Autism Society records most keynote and concurrent sessions at their annual conferences. You can see and hear those recordings by purchasing full online access, or individual recordings.
Despite the challenges associated with adolescence, and the importance of this time for individuals to learn the necessary skills for success in adulthood, little has been written or presented on the needs of individuals with Autism during the transition period (Schall, in press). The purpose of this session is to report on the characteristics of autism in during adolescence and to provide workshop participants with the opportunity to explore emerging characteristics of quality programs for adolescents with ASD. Participants will apply that knowledge to specific cases that explore the transition needs of individual across the spectrum, including those who will need intensive support on a job site to those who expect to function relatively independently in a higher education setting.
Specific methods that the participants will explore include, person-centered planning, top-down curriculum design applied to the area of social skill development, intensive social skills training in preparation for work and higher education, and positive behavior supports to address unique behavioral challenges present during adolescence.
Learning Objectives for this Session: 1. Participants will discuss implications of findings about the higher than previously identified prevalence of autism spectrum disorders and its implications for high school and transition aged programs for individuals in special education programs.
2. Participants will identify the characteristics of autism spectrum disorders during adolescence, including changes in the presentation of the disorder, and general changes in the social, physical, and learning needs of adolescents with autism, Aspergers disorder, or PDD-NOS.
3. Participants will discuss the importance and advantages, and identify the characteristics of person-centered planning for youth with ASD in transition programs.
4. Using a given case study, participants will develop a proposed transition plan, and sample goals and objectives for an individual with autism who will transition to a job site, and an individual with Aspergers disorder who will transition to a higher education setting.
5. Participants will develop a matrix that demonstrates how to imbed social and communication skill teaching needs into the general middle and high school educational experiences of youth with ASD in school settings.
6. Participants will discuss specific teaching methodologies that are most successful in teaching communication and social skills in community based work and higher education environments.
7. Participants will discuss specific on-going modifications and support strategies that are required to assist the person with ASD during transition to work or higher education.
Content Area: Transition Planning and Options for Adulthood
Carol Schall, Ph.D.
Director
Virginia Autism Resource Center