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3450 Preparing for Success in Adult Life for People with Autism
Saturday, July 12, 2008: 3:00 PM-4:15 PM
Sanibel 1 (Gaylord Palms Resort & Convention Center)
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Achieving a best outcome for a productive transition to adulthood requires intervention in the three main areas of behavioral/developmental/educational, biomedical, and sensory integration. The importance of the interplay between these three areas of intervention as well as approaches focused on addressing social and self-awareness necessary to navigate the adult worlds of employment, relationships, continuing education, interdependent living, and appropriate self-advocacy shall be examined.
• How can the supports a person with autism needs be continued in an age-appropriate manner into adulthood?
• What interventions and supports will my child with autism need as she enters into adulthood?
• What kind of employment prospects are there?
• What about relationships and sexuality?
• Where will she or he live?
• How can a person with autism be enabled to lead an appropriately interdependent adult life to the fullest extent possible?
• What can I do now that will help the child I am supporting transition towards leading a fulfilling and productive life?
• Help! My child is 31 and he or she won't be able to live at home forever?
These are just some of the questions that go through the minds of those of us supporting youth on the autism spectrum. The challenge of meeting the needs of the ever increasing numbers of people on the spectrum is a grow concern for parents, teachers, therapists, and others dedicated to support those on the autism spectrum. The leading edge of the increased population of youngsters diagnosed with autism (Center for Disease Control in Atlanta, GA now suggests 1/150) are now in their mid to late teens and are beginning to age out of publicly funded educational and other programs.
Just like with children on the autism spectrum, most adults will need support and interventions in the three areas of educational/developmental/behavioral approaches, sensory integration, and biomedical (Stephen Edelson, personal communication, December, 2004). Profiles outlining the need in each of these three areas will differ based on the diversity of people on the autism spectrum. One person may need extensive medical intervention to address issues of the immune, digestive, or neurological systems before they are healthy enough to benefit from other types of support. Others may need very little medical but intensive sensory, educational/developmental, or behavioral support.
Additionally, a student with a disability aging out of grade school and shifting from protection under the Individuals with Disabilities Education Act (IDEA) now become responsible for their own advocacy under the Americans with Disabilities Act. While it is possible to find others willing to advocate for a person with autism one of the key requirements for leading a fulfilling, appropriately interdependent, and productive life is the ability to advocate on one’s own behalf to the greatest extent possible, followed by a reasoned disclosure of the reason why (Hane, RE., Sibley, K., Shore, S., Schwartz, P., Meyer, R., & Willey, L., 2004). Education in this area is vital as well.
Interventions used for children on the autism spectrum can largely be adapted to make them age appropriate for adults. For example, a Functional Behavioral Assessment (FBA) (Center for Effective Collaboration and Practice, 2007) as developed by practitioners of Applied Behavioral Analysis (ABA) (Lovaas, I., 2002) can be implement no matter method is being employed or the age of the person being supported. Systems Theory, which forms the underpinnings of the Miller Method (MM) (Miller A., & Eller-Miller, 1989; 2000; Miller, A., 2007), can be used to develop interventions for all ages. The idea of self and co-regulation found in Daily Life Therapy (DLT) (Kitahara, K., 1983), Relational Development Intervention (RDI) (Gutstein, S., 2000), and Social Communication Emotional Regulation Transactional Supports (SCERTS) (Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P., 2006) is certainly appropriate for adulthood. The environment and employing of strengths of persons with autism emphasized by Treatment and Education of Autistic and related Communication-handicapped CHildren (TEACCH) (Trehin, P., 1999; Mesibov, G., Shea, V., & Schopler, E., 2004)) as well as the emotional components for Development Individual Relations (DIR) (Greenspan, S. & Wieder, S., 1998) are also useful components preparing adults with autism achieve and maintain a fulfilling and productive adult life.
Other techniques and concepts that often need continuation into adulthood included social narratives such as Social Stories (Gray, C., 2000; Shore, S., & Rastelli, L., 2006), Social Autopsies (Dunn, M. (2005), Powercards, and visual representation of feelings such as a graphic of a thermometer or a five-point scale to rank intensity of emotions (Myles, B., Trautman, M., & Schelvan, R., 2004; Shore, S., & Rastelli, L., 2006). Additional areas may include sensory integration and maintaining a proper sensory diet (Myles, B., Cook, K., Miller, N., Rinner, L., & Robbins, L., 2000).
By keeping in mind that much of what we need for adults on the autism spectrum can be crafted from already existing interventions and techniques we can help those with autism successfully transition to adulthood to lead fulfilling and productive lives to their greatest potential.
References
Center for Effective Collaboration and Practice, available at http://cecp.air.org/fba/default.asp on 18 November 2007. Author.
