Adulthood: Transitioning Towards Successful For Teenagers

Transitioning Towards Successful Adulthood for Teenagers Chicago, IL 27-30 May 2008 Presented by

Stephen M. Shore, Ed. D. www.autismasperger.net 1

INTRODUCTION

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W  H  O     A  M     I? Introduction — The Past The Autism Bomb

Loss of speech & tantrums

Self­stims

Environmental withdrawal

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W  H  O     A  M     I? Introduction

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W  H  O     A  M     I? Introduction — Adult

AGE E V E N T S

0

1.5

2.5

4

6

8

10

13

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Typical development Turn over at 8 days Rapid physical and motor development

Autism bomb hits Withdrawal from environment Tantrums

Putnam evaluation of atypical developmen t, strong autistic tendencies & psychotic Early intervention from parents who refute recommend ations for removal from home

Enter Putnam Condition improves to “neurotic” The wonderful world of watch motors Echolalia and return of speech Eating baby food

Kindergarten Social & academic difficulties Discovered making a mess of myself while eating BBQ chicken wings Loved cats but dogs… Yikes bikes!

Cracking rocks Special interests in astronomy and weather Teacher concerns for reading and math difficulties

Concern about dropping the letter “e.” My friend says “he feels like a pizza” and I argue with him that he does not look like a pizza and probably does not feel like one either

Middle and high school Finally getting it together but still often in left field Discovering the band room Time to focus more on people and not their bicycles

College More friends Dating Others really do think differen tly Utopia!

Finishing doctoral dissertation on comparative educational approaches for engendering success for people with autism and Asperger Syndrome

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AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Overview What we are doing now that  has implications for adult life

Interdependent Living

Biomedical

Residential Employment

Behavioral/ Developmental/ Educational

Sensory

Relationships (including sexual) Continuing Education Self­Advocacy and Disclosure

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NAVIGATING THE SEA OF INTERVENTIONS

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THE  SEA  OF  INTERVENTIONS Three Areas of Intervention Educational/Behav EducationalBehavioral

• DTT/ABA • Daily Life Therapy • TEACCH • Miller Method

Sensory

Biomedical

• DIR (Floortime) • RDI • SCERTS

Stephen Edelson, personal  communication, December, 2004

Sensory Occupational Therapy to Treat Imbalances of the Outer and Inner Senses • Sight

• Touch

• Taste

• Smell

• Hearing • Vestibular • Proprioception

Biomedical Treating chemical imbalances caused by internal and external factors • Digestion

• Nutrition

• Chelation

• GFCF Diet

• Vaccines

• Dysbiosis

• Immunology

• Feingold Diet

• Mercury and other heavy metal toxicities [metallothionein & glutathione]

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A  POSSIBLE  INTERVENTION  PROFILE Three Areas of Intervention

EducationalBehavioral Biomedical Sensory

Stephen Edelson, personal communication, December, 2004

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SOME  PROMISING  INTERVENTIONS Lovaas (ABA):

Watson, Skinner, Operant conditioning, Shaping  behaviors, Antecedent­behavior­consequence

TEACCH:

Employs approaches based on the needs of a person’s needs and emerging capabilities (Trehin, 1999).

Daily Life Therapy:

Kito Kitihara, Platonic, Order of the physical, emotional and intellectual.

Miller Method:

Miller, Developmental-Cognitive Systems, Elevation, Piaget, Vygotsky, Luria, Werner, Bertalanffy.

DIR (Floortime):

Greenspan, Developmental-Affective, Circles of communication.

Relational Development Intervention: Gutstein, Experience sharing rather than instrumental relationships. SCERTS:

Prizant, Social-Communication, Emotional-Regulation, Transactional Support.

Biomedical:

Medical­Chemical, Diet (GFCF), Adjusting chemical  imbalances, Persistent measles, Heavy metal toxicities.

Other:

Sensory integration, PECS, Inclusion, Social stories, Power cards, CCT

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COLLABORATION MODEL FOR SOCIAL INCLUSION IN THE UNITED STATES Nine Domains of Educational Accommodations 1. Size 2. Time 3. Level of Support 4. Input 5. Difficulty 6. Output 7. Participation 8. Alternate 9. Substitute Curriculum

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms: A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

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Only hermits  live independently

INTERDEPENDENT LIVING AND APPROPRIATE HOUSING Along with COMMUNITY INVOLVEMENT 12

AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD Residential We ain’t gonna be around forever….

