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

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HOW TO AVOID THE “BLACK HOLE” BETWEEN TRANSITION AND ADULTHOOD:

JENNIFER KAUT M.ED., BCBA, LBA

STATE NEURODEVELOPMENTAL DISORDERS SPECIALIST VOCATIONAL REHABILITATION | TEXAS WORKFORCE COMMISSION

A PARENT AND PROFESSIONAL’S SUCCESSFUL JOURNEY

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THE FEARED BLACK HOLE IN BETWEEN GRADUATION AND ADULTHOOD….

Autism

WHO IS THE MOST AT RISK?

DID YOU KNOW?

Students with Autism graduating on a Regular Degree Plan… Focus was on academics, therefore less opportunity in 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…..

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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

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LIFE IS NOT PREDICTABLE, NOW IS THE TIME TO ROCK THEIR BOAT… DO NOT BE AFRAID OF MAKING THEM UPSET UNLESS YOU PLAN TO GO WITH THEM….

Hirano, Kara & Rowe, D. (2015). A Conceptual Model for Parent Involvement in Secondary Special

• Education. Journal of Disability Policy
• Studies. 27. 10.1177/1044207315583901.

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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

1. Not utilizing the autism specialized services or providers 2. The older the case, the less success 3. Spending more money did not = success 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?

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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

• bjectives

 Contains a specific and detailed roadmap that should be established by 9th grade.

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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
• n, 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.

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Example Road Map

• 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

9th Grade

Example “Road Map”

• Progress was made with overall anxiety in the school setting, but

had not generalized

• T
• 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

10th Grade

Example “Road Map”

• 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.

11th Grade

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Example “Road Map”

• Struggled with: Peer social engagement, literalism and work

stamina

• To address this: Obtained his 1st paid employment at

Michaels working 5 to 6 hours a week with intensive job coaching support.

12th Grade

Example “Road Map”

• 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

• btain more life skills that could be addressed at home

Graduation ARD

Example “Road Map”

• 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

Post- Graduation

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Example of a “Road Map”

• Through vocational testing, identified a mail clerk position
• In August of 2016, Kevin obtained his 1st 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 ….

T

• day

QUESTION!

Typically, what is the hardest job to obtain?

Your 1st!

EARLY EMPLOYMENT EXPOSURE

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EARLY EMPLOYMENT

 Everyone needs their 1st job  The earlier the better  We all had 1st jobs that we didn’t exactly love  Your 1st 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…

• therwise known as social skills deficits

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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

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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

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Anxiety produces fears that are not logical

I tend to have anxiety

When anxiety happens…

I get light headed, my body gets tense I start to shake, and it can effect my speech

Suddenly, I feel social pressure

It can happen just by walking into a store

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But, I get this feeling that I am being watched I know that people are doing their own thing

I know, It’s not logical

When I feel, I have made a mistake in public, I have a hard time up getting over it.

I can blame myself too much and I worry about more things than I should

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I know, It’s not logical

But, I don’t know what I would do

• r talk about

Right now, I feel like all I have is work, I want to establish a social life

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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…

I will make mistakes

1st: Accept

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2nd : Let it Go

When I do make a mistake, I will say, “whatever, no big deal” AND I will mean it.

If I want things to change, I can’t be lazy

3rd : Push Myself

THESE 3 THINGS… WILL HELP ME CREATE MY PURPOSE

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IN CLOSING, TRANSITION TO ADULTHOOD

• Is achievable when taken by strategic steps
• Will look different for everyone, will never look or feel perfect
• Parents, give yourself grace…but kick your kiddo’s behind
• Professionals give parent’s grace…but kick the parent’s behind

CELEBRATE THE ACHIEVEMENTS!

But, immediately add the next goal to keep behavioral momentum: Mom’s 1st goal: Kevin’s 1st goal: Mom’s 2nd goal: ____ Establish a peer group ____Get a chick ____ Monitor his checking account for all the dating websites he has suddenly signed up

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JENNIFER.HINES@TWC.STATE.TX.COM

Thank you, Any Questions?