11/19/2018 HOW TO AVOID THE BLACK HOLE BETWEEN TRANSITION AND - PDF document

11/19/2018 HOW TO AVOID THE “BLACK HOLE” BETWEEN TRANSITION AND ADULTHOOD: A PARENT AND PROFESSIONAL’S SUCCESSFUL JOURNEY JENNIFER KAUT M.ED., BCBA, LBA STATE NEURODEVELOPMENTAL DISORDERS SPECIALIST VOCATIONAL REHABILITATION | TEXAS WORKFORCE COMMISSION 1

11/19/2018 THE FEARED BLACK HOLE IN BETWEEN GRADUATION AND ADULTHOOD…. WHO IS THE MOST AT RISK? Autism Students with Autism graduating on a Regular Degree DID YOU Plan… Focus was on academics, therefore less opportunity in KNOW? their degree plan for: • Social skills • Study skills • Vocational exploration/experiences Making it even harder, many go straight to college and graduate without experiencing their first job. Even more at risk….. 2

11/19/2018 BIGGEST BARRIERS TO EMPLOYMENT FOR AUTISM 1. Cognitive inflexibility 2. Social skill & communication deficits 3. Inability to self regulate emotions & ineffective coping skills 4. Transportation, due to not driving or can’t access 5. Getting in the door of a job COGNITIVE INFLEXIBILITY  Will stop the transition process before it starts- ex. won’t explore work, limited career interests  Is complex and it takes time to treat  Requires more generalization and opportunities to master  Hormones increase anxiety that drive it, development of depression is common  Can be the hardest for parents/caregivers to push through Ex. Waterslide, School Dance, Halloween YOUR GOING TO HAVE TO PUSH ... JUST NOT OFF THE CLIFF 3

11/19/2018 LIFE IS NOT PREDICTABLE, NOW IS THE TIME TO ROCK THEIR BOAT … DO NOT BE AFRAID OF MAKING THEM UPSET Hirano, Kara & Rowe, D. (2015). A Conceptual Model for Parent Involvement in Secondary Special Education. Journal of Disability Policy Studies. 27. 10.1177/1044207315583901. UNLESS YOU PLAN TO GO WITH THEM …. 4

11/19/2018 Parents Matter! 2017 Dissertation by Dr. James Williams This correlational study investigated the relationship between parental factors and the successful employment of adults , age 26 and older, diagnosed with an Autism Spectrum Disorder (ASD) in the United States. In this study, parental expectations did have a meaningful relationship with successful employment . Based upon the findings, it can be concluded that a parent’s positive expectations may increase the likelihood of their adult child achieving a successful employment outcome. 2016, FOUND TOP 5 REASONS FOR UNSUCCESSFUL CLOSURES Not utilizing the autism specialized services or providers 1. 2. The older the case, the less success Spending more money did not = success 3. 4. Untrained counselor, did not development trust/relationship 5. Over or under parental involvement PARENTS , ASK YOURSELF…  What are they responsible for at home?  Do they interact every night with the family?  Do they attend typical high school activities like a football game, afterschool clubs or a school dance?  Can they communicate through texting or calling?  If they take medication, do they know why ?  Does money have meaning? 5

11/19/2018 PARENTS , ASK YOURSELF…  Can they plan and purchase some of their groceries?  Do they have a checking account & use it?  Do they have a plan for transportation ?  Do they know why they have an IEP or 504 plan & participate?  Do they ask for what they need in school?  Can they accept changes in their daily life? SUCCESSFUL TRANSITION STARTS WITH A “ROAD MAP” A… Successful Transition  Is purposely driven with clear and concise objectives  Contains a specific and detailed roadmap that should be established by 9 th grade. 6

11/19/2018 Successful Transition Step 1: • A baseline of the student’s strengths and deficits must be determined. In order to obtain this baseline, a thorough transition assessment should be conducted. USE A TRANSITION ASSESSMENT  Pick only 2 to 3 goals per year to focus on, quality over quantity  Every year evaluate, set goals, repeat  Transition is ever changing , be prepared to back up and reassess  Hormones will throw a wrench in it every time Ex. Autism Speaks Transition Kit, Transition Decision-Making Matrix, Person Centered Planning Successful Transition Step 2: • A working “road map” is established per the results of the transition assessment/s. The “road map” is adjusted year by year as progress is made or new deficits are discovered. 7