Interdependent Living • Home/Apt. – Roommates?

Group Living • Shared Home/ Apartment/Institution

• Degrees of Supervision – Minimal to Live­in

• Degrees of Supervision – Part to Full­time

Least Restrictive Environment Continuum 13

WORK?

WHERE? WHAT? HOW?

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R E A L    W O R L D    O  F    W O R K Defining Work – Adding Meaning to Life

Work is more than just a livelihood or paycheck; it is the key to a satisfying and productive life. For many on the autism spectrum, it is the glue that keeps our lives together in an otherwise frustrating and sometimes confusing world. Certainly, my life would not be worth living if I did not have intellectually satisfying work. Developing Talents: Careers for Individuals with Asperger Syndrome and  High­Functioning Autism, Temple Grandin

However… 15

R E A L    W O R L D    O  F    W O R K Reality for People on the Autism Spectrum

Most adults on the Autism Spectrum are either unemployed or underemployed. Many, if given proper opportunities and training, have skills and abilities that would be valuable in appropriate work settings.

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R E A L    W O R L D    O  F    W O R K Characteristics of Autism – A Reframing

ASA (2005)

DSM IV­TR  (2000) Miller (2000)

A complex developmental disability that typically  appears during the first three years of life.  Autism  Spectrum Disorder results from a neurological  condition that affects the functioning of the brain.

Reframe

Social interaction • Communication Communication (but no significant clinical delay • Socialization for AS) Repetitive motions and restricted interests • Restricted Interests

Anything that interferes with the central nervous   system getting the needed information from the   environment.

OOPS!!!!!

WHAT ABOUT SENSORY INTEGRATION ISSUES?

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R E A L    W O R L D    O  F    W O R K Characteristics of Autism – Confusion and Chaos

Overly sensitive to loud noises…

l op

pe to e… n i lin s p in m Bu

Difficulty with hair washing and brushing…

e

Proble

ms wi th han dwrit

ter… a e y Pick Difficult y

paying a ttention

… Clumsy

…

Alw

ay s

“on

ing…

the

go”

Only likes certain types of clothing…

Adapted from Myles, Cook, Miller, Rinner & Robbins. (2000). Asperger Syndrome and sensory issues : Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing. P. 5.

…

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R E A L    W O R L D    O  F    W O R K Gearing Work Towards Interests

Interest/strength

Implications for Career

Subway maps and computers

Design maps for web pages of a  public transit authority

Horses and medicine

Equestrian veterinarian

Hypersensitive sense of smell  and engineering

Airplane engine trouble shooter

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R E A L    W O R L D    O  F    W O R K Determining Career Matches – Possible Employment Structures

• • • • • • •

Competitive employment Full-time employment Part-time employment Permanent employment Short-term jobs Seasonal jobs Self-employment / Micro-enterprise 20

R E A L    W O R L D    O  F    W O R K Matching Needs to Possible Positions

Personal Characteristics

Preferred Job Attributes

Possible Positions

Deficit in verbal and nonverbal communication

Few communication requirements

Stock shelves

Challenges in socialization

Limited contact with public, more solitary job duties

Filing, sorting, stapling paper shredding, after-hours cleaning

Unusual response to sensory stimulation

Provider of preferred sensory input, ability to avoid noxious sensory stimulation

Hanging clothes, washing cars (for those enjoying that type of tactile input

Difficulty with change and transition

Few changes,stable work environment,little staff turnover, same work task all day

Small business,family business, assembly line

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.

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R E A L    W O R L D    O  F    W O R K Matching Needs to Possible Positions

Personal Characteristics

Preferred Job Attributes

Possible Positions

Strong visual-motor skills

Requires good visual-motor skills

Small-parts assembly, manufacturing, printing

Behavior challenges

Few antecedents to challenging behaviors, with situations where possible problems don’t endanger others

Situations where behavior doesn’t cause dangerous situations; avoid factories or jobs using heavy machinery

Savant skills

Responsibilities capitalizing on these strengths

Matching stock numbers to packing lists, mathematically oriented positions for those with good math skills

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.

