associate Editor for the Journal of Postsecondary Education and Disabilityand is on the editorial boards for the Journal of Vocational Rehabilitation and The Journal for Vocational Special Needs Education She has authored or co-authored journal articles and book chapters on transition, career development, postsecondary education, and employment. In addition, Ms. Getzel has presented extensively at state, national, and international conferences and at meetings on her projects and research areas.
Mr. Revell conducts research in the areas of state systems change and funding of competitive enrollment outcomes. He is Training Manager for the Training and Technical Assistance for Providers, a project funded by the U.S. Department of Labor, Office of Disability Employment Policy, that is charged with providing technical assistance and information to improve the employment outcomes of individuals with significant disabilities and to reduce the use of subminimum wage certificates. He has worked for more than 30 years in the area of building competitive employment opportunities for individuals with disabilities.
Excerpt. © Reprinted by permission. All rights reserved.
Excerpted from Autism and the Transition to Adulthood: Success Beyond the Classroom
By Paul Wehman, Ph.D., Marcia Datlow Smith, Ph.D., & Carol Schall, Ph.D.
©2009. Brookes Publishing. All rights reserved.
CHARACTERISTICS OF RECOMMENDED TRANSITION PRACTICES
Adolescents with autism require specialized support and planning throughout their transition from school to adult life. Thoughtful transition planning is needed whether the student is continuing on to college or is seeking employment with supports through a community provider or vocational rehabilitation agency. Consider the importance of having a framework or guidelines to follow in transition planning for each student. Each student is different, yet there must be consistency to approaching the design of a transition plan. It will be important for the transition team to use recommended practices when supporting the student with autism through this transition. The five guidelines or practices we see in transition planning for students with autism are
Implementing positive behavior supports to address behavior challengesMatching the IEP to a vision for the futureCapitalizing on inclusive experiencesProviding a variety of community-based job and life experiencesCoordinating a smooth transition to new resources and service providers in the communityEach of these important practices and their relevance to individuals with autism are described briefly here and in more depth in other chapters.
Implementing Positive Behavior Supports to Address Behavior Challenges
It is clear that many individuals with autism display challenging behaviors. In addition, the characteristics of autism lead to a need for increased communication and social skills and decreased problematic or repetitive behaviors. Thus, it is important for parents, teachers, and other direct service providers to understand the purpose of students’ behavior and develop positive behavior support plans for students. Chapter 2 provides an overview of the skills teachers need in order to analyze the purposes of students’ challenging behavior and implement a plan to decrease those behaviors while increasing adaptive behavior.
Matching the Individualized Education Program to a Vision for the Future
Middle and high school mark important changes in the school curriculum for all students. Perhaps one of the most significant is the increased choice that young people have when they enter middle school. Instead of being provided with the same curriculum as everyone else in their class and year, middle school students are offered choices of classes and electives. This provision of choice in the curriculum demonstrates the acknowledgment that youth are beginning to explore their own interests and abilities and will eventually choose a course of study that leads them to their own personal career path. Some youth will go on to college and study science, human services, art, or music. Some youth will go to work in mechanics, in construction, or in administration. Curriculum choice reflects the importance of looking forward, not back. By the end of elementary school, all students leave behind the basics and, ready or not, move on to a course of study that matches their interests.
It is important that this same change occur for middle and high school students with autism. Rather than focus on the missing developmental skills a person with autism may have, his or her curriculum should look forward to the potential career path the individual will follow. This critical shift should be reflected in the IEP process. Adolescence is the time to identify skills that will result in meeting the vision that the person and his or her family have for adulthood. Even for individuals who will go on to college, it is critical to begin to shape the curriculum based on plans for the individual’s adult life.
In short, the task of education from middle school forward is one of getting a life. When considering education from that point of view, it becomes clear that skill selection is a key process. The issue of getting a life also raises the question of what kind of life a person with autism should seek. The answer to that question is the life of the individual’s vision and dreams. Chapter 3 will provide a roadmap for teachers seeking to understand this process and encourage the development of IEPs that match the student’s strengths, interests, and vision for the future. In Chapter 3, you will read about the importance of assessment, career development, person-centered planning, and IEP development. All of these processes require that adolescents with autism be involved and, as much as possible, speak for themselves. When an individual cannot communicate his or her feelings or wishes about these matters, the team must consider how the student has expressed preferences through the varied experiences he or she has had in school. The result is an IEP that is focused on the student and has included the student in its development.