Dunn, M. (2005). S. O. S. Social skills in our schools: A social skills program for children with pervasive developmental disorders, including high-functioning autism, and Asperger Syndrome, and their typical peers. Shawnee Mission, KS: Autism Asperger Publishing Company.
Gray, C. (2000). The new social story book: Illustrated edition. Arlington, TX: Future Horizons.
Greenspan, S. & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison Wesley.
Gutstein, S. (2000). Autism Aspergers: Solving the relationship puzzle: A new developmental program that opens the door to lifelong social & emotional growth. Arlington, TX: Future Horizons.
Hane, RE., Sibley, K., Shore, S., Schwartz, P., Meyer, R., & Willey, L., (2004). Ask and tell: Self-advocacy and disclosure for people on the autism spectrum. (ed. Stephen Shore). Shawnee Mission, KS: Autism Asperger Publishing Company.
Kitahara, K. (1983). A method of educating autistic children: Daily life therapy: Record of actual education at Musashino Higashi Gakuen School, Japan. Brookline, MA: Nimrod Press
Lovaas, I. (2002). Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: Pro-Ed.
Mesibov, G., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Klewer Academic Press.
Miller, A. & Eller-Miller, E. (1989). From ritual to repertoire: A cognitive-developmental systems approach with behavior-disordered children. New York: Wiley-Interscience.
Miller, A. & Eller-Miller, E. (November, 2000). “The Miller Method: A Cognitive-Developmental Systems Approach for Children with Body Organization, Social and Communication Issues”. Chapter 19. (pp 489-516) in (Eds.) Greenspan, S & Wieder, S. ICDL Clinical Practices Guidelines: Revising the standards of practice for infants, toddlers and children with developmental challenges.
Miller, S. (2007). The Miller Method: Developing capacities in children on the autism spectrum. London: Jessica Kingsley Publishers.
Myles, B., Cook, K., Miller, N., Rinner, L., & Robbins, L. (2000). Asperger Syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing.
Myles, B., Trautman, M., & Schelvan, R. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Shawnee Mission, KS: Autism Asperger Publishing Company.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Paul Brookes Publishing.
Trehin, P. (1999) Some Basic Information about TEACCH. Available: http://web.syr.edu/~jmwobus/autism/papers/TEACCHN.htm#Section_0.1.
• What interventions and supports will my child with autism need as she enters into adulthood?
• What kind of employment prospects are there?
• What about relationships and sexuality?
• Where will she or he live?
• How can a person with autism be enabled to lead an appropriately interdependent adult life to the fullest extent possible?
• What can I do now that will help the child I am supporting transition towards leading a fulfilling and productive life?
• Help! My child is 31 and he or she won't be able to live at home forever?
These are just some of the questions that go through the minds of those of us supporting youth on the autism spectrum. The challenge of meeting the needs of the ever increasing numbers of people on the spectrum is a grow concern for parents, teachers, therapists, and others dedicated to support those on the autism spectrum. The leading edge of the increased population of youngsters diagnosed with autism (Center for Disease Control in Atlanta, GA now suggests 1/150) are now in their mid to late teens and are beginning to age out of publicly funded educational and other programs.
Just like with children on the autism spectrum, most adults will need support and interventions in the three areas of educational/developmental/behavioral approaches, sensory integration, and biomedical (Stephen Edelson, personal communication, December, 2004). Profiles outlining the need in each of these three areas will differ based on the diversity of people on the autism spectrum. One person may need extensive medical intervention to address issues of the immune, digestive, or neurological systems before they are healthy enough to benefit from other types of support. Others may need very little medical but intensive sensory, educational/developmental, or behavioral support.
Additionally, a student with a disability aging out of grade school and shifting from protection under the Individuals with Disabilities Education Act (IDEA) now become responsible for their own advocacy under the Americans with Disabilities Act. While it is possible to find others willing to advocate for a person with autism one of the key requirements for leading a fulfilling, appropriately interdependent, and productive life is the ability to advocate on one’s own behalf to the greatest extent possible, followed by a reasoned disclosure of the reason why (Hane, RE., Sibley, K., Shore, S., Schwartz, P., Meyer, R., & Willey, L., 2004). Education in this area is vital as well.