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R E A L    W O R L D    O  F    W O R K Matching Needs to Possible Positions

Personal Characteristics

Preferred Job Attributes

Possible Positions

Rituals and compulsions

Attention to detail and

Positions with repetitive tasks that must be done with high accuracy,such as counting items to be placed into packages or looking over products for defects

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.

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R E A L    W O R L D    O  F    W O R K The Hidden Curriculum – Peter Gerhardt, 2004

THE HIDDEN CURRICULUM Practical Solutions for Understanding   Unstated Rules in Social Situations

Bob

Sam

Brenda Myles  http://www.esoterically.net/log/archives/2003_01.html Melissa Trautman Ronda Schelvan

Sam arrives after Bob.  What two rules did he break?

Autism Asperger Publishing Company

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THE HIDDEN CURRICULUM ­ INCIDENTAL BOOKS

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RELATIONSHIPS

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T H E    R A G E    C Y C L E STAGE

COMMON BEHAVIORS

Rumbling

Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats

Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot

Increased movement, including pacing, walking in circles, or leaving the room

Rage

Verbal behaviors such as screaming

Emotional expressions such as explosive impulsiveness and rage at self

Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury

Recovery

Sleeping

Denial of rage behaviors and withdrawal into fantasy

Apologizing

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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I M P R O V I N G    S E L F – A S S E S S M E N T

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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SOCCSS

Situations — Options — Consequences — Choices — Strategies — Simulation Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22

Situation

Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Why:

Smith saw them and had both of the sit out for the rest of recess. David started teasing Tom about the coat he was wearing.

Options

Consequences

Ignore David’s comment.

David could continue to say mean things.

Avoid being around Davis at recess.

If David is playing on the slide, Tom would not be able to be there and he likes the slide

Choice

David might stop saying mean things.

Tell David to stop; if he The teacher would tell David to stop. doesn’t, tell the teacher.

√

The teacher would tell Tom to ignore him.

Strategy ­ Plan of Action The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.

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SOCCSS

Situations — Options — Consequences — Choices — Strategies — Simulation Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22

Situation

Who: David and Tom When: At recess after lunch What: Tom pushed David when they were both standing in line at the slide. Mrs. Smith saw them and had both of the sit out for the rest of recess. Why: David started teasing Tom about the coat he was wearing.

Options

Consequences

Ignore David’s comment.

David could continue to say mean things.

Avoid being around Davis at recess.

If David is playing on the slide, Tom would not be able to be there and he likes the slide

Tell David to stop; if he doesn’t, tell the teacher.

The teacher would tell David to stop.

Choice

David might stop saying mean things.

√

The teacher would tell Tom to ignore him.

Strategy ­ Plan of Action The next time that David says something mean to Tom, Tom will tell him to stop If David doesn’t stop teasing Tom, Tom will tell the teacher.

Simulation ­ Practice •

Visually

•

Verbally

•

Role­playing

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Seek… to understand all aspects of the hidden curriculum Observe… what people are doing and NOT doing Listen… to what people are saying and NOT saying Vocalize… questions and check for understanding Educate… teach and learn… knowledge is power 31

Stop… what you are doing in order to… Observe… what people are doing and NOT doing in order to… Deliberate… to determine the next step of… Act… based on the information you now have. 32

S O C I A L   S T O R I E S – by Carol Gray Using vignettes to describe how social interactions work employing… Descriptive Sentences: Background of situation Directive Sentences:

Suggests action and decode meanings

Affirmative Sentences: Suggests commonly shared values or opinions • • • • • •

When the teacher asks a question, many students would like to  provide an answer. Descriptive It’s hard for a teacher to hear when several students try to answer at  once. Descriptive  Students in a classroom need to take turns talking. Affirmative When I want to answer a question that the teacher asks in class, I will  try to sit quietly and raise my hand. Directive The teacher may call on me to answer or the teacher may give another  student a turn at answering the question. Descriptive If the teacher does not call on me this time maybe next time she will  ask me to answer her question. Descriptive Adapted from Gray, C. The new social story book. Future Horizons

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Madeline Teaches Becca How to not Stress Out Remain Calm Power Card Scenario: About 15 minutes into her weekly music lesson, Becca, a 9 year old girl with AS consistently throws herself into a coach crying that she “will never be able to do it” and “that is no use.” After 10 minutes, Becca’s mother calms her down and the lesson continues with a doll named “Madeline”. This behavior occurs during other activities too.

