Person-Centered

Transition Planning
Autism NOW Center
Transition Webinar Series

Alan Kurtz & Janine Collins

Center for Community Inclusion &
Disability Studies
February 22, 2011
 What are good
transition outcomes?
• Employment
• Education or Training Necessary to Achieve
One’s Life Goals
• Community Living
• Satisfying Social Life and Friendships
• Happiness
The University of Maine Center for Community Inclusion & Disability Studies
 Employment
• Vast majority of individuals with ASD are
unemployed.
• This includes individuals across the spectrum.
• Those who are employed tend to be
underemployed, work fewer hours and
receive lower pay.

The University of Maine Center for Community Inclusion & Disability Studies
 Factors Associated with
Positive Employment Outcomes
• Inclusion in general education

• Number of jobs a person holds in high school

• Work study and vocational education

• Active participation in transition planning

The University of Maine Center for Community Inclusion & Disability Studies
 Factors Associated with
Positive Employment Outcomes (2)
• Use of supported employment strategies
• Effective job matching that builds on
individual’s interests and strengths
• Levels of self-determination
• Adaptive behavior and early language

The University of Maine Center for Community Inclusion & Disability Studies
 Community Living
• Few transition to community living
situations in which they demonstrate
independence typical in our culture.
• Isolation
• Fewer friends and smaller social networks
• Greater loneliness

The University of Maine Center for Community Inclusion & Disability Studies
 Factors Associated with
Improved Community Outcomes

• Level of self-determination

• Participation in inclusive education

• Employment

The University of Maine Center for Community Inclusion & Disability Studies
 College or Other
Post-secondary Education
• Most young adults with ASD do not
participate in education or training that will
help them achieve career and life goals.
• The number of individuals entering higher
education is increasing but we do not have
exact numbers.

The University of Maine Center for Community Inclusion & Disability Studies
 College or Other
Post-secondary Education (2)
• Little research exists on adult outcomes.

• Some research indicating that students on

the spectrum struggle with social and
organizational issues.

The University of Maine Center for Community Inclusion & Disability Studies
 Factors Associated with Improved
Post-secondary Outcomes
• Participation in regular education with peers
in high school
• Support around:
– Organization
– Social issues
– Self-advocacy

The University of Maine Center for Community Inclusion & Disability Studies
 Strategies for
Improving Outcomes
• Student focused planning
– Especially active involvement in the transition
IEP
• Family Involvement
• Student Development
–Teaching specific skills (especially in
community settings)
• Collaboration among school personnel, families,
and adult services
The University of Maine Center for Community Inclusion & Disability Studies
 Strategies for
Improving Outcomes (2)
• Types of programs
– Teaching parents and families about
transition
– Community-based instruction
– Structuring program to extend services
beyond secondary school

The University of Maine Center for Community Inclusion & Disability Studies
 Comprehensive
Programs/Models

• We know comprehensive programs are more

effective than single component programs.
• We don’t know exactly what an effective
comprehensive model would look like for
persons with ASD.

The University of Maine Center for Community Inclusion & Disability Studies
The post-high school “cliff”

The University of Maine Center for Community Inclusion & Disability Studies
 Need for Effective Planning

• Lack of knowledge about post-school options

– Lowered expectations

• Support for self-determination

• Community living

The University of Maine Center for Community Inclusion & Disability Studies
Need for Effective Planning (2)
• Identifying and obtaining necessary adult
supports

• Coordination of benefits

• Job experience and training

• Access to assistive technology and funding

The University of Maine Center for Community Inclusion & Disability Studies
Requirements of Transition Plans –
The Goals
• Measurable Post-Secondary Goals
– Education – including career/vocational training
– Vocational
– Independent Living
• Based on (early and on-going) Assessments
– Formal, Informal (self-report, interviews)
– Observational/Situational
– To identify strengths, needs, preferences,
interests
The University of Maine Center for Community Inclusion & Disability Studies
Requirements of Transition Plans -
The Program
• Coordinated Set of Activities (Sarah “will”…)
– What activities/community experiences?
– What entities are involved, referrals are needed?
• Course of Study
– Class selections to support the goals
– Multi-Year - designed at the beginning
• Annual IEP Goals
– At least one per transition goal
– Must be specific and measurable
The University of Maine Center for Community Inclusion & Disability Studies
 The Experience of Families
• Lack of engagement – student and families
– Need for information and mentoring for parents
– Students need: self-determination & self-advocacy
• Advocacy fatigue
• Lack of information about resources and supports for
adults
– Funneling into existing services
• Cannot count on adult system.
• Need seamless transition.
The University of Maine Center for Community Inclusion & Disability Studies
 The Experience of Families (2)
• Plans lack of specificity
– No indication of how to get from “here” to “there.”
– Family needing to take responsibility for achieving
goals
• Important to support children to live lives consistent
with own visions, preferences, and needs.
• Parents need more information, mentoring and
education.
• We need to build natural supports.
• Political action may be necessary.