Interventions used for children on the autism spectrum can largely be adapted to make them age appropriate for adults. For example, a Functional Behavioral Assessment (FBA) (Center for Effective Collaboration and Practice, 2007) as developed by practitioners of Applied Behavioral Analysis (ABA) (Lovaas, I., 2002) can be implement no matter method is being employed or the age of the person being supported. Systems Theory, which forms the underpinnings of the Miller Method (MM) (Miller A., & Eller-Miller, 1989; 2000; Miller, A., 2007), can be used to develop interventions for all ages. The idea of self and co-regulation found in Daily Life Therapy (DLT) (Kitahara, K., 1983), Relational Development Intervention (RDI) (Gutstein, S., 2000), and Social Communication Emotional Regulation Transactional Supports (SCERTS) (Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P., 2006) is certainly appropriate for adulthood. The environment and employing of strengths of persons with autism emphasized by Treatment and Education of Autistic and related Communication-handicapped CHildren (TEACCH) (Trehin, P., 1999; Mesibov, G., Shea, V., & Schopler, E., 2004)) as well as the emotional components for Development Individual Relations (DIR) (Greenspan, S. & Wieder, S., 1998) are also useful components preparing adults with autism achieve and maintain a fulfilling and productive adult life.
Other techniques and concepts that often need continuation into adulthood included social narratives such as Social Stories (Gray, C., 2000; Shore, S., & Rastelli, L., 2006), Social Autopsies (Dunn, M. (2005), Powercards, and visual representation of feelings such as a graphic of a thermometer or a five-point scale to rank intensity of emotions (Myles, B., Trautman, M., & Schelvan, R., 2004; Shore, S., & Rastelli, L., 2006). Additional areas may include sensory integration and maintaining a proper sensory diet (Myles, B., Cook, K., Miller, N., Rinner, L., & Robbins, L., 2000).
By keeping in mind that much of what we need for adults on the autism spectrum can be crafted from already existing interventions and techniques we can help those with autism successfully transition to adulthood to lead fulfilling and productive lives to their greatest potential.
References
Center for Effective Collaboration and Practice, available at http://cecp.air.org/fba/default.asp on 18 November 2007. Author.
Dunn, M. (2005). S. O. S. Social skills in our schools: A social skills program for children with pervasive developmental disorders, including high-functioning autism, and Asperger Syndrome, and their typical peers. Shawnee Mission, KS: Autism Asperger Publishing Company.
Gray, C. (2000). The new social story book: Illustrated edition. Arlington, TX: Future Horizons.
Greenspan, S. & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Reading, MA: Addison Wesley.
Gutstein, S. (2000). Autism Aspergers: Solving the relationship puzzle: A new developmental program that opens the door to lifelong social & emotional growth. Arlington, TX: Future Horizons.
Hane, RE., Sibley, K., Shore, S., Schwartz, P., Meyer, R., & Willey, L., (2004). Ask and tell: Self-advocacy and disclosure for people on the autism spectrum. (ed. Stephen Shore). Shawnee Mission, KS: Autism Asperger Publishing Company.
Kitahara, K. (1983). A method of educating autistic children: Daily life therapy: Record of actual education at Musashino Higashi Gakuen School, Japan. Brookline, MA: Nimrod Press
Lovaas, I. (2002). Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: Pro-Ed.
Mesibov, G., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Klewer Academic Press.
Miller, A. & Eller-Miller, E. (1989). From ritual to repertoire: A cognitive-developmental systems approach with behavior-disordered children. New York: Wiley-Interscience.
Miller, A. & Eller-Miller, E. (November, 2000). “The Miller Method: A Cognitive-Developmental Systems Approach for Children with Body Organization, Social and Communication Issues”. Chapter 19. (pp 489-516) in (Eds.) Greenspan, S & Wieder, S. ICDL Clinical Practices Guidelines: Revising the standards of practice for infants, toddlers and children with developmental challenges.
Miller, S. (2007). The Miller Method: Developing capacities in children on the autism spectrum. London: Jessica Kingsley Publishers.
Myles, B., Cook, K., Miller, N., Rinner, L., & Robbins, L. (2000). Asperger Syndrome and sensory issues: Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing.
Myles, B., Trautman, M., & Schelvan, R. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Shawnee Mission, KS: Autism Asperger Publishing Company.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Paul Brookes Publishing.
Trehin, P. (1999) Some Basic Information about TEACCH. Available: http://web.syr.edu/~jmwobus/autism/papers/TEACCHN.htm#Section_0.1.
Learning Objectives:
- Participants will gain an appreciation for the need of continued support and intervention in the adult years.
- Participants will learn practical solutions for making some of the more commonly known interventions adult appropriate.
- Participants will gain insight on how to empower people at all levels of the autism spectrum to advocate on their own behalf.
Content Area: Transition Planning and Options for Adulthood
Presenter:
Stephen M. Shore, Ed.D.
Professor at Adelphi University
Adelphi University
Diagnosed with "Atypical Development and strong autistic tendencies" & "too sick" for outpatient treatment Shore was recommended for institutionalization. Non-verbal until four, with support from parents, teachers and his wife, Stephen is now a professor at Adelphi University where research focuses on matching best practice to needs of autistic individuals.