11/19/2018 Example Road Map 9 th Grade Identified severe generalized severe anxiety, cognitive • rigidity and inability to engage people • To address these, Kevin started work experience in the school setting as an assistant to the school computer technician Example “ Road Map” 10 th Grade Progress was made with overall anxiety in the school setting, but • had not generalized • T o address this, Kevin started work experiences in various environments, such as a daycare center. • In addition, we required Kevin to attend “typical” high school events such as football games and dances Example “ Road Map” 11th Grade • Inability to self advocate, identify his strengths & weakness, sudden increase in cognitive inflexibly and still working on social anxiety. • To address this: Increased outside community work experiences, from a couple hours per week to 4 to 6 week rotations. 8

11/19/2018 Example “ Road Map” 12 th Grade Struggled with: Peer social engagement, literalism and work • stamina To address this: Obtained his 1 st paid employment at • Michaels working 5 to 6 hours a week with intensive job coaching support. Example “Road Map” Graduation ARD • 18 + services were planned after graduation, at that time In May of his senior year, Kevin obtained a job at Home • Depot working 10-12 hours per week • Transition assessments showed that Kevin had the skills for his developmental stage- but needed to work for awhile and obtain more life skills that could be addressed at home Example “Road Map” Post- Graduation • 1 ½ yr. after graduating moved out (needed weekly support) after focusing on lifeskills such as grocery shopping, learning to drive a car across the street to work and back to his apartment. • Worked at Home Depot for 3 ½ years • Now, wanted a more “career” job 9

11/19/2018 Example of a “Road Map” T oday Through vocational testing, identified a mail clerk position • In August of 2016, Kevin obtained his 1 st full time job with the • Texas Workforce Commission as a Mail Clerk • Moved closer downtown and uses bus system for transportation How to meet his social needs is what we are focusing on …. • QUESTION! Typically, what is the hardest job to obtain? Your 1 st! EARLY EMPLOYMENT EXPOSURE 10

11/19/2018 EARLY EMPLOYMENT  Everyone needs their 1 st job  The earlier the better  We all had 1 st jobs that we didn’t exactly love  Your 1 st job is not about loving what you are doing: it is about learning how the real world works  No one comes out of college with their “career job”  Every job, no matter how small , opens up more opportunities and will lead you to the one you really want QUESTION! What’s one of the fastest ways to lose a job ? T ell your boss he is an idiot… otherwise known as social skills deficits 11

11/19/2018 CONSEQUENCES OF SOCIAL SKILLS DEFICITS Academics are important, but social skills are more …. College • Student kicked out for harassment of his professor Employment • Young man fired after violating an unspoken work rule SEEK TREATMENT THAT FOCUSES MORE ON:  Fading remaining prompt dependence, collaborate with school on this  Cognitive flexibility: ex. willing to try something with fear present, problem solving, accepting changes, different opinions, criticism and people you don’t like  Stress tolerance, self regulating emotions  Agree to disagree  Unspoken work rules  T each how to use humor  Sexuality FOCUS LESS ON:  Eye contact, focus more on functionality  Give and take conversations, ensure they have scripts first  Interview skills, not a make or break anymore, employers are recognizing and changing the way they interview  Stock social skill curriculums, triage specific skills and treat in a group or community setting 12

11/19/2018 Early Employment Experience Social and Communication Skills Training Greater Competitive Employment Opportunities HOWEVER, TRANSITION DOESN’T MAGICALLY END HERE IS THE PERCEPTIVE OF KEVIN AND THE NEXT STEPS HE NEEDS TO STILL TAKE 13

11/19/2018 I tend to have anxiety Anxiety produces fears that are not logical I get light headed , my body gets tense I start to shake, and it can effect my speech When anxiety happens… It can happen just by walking into a store Suddenly, I feel social pressu re 14

11/19/2018 I know that people are doing their own thing But, I get this feeling that I am being watched I know, It’s not logical I can blame myself too much and I worry about more things than I should When I feel, I have made a mistake in public , I have a hard time up getting over it. 15

11/19/2018 I know, It’s not logical Right now, I feel like all I have is work, I want to establish a social life But, I don’t know what I would do or talk about 16

11/19/2018 You cannot have people always doing things for you, If you do, you will never know what you’re capable of.. So, I need to… 1 st : Accept I will make mistakes 17