Task:

Develop a Power Card to address Becca’s tantram.

Analysis: Behavior Tantrum 15 minutes into the music lesson

Possible cause Lack of ability to sense and handle frustration

Motivator:

Special Interest/Hero The doll Madeline

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Madeline Teaches Becca How to not Stress Out Remain Calm Power Card Madeline wa nts you to r emember to ways to help choose one o calm yourse f the follow lf if you get difficulty an ing f r u swering a qu strated whe estion. If o n you have try another. ne of the wa If you need ys does not help to answ perhaps nex work er the quest t time you c io an do it all b n this time, y yourself. 1. Take 5 d eep breaths exhaling slowly after each breath . 2. Close you r eyes and s lowly count backw ards from from 10 to 1 . 3. Get a hu g fr 4. Take a sh ort

om Mommy. break.

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THE RAGE CYCLE

Teachable Moments

Rumbling

Rage

Recovery

Teachable Moments36

T H E    R A G E    C Y C L E STAGE

COMMON BEHAVIORS

Rumbling

Increased verbal behaviors such as swearing, nonsense noises, unusual changes in vocal volume, or making threats

Increased stereotypical behavior such as grimacing, fidgeting, rocking, flapping, tearing paper, or tapping foot

Increased movement, including pacing, walking in circles, or leaving the room

Rage

Verbal behaviors such as screaming

Emotional expressions such as explosive impulsiveness and rage at self

Physical behaviors such as destroying property, biting, hitting, kicking, and self-injury

Recovery

Sleeping

Denial of rage behaviors and withdrawal into fantasy

Apologizing

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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T H E    R A G E    C Y C L E STAGE Rumbling

POSSIBLE INTERVENTIONS Antiseptic bouncing Quiet room with work Walk and no talk

Rage

Keep child, other and possessions safe Keep child, other and possessions safe

Recovery

Keep demands very low Favorite activity Not a time for social autopsies or other discussions of behavior

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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T H E    R A G E    C Y C L E

Teachable Moments

Rumbling

Rage

Recovery

Teachable Moments

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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I M P R O V I N G    S E L F – A S S E S S M E N T

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical  Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company

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R E L A T I O N S H I P S Circle of Relationships

Stranger Acquaintance Friend Family ­­>Significant  other

Passerby,  Classmate, Coworker,  Fellow Commuter Neighbor Classmate, Coworker Close Neighbor Classmate, Coworker Mom, Dad,  Sibling, Other

Boy/Girlfriend,   Fiancé, Spouse

Develop a social  narrative 41

R  E  L  A  T  I  O  N  S  H  I  P  S Talking About Sex ­ Myths of Sexuality ­ Peter Gerhardt

Common Myths • Persons with autism… ­ have little to no interest in sex ­ are hypersexual ­ are solely heterosexual

So… How can we help  people on the autism  spectrum deal with this  important part of life?

But the Truth is… • Persons with autism are as diverse  sexually as everyone else ­ and, sexuality education is  complicated by challenges in  language, communication, and  social differences.   While sexual feelings and  interest may be high, a primary  information source is usually not  available – non­spectrum teens  (Volkmar & Wiesner, 2003). ­ With proper support people with  autism can have relationships;  often with a person having a  difference.

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R  E  L  A  T  I  O  N  S  H  I  P  S Talking About Sex ­ Jerry Newport

How? Sex is a normal yet a very private act and is clean. •

Discuss in a developmentally appropriate manner ­ Find the balance between not too much and not too little

•

Make sure you understand the question(s) being asked

•

Explain in a matter of fact manner

Why? People find out about sex anyways from classmates, mass media, books, etc.

