matthew segall, ph.d. emory autism center...
TRANSCRIPT
ASD TRANSITION PLANNING:5 WS AND HOW!
MATTHEW SEGALL, PH.D.EMORY AUTISM CENTER, EMORY UNIVERSITY
2020 Autism Conference and Expo of Georgia, Georgia State University, Atlanta, GA, May 2020
Outcomes for young adults with ASD?
ASD symptoms and features tend to persist into adulthood
Few adults with ASD live independently
Limited social participation after high school
Many do not attempt post-secondary education and many do not find employment
Access to services is reduced after high school
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Transition to Adulthood
5/13/2020 3
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Student with ASD
School Team
Vocational Supports
Community Partners
Families
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Social Skills
Self-Awareness
Executive Functioning
Daily Living/”Hard”
Skills
These are the skills
that help me interact
with you in a safe
and positive (and
successful) way
These are the
skills that help
me interact with
me, so that I can
be safe,
successful and
self-determined.
These are the
tools and
strategies that I
possess so that I
can be
productive,
reliable, well
managed and
engaged.
These are the “hard
skills” applied to
whatever setting
makes sense –
these are typically
concrete and more
easily observable
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School: Applying transition skills and abilities so that I can be an active and engaged lifelong learner, and so that I can acquire the knowledge and training I need to be as interdependent as possible
Job:Applying transition skills and
abilities so that I can be employed and earn a living and continue to
grow towards a career
Home: Applying transition skills and abilities so that I can be healthy and experience a level of wellness that fits my goals and values
Community:Applying transition skills and
abilities so that I can be safe, productive, engaged, and included
and feel rooted in a community that shares my values and interests
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Early Years
Early Elementary
Late Elementary & Middle
School
Early High School
Emphasis should be on
traditional early intervention
targets: communication,
verbal speech, imitation,
self-help skills,
engagement, shared
attention and play skills
- Build upon communication and
engagement skills
- Increase social engagement and
participation
- Develop early self-awareness, self-
advocacy and self determination skills
- Practice early responsibility skills and
classroom social skills
- Continue to prioritize communication and
engagement; add (if ready) behavior regulation (self-
management)
- Increase focus on academics (participation in
group work, comprehension of abstract concepts)
- What behavior and social skills are needed to
participate as fully as possible?
- In 8th grade, conduct a robust transition
assessment that will help develop the initial IEP
Transition Plan
- Based on the post-secondary trajectory, what
skills (and in what contexts) will the student
need to acquire in order to be successful in that
environment
Person-centered planning
Listen
Don’t be a “dream crusher”
Be positive!
Student involved IEPs
“Dignity of risk”
Fade supports – teach self-management
Create mentor networks
Put the student first
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Robust transition assessments
IEP Transition Plan: all 6 domains
Emphasis on functional life skills
Start early
Stay long
More transition programs and supports
Big picture
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Emory Oaks: College Autism Program
Academic Support
Academic coaching, academic advising,
accommodations, communication with faculty
members (as needed)
Social-Emotional Support
Mental health assessment/counseling, regular
social and volunteer activities, peer mentorship
Adult-Living Support
Direct instruction of adult-living skills, collaboration with Residence Life,
dorm/apartment check-ins, executive functioning skills
Vocational Support
Collaboration with Career Center, direct instruction of vocational skills, access to
volunteer/internship/job opportunities
Segall & Bohlke, 2020
ASD Evidence based practices
Assistive technology
Vocational learning opportunities
Authentic inclusion
Differentiation
Evidence Based Practices
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The T
rans
itio
n Pro
cess
Seaman (2018) Emory Autism Center
1. Transition assessment
2. Write transition goals
3. Develop IEP
4. Effective instruction
5. Progress monitoring and evaluation
Resources
Emory Autism Center’s Individualized
Transition to Adulthood Plan (ITAP)
Transition assessments and recommendations
Transition IEP support and goal setting
Resource sharing
Healthcare transition
Technical assistance
Professional training
Family partnerships
State agency partnerships
Autism Plan for Georgia: Transition
Quality Indicators
1. Professionals, parents, and students work together in planning transitions
from one program or service to another with consideration of the
individual’s gifts, talents, and abilities.
2. Youth with autism between the ages of 14 and 22, after career and
interest assessments, are provided with a variety of vocational,
educational, recreational, opportunities that
reflect personal preferences in preparing for
the transition to adulthood.
3. Youth with autism transition to adult medical
services provided by primary care providers
knowledgeable about autism.
Thank yous
EAC ITAP Team
QUESTIONS?
CONTACT INFORMATION
Matt Segall, Ph.D.
Emory Autism Center
404-727-8350
Key Messages
1. Start early, stay long
2. Student centered IEP development
3. “Dignity of risk”
4. Thorough IEP development
5. Thoughtful transition assessments
6. Vocational learning experiences
7. Interagency collaboration
8. Family education, engagement and empowerment
9. Robust program structure
10. Differentiation
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