Success In Managing The Challenges Of Transitioning Towards Successful Adulthood For People On The Spectrum

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

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

INTRODUCTION

2

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

Loss of speech & tantrums

Self-stims

Environmental withdrawal

3

W H O A M Introduction

I?

4

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

19

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

Autism bomb hits Withdrawal from environment Tantrums

Putnam evaluation of atypical developme nt, 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

5

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

Relationships (including sexual) Continuing Education

Sensory

Self-Advocacy and Disclosure

6

NAVIGATING THE SEA OF INTERVENTIONS

7

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]

8

A POSSIBLE INTERVENTION PROFILE Three Areas of Intervention

EducationalBehavioral Biomedical Sensory

Stephen Edelson, personal communication, December, 2004

9

SOME PROMISING INTERVENTIONS Lovaas (ABA):

Watson, Skinner, Operant conditioning, Shaping behaviors, Antecedent-behavior-consequence

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:

Medical-Chemical, Diet (GFCF), Adjusting chemical imbalances, Persistent measles, Heavy metal toxicities.

Other:

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

10

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.

11

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 Live-in

• Degrees of Supervision – Part to Full-time

Least Restrictive Environment Continuum 13

WORK?

WHERE? WHAT? HOW?

14

REAL

WORLD

O F

WORK

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 High-Functioning Autism, Temple Grandin

However… 15

REAL

WORLD

O F

WORK

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.

16

REAL

WORLD

O F

WORK

Characteristics of Autism – A Reframing

ASA (2005)

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

DSM IV-TR (2000) Miller (2000)

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? 17

REAL

WORLD

O F

WORK

Characteristics of Autism – Confusion and Chaos Overly sensitive to loud noises…

le p o pe to e … n i lin s p in m Bu

ter… a e y Pick

Difficult y

paying a ttention …

Difficulty with hair washing and brushing…

Proble m

s wi t h handw

riting…

Alw ay s“ on the go” … Only likes certain types of clothing… … Clumsy

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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REAL

WORLD

O F

WORK

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

19

REAL

WORLD

O F

WORK

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

REAL

WORLD

O F

WORK

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.

21

REAL

WORLD

O F

WORK

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.

22

REAL

WORLD

O F

WORK

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.

23

REAL

WORLD

O F

WORK

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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THE STAGE

RAGE

CYCLE

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

27

IMPROVING

SELF–ASSESSMENT

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.

29

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: Why:

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. 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.

Simulation - Practice A.

Visually

B.

Verbally

C.

Role-playing

30

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

33

Madeline Teaches Becca How to not Remain Stress Calm Out 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

34

Madeline Teaches Becca How to not Remain Stress Calm Out Power Card Madeline wa nts you to re member to c to help calm hoose one of yourself if y the following ou get frust answering a ways r a t ed when you question. If h o a n v e e difficulty If you need o f t h e way s help to answ d o e s n o t work try a er the quest you can do it nother. ion this time all by yourse , p e rhaps next t lf. ime 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 hug from Momm y. 4. Take a sh ort break.

35

THE RAGE CYCLE

Teachable Moments

Rumbling

Rage

Recovery

Teachable Moments36

THE STAGE

RAGE

CYCLE

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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THE STAGE Rumbling

RAGE

CYCLE

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

38

THE

Teachable Moments

Rumbling

RAGE

Rage

CYCLE

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

39

IMPROVING

SELF–ASSESSMENT

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

40

RELATIONSHIPS 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 – non-spectrum teens (Volkmar & Wiesner, 2003). - With proper support people with autism can have relationships; often with a person having a difference.

42

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.

43

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

Redirecting Inappropriate Masturbation 1.

Interrupt the behavior as early in the chain as possible

2.

Remind the individual as to the parameters of time and place

3.

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

4.

Make the alternate activity intrinsically reinforcing

5.

Consider scheduling “alone time” in their room if appropriate

6.

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

44

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., Autism-Asperger’s and sexuality: Puberty and beyond. Shore, S., & Rastelli, L., Understanding autism for dummies. Sicile-Kira, 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

Self-advocacy 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 self-advocacy 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

WHEN

TO

TELL…

The Twin Challenges of Disclosure and Self-Advocacy

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

49

WHY

TO

TELL…

The Twin Challenges of Disclosure and Self-Advocacy

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 Self-Determination —> Disclosure —> Self-Advocacy 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.

51

Self-Initiated Individual Education Plan (Cont.) Who must we get on board?

Student

StudentÕs (as appropriate) IEP Team Special Education Teacher(s) or Provider

A Person Who Can Interpret Evaluation Results

Regular Education Teacher(s)

Student StudentÕs as IEP appropriate to their TEAM ability

Others with Knowledge or Special Expertise about the Child

School System Representative

Transition Services Agency Representative(s)

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

• Parents • Special Education Teacher • Regular Education Teacher(s)

Parents

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

• Others 52

Self-Initiated 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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Self-Initiated 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

www.nichcy.org 54

Self-Initiated 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_______

Used?

Effectiveness (1-5)

Accommodation

Used?

Effectiveness (1-5)

Placement

√

4

Preferential seating Small group

Sensory

√

2

Assignments

√

5

Reduced paper/ pencil tasks Extended time

Accommodation

Lighting Hat with visor Standing at desk

Other

√

5

Outline with due dates for assignments

Adapted from McGahee et al. (2001). Student-led IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children in Shore (Ed). (2004) Ask and tell: Self-advocacy 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: _____________________

Date: _______________________

Employment

Goals Current Accommodations Future Accommodations

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: Self-advocacy and disclosure for people on the autism spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 92.

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CONTINUING EDUCATION

57

SOME STEPS FOR A SUCCESSFUL COLLEGE EXPERIENCE

A.S Univ

O rg

Co ur se

Li vi ng

So ci an iz at

• •

•

Friends -

•

Parties Appropriateness

Aides -

• w or k

io n

al

Dorm? - Single?

Carbon-based Silicon-based

•

Home?

Part time? • Full time? Accommodations?

58

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.) ACCOMMODATIONS

WORKSHEET

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

61

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)

62

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

SUCCESS ON THE AUTISM SPECTRUM Some Examples…

Valerie

Takamimori

Founder of school for children with AS

Sumo Wrestler www.youtube.com/watch?v=ajQWQrxn1hc

(Personal Experiences)

(Special Interest) 65

MARRIAGE FROM THE SPECTRUM 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 n ee d right to be now

66

Thanks for your participation!

Stephen Shore www.autismasperger.net 67

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