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R  E  L  A  T  I  O  N  S  H  I  P  S Talking About Sex ­ Masturbation ­ Peter Gerhardt

Redirecting Inappropriate Masturbation •

Interrupt the behavior as early in the chain as possible

•

Remind the individual as to the parameters of time and place

•

Redirect the person to… A.

activities requiring the use of both hands

B.

activities requiring preferred levels of attention, focus, or physical  movement

C.

the appropriate place for that activity

•

Make the alternate activity intrinsically reinforcing

•

Consider scheduling “alone time” in their room if appropriate

•

Avoid redirection to places other than an individual’s bedroom (e.g.  bathroom)

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R  E  L  A  T  I  O  N  S  H  I  P  S Talking About Sex – Resources

Aston, M., The other half of Asperger Syndrome. Hénault, I., Asperger’s Syndrome and sexuality: From adolescence through  adulthood. Lawson, W., Sex, sexuality and the autism spectrum. Mesibov, G., The TEACCH approach to autism spectrum disorders. Newport, J. & Newport, M., Autism­Asperger’s and sexuality: Puberty and  beyond. Shore, S., & Rastelli, L., Understanding autism for dummies.  Sicile­Kira, C., Autism spectrum disorders: The complete guide to understanding  autism, Asperger’s Syndrome, pervasive developmental disorders, and  others ASDs. Wrobel, M., Taking care of myself: A hygiene, puberty, and personal curriculum  for young people with autism.

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SELF-ADVOCACY & DISCLOSURE

46

The road to successful self- advocacy starts by accurately assessing your circumstances.

47

S  E  L  F ­ A  D  V  O  C   A  C  Y     D  E  F  I  N  E  D Self­advocacy involves knowing  when and how to approach others in order to  negotiate desired goals, and in order to  build better mutual understanding, fulfillment,  and productivity.  Successful self­advocacy often involves an amount of  disclosure about oneself that carries some degree of risk,  in order to reach a subsequent goal of better mutual  understanding. 

48

W H E N     T O     T E L L … The Twin Challenges of Disclosure and Self­Advocacy

The issue of  disclosure begins… …As soon as it is known that a person  has a difference in their way of being

49

W H Y     T O     T E L L …

The Twin Challenges of Disclosure and Self­Advocacy

REALITY CHECK Most people  are busy with living Most people  are not in the mindset of accommodating people with differences 50

S  U  C  C  E  S  S  F  U  L      T  R  A  N  S  I  T  I  O  N Self­Determination —> Disclosure —> Self­Advocacy 1. Make the child aware of their strengths and challenges through verbal, pictorial, and other communication. 2. “Rack up” strengths and challenges.

4. Present the label summarizing a condition rather then a name for a set of deficits.

5. Making ones needs known in a way that others can understand and comply; hopefully in a proactive manner.

3. Non-judgementally compare characteristic with other role models.

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Self­Initiated Individual Education Plan (Cont.) Who must we get on board?

Student

Special Education Teacher(s) or Provider A Person Who Can Interpret Evaluation Results Others with Knowledge or Special Expertise about the    Child

StudentÕs (as appropriate) IEP Team Regular Education Teacher(s)

Student StudentÕs as IEP appropriate to their TEAM ability

School System Representative

Transition Services Agency Represen­ tative(s) Parents

A Guide to the Individualized Education Program.  Office of Special Education Programs. 16 June 2002. 

• Student ­ Student’s Guide to the IEP ­ Helping Students Develop Their IEP www.nichcy.org

• Parents • Special Education Teacher • Regular Education Teacher(s) • Administrators • Others 52

Self­Initiated Individual Education Plan To my IEP Team, I like the way Mr. Dowd teaches math. He makes it fun and easy for me. Mrs. Sugarmans’ English class is very difficult. I don’t understand when she diagrams sentences on the board and the scratching of the student pencils during writing time makes it very hard for me to concentrate. Truly yours, Joey

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Self­Initiated Individual Education Plan (Cont.)

N I C H C Y

TECHNICAL ASSISTANCE GUIDE

Helping Students Develop Their IEPs Partial Table of Contents • • • • • • •

Laying the Foundation Introductory Work with Students Introducing the IEP Writing the IEP Getting Ready for the IEP Meeting

During the IEP Meeting After the Meeting

N I C H C Y

A Student’s Guide to the IEP Partial Table of Contents • What is an IEP? • How do I develop my IEP?