Capitalizing on Inclusive Experiences
The best place to teach many students with disabilities, including autism, is with their peers who do not have disabilities. Rather than a philosophy or movement, inclusion should be viewed as a tool that can address both academic and social skill development while meeting students’ individual needs. Specifically, inclusive experiences present students with autism the opportunity to observe, learn, and practice social skills with peers who do not have disabilities.
When well supported and implemented, inclusion also affords individuals with autism the opportunity to gain access to the general education curriculum under the guidance of both special and general educators who are highly qualified. Thus, inclusion serves a very important role in helping adolescents with autism meet state standards while practicing social skills in natural environments. Chapter 4 describes how to properly plan and implement supports for successful inclusion to address the needs of students with autism in meeting state standards and accomplishing social skill practice in natural environments.
Providing a Variety of Community-Based Job and Life Experiences
One key to success in employment is having previous work experience. Working is a unique experience in that the types of relationships, the way tasks are completed, and the way co-workers interact are all governed by stated and unstated rules. Rules for customer care and reporting to a boss are unique to and only observed in work environments. Thus, they are best learned at work. Likewise, there are stated and unstated rules that govern other public environments, such as restaurants and grocery stores. The best place to learn the rules of these environments is in each environment itself. Because of the difficulty that many individuals with autism experience when attempting to generalize skills from one setting to another, it is important to teach them in the environment in which they will use the skills—in real settings outside the classroom, such as internships, work-study situations, part- or full-time paid work, or even volunteering. Chapter 5 presents strategies that will enable teachers to teach these skills, while Chapters 7, 8, 9, and 10 present strategies on developing and providing instruction in work-, community-, and home-based settings.
Coordinating a Smooth Transition to New Resources and Service Providers in the Community
An important aspect of transition planning is to connect the person with autism and his or her support system to all of the resources and service providers available to adults with disabilities. With a thorough understanding of families’ needs and pertinent adult services, IEP and transition team members will be better suited to address students’ and families’ needs. This is the major way family support occurs for transition-age youth with autism. By connecting youth and their families with resources and service providers while students are still in high school, the teacher can continue to support students’ transition in the classroom by implementing changes based on the recommendations of service providers and obtaining new services through the transition referral process. As the person with autism makes the transition from high school to the community, workplace, or college, more and more adult service providers should participate in the development and implementation of the plan. The teacher’s role during this aspect of transition is to provide all of the necessary introductions across the team and to facilitate the development of a plan that allows the person with autism and the entire team to interact together successfully. Chapter 6 and the Resource Guide at the end of the book address teachers’ and parents’ need for information about those important services.
PULLING IT ALL TOGETHER
As noted previously, adolescence is a difficult time full of challenges. Students without disabilities struggle to find their way to their future. Students with autism face additional challenges due to their disabilities. The critical factor in the success of transition for adolescents with autism is determined by the people who comprise their team. In order to achieve success beyond the classroom, the team must listen well to the student and his or her parents regarding their vision for the future and plan carefully to assist the student in achieving that vision.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Good!
By Magnolia
Very complete and useful! A must for families living an adolescent with autism!!
1 of 1 people found the following review helpful.
Good resource for job sample assessments; case studies add illustration to procedures.
By Behaviorizm101
Purchased this book for MA level class. Good introduction to complex world of maturing individuals with autism. At times, suggestions for interventions and supports take on mentalist approach to coordinate treatment via many professionals; a real-world approach for those who have limited supports available. This text tells you what to teach, not how to teach it, and how to navigate financial/academic/employment challenges facing the individual with autism.
0 of 0 people found the following review helpful.
I've found this book to be very helpful and have recommended it to many parents
By LDel
As a high school educator working with students on the spectrum and a doctoral student focusing on ASD, I've found this book to be very helpful and have recommended it to many parents. It covers every aspect of transitioning from high school and provides many useful resources.
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