The University of Maine Center for Community Inclusion & Disability Studies
 Making the Planning Successful
• Student Involvement
– Person-centered
– Self-led
• Family involvement and engagement
– Part of the team
– Student goals seen in context of a family
• Student/Family and School in Relationship
– Student/family work as a team
– School focus shifts to learning for life
The University of Maine Center for Community Inclusion & Disability Studies
 Transition Planning Resources –
For the Student
• Dare to Dream: A Guide to Planning Your Future,
revised
http://www.eric.ed.gov
• WATI: Student Resource Guide on Transition
http://www.wati.org/content/supports/free/pdf/St
udentTransitionPortfolioDec08.pdf

• Video Resources: Writing Postsecondary Goals

http://www.nsttac.org/products_and_resources/tag
.aspx
The University of Maine Center for Community Inclusion & Disability Studies
 Transition Planning Resources –
Student-Directed IEP’s
• Kentucky Youth Advocacy Project
http://www.kyap.org/projectMaterials.aspx
• Student Involvement in the IEP
(for teaching tools & templates for student-directed
meetings)
https://php.radford.edu/~imdetermined/
• Integrated Self-Advocacy Curriculum
Autism Asperger Publishing company
www.asperger.net
The University of Maine Center for Community Inclusion & Disability Studies
 Transition Planning Resources –
For the Family
• Maneuvering Through the Maze: A Family Resource
Guide
http://www.nhfv.org/Publications.html
• Parent Tips for Transition Planning
http://www.taalliance.org/publications/pdfs/all14.p
df

• PACER Center
http://www.pacer.org/publications
• Life After High School Transition Tool Kit
www.pacer.org/tatra/2009award.pdf
The University of Maine Center for Community Inclusion & Disability Studies
 Transition Planning Resources –
For the Educator
• Secondary Transition Planning
http://www.gov.pe.ca/photos/original/ed_secondar
ypl.pdf

• Writing the Transition Plan

http://www.nhspecialed.org/documents
• Topic Brief: Writing Transition Goals and Objectives
http://www.sde.ct.gov (enter title into search bar)
• “Summary of Performance Template”
www.ldanatl.org/aboutld/adults/docs/SOP_Templat
e.doc The University of Maine Center for Community Inclusion & Disability Studies
 Family-Centered Transition Planning
for Students with Autism Spectrum Disorders

University of New Hampshire

Institute on Disability

[email protected]

University of Maine
Center on Community Inclusion
and Disability Studies

[email protected]

The University of Maine Center for Community Inclusion & Disability Studies
 Participant Enrollment

Age 16-18 (all levels of ASD) NH ME Total

Referral by Transition Coordinators / Special Educators following school

administrator agreement to participate

Random assignment:

Year 1 Intervention 14 11 25

Delay Control (Yr. 2) 15 9 24

The University of Maine Center for Community Inclusion & Disability Studies
 Project Components

Person-Centered
Parent Training
Planning

Career Exploration /
Work Experience Peer Mentoring
The University of Maine Center for Community Inclusion & Disability Studies
Sample
Participant
Goals

The University of Maine Center for Community Inclusion & Disability Studies
 Preliminary Results

Participation in family-centered transition planning led to

increases in:
• Student Expectations
• Parent Expectations
• Career Awareness
There was some improvement in levels of self-
determination but data is still being analyzed.
There were no changes in adaptive behavior.
Improvement in IEPs is still being analyzed.

The University of Maine Center for Community Inclusion & Disability Studies
 Some Lessons Learned
• Most parents felt empowered by
process.
• Many expressed the need for ongoing
networking and collective political
action.
• There is no single way to engage
students with ASD in planning.