• What to do before the IEP meeting

• Writing the IEP • Getting ready for the IEP meeting

• Participating in the IEP meeting • After the IEP meeting

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Self­Initiated Individual Education Plan (Cont.) Accommodation Menu Note: This form is not required by IDEA Student: __Somebody___________

Date: ___10/28/07_____________

Teacher: __Anybody____________

IEP Manger: __Everybody_______

 Effectiveness Used? (1­5)

√

4

 Effectiveness Accommodation  Used? (1­5)

Placement

Preferential seating Small group

√

2

Assignments

√

5

Reduced paper/ pencil tasks Extended time

Accommodation

Sensory

Lighting Hat with visor Standing at desk

Other

√

5

Outline with due dates for assignments

Adapted from McGahee et al. (2001). Student­led IEPs: A guide for student involvement. Arlington, VA: Council for  Exceptional Children in Shore (Ed). (2004) Ask and tell: Self­advocacy and disclosure for people on the autism  spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 91.

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Telescoping Forward to the Future MY ADULT LIFE Student: _____________________

Goals Current Accommodations Future Accommodations

Date: _______________________

Employment

Goals Current Accommodations Future Accommodations

Recreation and Leisure Home/Independent Living Community Involvement/Volunteer Work Postsecondary Education/Training

Adapted from Shore (Ed). (2004). Ask and tell: Self­advocacy and disclosure for people on the autism spectrum.  Shawnee Mission, KS: Autism Asperger Publishing Company. P. 92.

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CONTINUING EDUCATION

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SOME STEPS FOR A SUCCESSFUL COLLEGE EXPERIENCE

A.S Univ So c

ia

O

rg an

Li

iz

vi

Co ur

ng

•

se w

or k

• •

at

io n

•

l

• Aides ­ ­

Dorm? ­ Single?

Friends ­ ­

Parties Appropriateness

Carbon­based Silicon­based

•

Home?

Part time?  • Full time? Accommodations?

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Looking For The Right College (Cont.) Preparation

Questions that need answering

• Documentation…

• Where is the office of student  support?

­ Appropriate ­ Recent ­ Suggestions for reasonable  accommodation Issues to consider • Is assistance needed with… ­ Academic Accommodations ­ Independent Living Skills

A.S.

­ What is needed to obtain  accommodations? Univ ­ Are they friendly?

­ Do they know what AS is? ­ Knowledgeable? ­ Willing to learn? 59

M a k i n g  C o l l e g e  R i g h t (Cont.) A C C O M M O D A T I O N S     W O R K S H E E T Name:

Any Student

School:

Any State College

Counselor:

Unnamed Somebody

Date:

August 15, 2007

Challenge Taking tests with multiple questions per page.

Cause

Suggested Accommodation

Visually over 1. stimulating, gets 2. lost in all the words.

Only one question per page. Two sheets of paper to cover distracting verbiage.

Unable to Perception of 60Hz concentrate under cycling due to visual fluorescent lights. sensitivity

Explore alternate lighting, sit next to window, wear baseball cap in class.

Scheduling long term assignments.

Regularly meet with professor (perhaps once a week) to keep on target with lengthy assignments.

Poor executive function.

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AUTISM

&

SUC C ES S

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S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M Some Examples…

Zack

Kassiane

 “a guck goo…”

AAU tumbling state champion; 3rd national (Special Interest)

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S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M Some Examples…

Sarah  Teacher of and seller of  beads (Special Interest)

Laura  A study in synesthesia 63

S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M Some Examples…

David

Shawn

 Finishing a master’s in  meteorology

 1st place ribbon in  State Science Fair

(Special Interest)

(Special Interest) 64

S U C C E S S   O N   T H E   A U T I S M   S P E C T R U M Some Examples…

Valerie

Takamimori

 Founder of school for  children with AS

 Sumo  Wrestler

www.youtube.com/watch?v=ajQWQrxn1hc

(Personal Experiences)

(Special Interest) 65

M A R R I A G E   F R O M   T H E   S P E C T R U M Definition

If you are productive and fulfilled with your  relationship you are probably successful

e h t n i l l a s ’ y It e n r jou

You wher are exa e you ctly need right to be now

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Thanks for your participation!

Stephen Shore www.autismasperger.net 67

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