The University of Maine Center for Community Inclusion & Disability Studies
 Cooking Class

The University of Maine Center for Community Inclusion & Disability Studies
Internship at local college

The University of Maine Center for Community Inclusion & Disability Studies
 Filming Experience

The University of Maine Center for Community Inclusion & Disability Studies
 Graphic Arts Studio

The University of Maine Center for Community Inclusion & Disability Studies
 Greenhouse Work

The University of Maine Center for Community Inclusion & Disability Studies
 Red Tide Testing

The University of Maine Center for Community Inclusion & Disability Studies
Professional Photography

The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Work Experience/Leadership Programs
• American Association of People with Disabilities (AAP
D)/Disability Mentoring Day
• American Association of People with Disabilities (AAP
D)/Internship Program
• American Association of People with Disabilities (AAP
D)/Other Internship Programs
• Disability.gov: Education/Youth
• National Business and Disability Council (NBDC)/Inter
nships
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Work Experience/Leadership Programs (2)

• National Consortium on Leadership and Disability for

Youth
• Special Olympics/Get Involved: Families

• Special Olympics/Get Involved: Schools and Youth

• Special Olympics/Get Involved: Young Athletes Progr

am
• U.S. Business Leadership Network (USBLN)/Student A
dvisory Council
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Career Preparation
• Office of Disability Employment Policy (ODEP)/Youth
Page
• National Collaborative on Workforce and Disability fo
r Youth/Parents Page
• Disability.gov: Education/Educator Resources
• Disability.gov: Education/Parent Resources
• Disability.gov: Education/Youth Programs
• Disability.gov: Education/Youth
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Employment

• Adult Autism and Employment : A guide for

rehabilitation professionals
http://www.dps.missouri.edu/Autism/Adult Autism
& Employment.pdf

•  Bureau of Vocational Rehabilitation

(access links to VR information and list of regional
offices)
http://www.maine.gov/rehab/
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Employment (2)
• Jobs4Autism
http://www.jobs4autism.com/
a resource of job success and job failure stories for
individuals with autism, their family members, job
coaches and caregivers; links to related resources
including job placement assistance are included
• Job Accommodation Network (JAN)
www.jan.wvu.edu 
Fact sheet on autism
http://www.jan.wvu.edu/media/autism.htm

The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Work Incentives
• Customized Employment Fact Sheets
http://www.t-
tap.org/strategies/factsheet/ceqa.html
• Social Security Work Incentives
http://www.ssa.gov/disabilityresearch/wi/generalinfo.
htm

• Ticket to Work
http://www.choosework.net/
videos and documents about the program plus
links to other SSA related information
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Benefits Planning
• Going to Work: A Guide to Social Security
Benefits and Employment for Young People
with Disabilities (2011)
http://www.communityinclusion.org/article.ph
p?article_id=211
• It Doesn’t Take a Rocket Scientist to
Understand & Use Social Security Work
Incentives
http://www.hcbs.org/moreinfo.php/doc/2009
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Post-secondary Education
• Think College
– Resources for students, families, professionsals
– Publication: What Youth and Families Should Know
About the Transition to Postsecondary Education
• PACER Center
http://www.pacer.org/publications/transition.as
p
– Publication: Section 504 & Postsecondary Education

The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Community Living
• Centers for Independent Living
Find your state's CILs at:
http://www.bcm.edu/ilru/html/publications/director
y/index.html
• The Clearinghouse for Home and Community Based
Services
http://www.hcbs.org/
• Making the Move to Managing Your Own Personal
Assistance Services (PAS): A Toolkit
http://www.ncwd-youth.info/PAS-Toolkit
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Age of Majority
• Parent Brief: Age of Majority
http://www.ncset.org/publications/
• (Maine’s) Website on Adult Guardianship and
Alternatives
http://maine.gov/guardianship
On-line tutorial
http://www.maine.gov/guardianship/wbt/index.html
• A Guide to Understanding Adult Guardianship and
Guardianship Alternatives in Maine
http://www.maine.gov/guardianship/guide.shtml
The University of Maine Center for Community Inclusion & Disability Studies
 Supplementary Resources—
Age of Majority (2)
• Adult Guardianship Conservatorship: Q & A
http://www.maine.gov/dhhs/oes/publications.htm
• National Guardianship Association (NGA)
www.guardianship.org
The mission of NGA is to establish and promote a nationally
recognized standard of excellence in guardianship.  
• The Rural Institute
http://ruralinstitute.umt.edu/training/publications/
articles/alternatives_to_guardianship.asp
The University of Maine Center for Community Inclusion & Disability Studies
 Presenters
Alan Kurtz, M.Ed., Ph.D. Candidate
Research Associate
Center for Community Inclusion & Disability Studies
www.ccids.umaine.edu
[email protected]

Janine M. Collins, MTS, MSW

Research Associate
Center for Community Inclusion & Disability Studies
www.ccids.umaine.edu
[email protected]
The University of Maine Center for Community Inclusion & Disability Studies