• ASd Transition Toolkit  

    Preparing Youth with Autism Spectrum Disorder for Adulthood A Transition Toolkit for Educators

    TABLE OF CONTENTS

    Unit 1: Transition Planning and Services  

    • Transition Planning and Services
    • What is Autism Spectrum Disorder?
    • How are youth and young adults different than children with ASD?
    • What are transition planning and services?
    • Why are transition planning and services important for youth with ASD?
    • What are the core components of transition planning and services?
    • Are there special considerations in transition planning and services for youth with ASD?
    • When should transition planning and services begin?
    • How does the team determine transition goals and services?
    • Are there special considerations in assessment for youth with ASD?
    • Who is part of the transition planning team?
    • Does my student with ASD need to be involved in his transition planning?
    • What participation is needed by other agencies?
    • How is person-centered planning related to transition planning?
    • What is included in the transition IEP plan?
    • Are more than academics needed in transition goals and services for youth with ASD?
    • How can efforts towards a smooth transition be documented?
    • Appendix 1A: Online and Other Resources
    • Appendix 1B: Sample Transition Timelines
    • Appendix 1C: Glossary of Terms

    Unit 2:  Supports

    • What are supports for youth with ASD?
    • Why are supports important for youth with ASD?
    • What supports are needed for youth and young adults with ASD?
    • Can I use the same supports for all my students with ASD?
    • How do I determine what supports are needed?
    • How do I select appropriate supports?
    • Should youth with ASD be involved in selecting and developing supports?
    • How will supports be developed?
    • How do I know if supports are “working”?
    • Appendix 2A: Online and Other Resources
    • Appendix 2B: Checklists for Support Needs
    • Appendix 2C: Glossary of Terms

    Unit 3: The Expanded Core Curriculum

    • What is the expanded core curriculum for youth with ASD?
    • Why is the expanded core curriculum necessary?
    • Why does the expanded core curriculum include these domains?
    • Why can’t these domains be addressed in the core curriculum?
    • Does this mean there is one curriculum I can use with my student(s) with ASD?
    • When should I start teaching within the domains of the expanded core curriculum?
    • How can instruction in the domains of the expanded core curriculum be fit into the busy school day?
    • What skills should I teach within each domain of the expanded core curriculum?
    • What evidence-based practices can be used to teach skills in the expanded core curriculum?
    • What approaches are important for teaching youth with ASD?
    • Appendix 3A:  Online and Other Resources
    • Appendix 3B:  Evidenced-Based Practice
    • Appendix 3C:  Glossary of Terms

    Unit 3.1: Communication Skills

    • What are the communication challenges for youth with ASD?
    • Why is communication intervention needed?
    • What communication skills are needed for successful functioning as an adult?
    • What does ‘behavior is communication’ mean?
    • How do I know what communication skills to teach?
    • How do I teach communication skills?
    • How should supervisors and co-workers communication with employees with ASD?
    • Appendix 3.1A: Online and Other Resources

    Unit 3.2: Social Skills

    • What are social skills for youth with ASD?
    • Why is social skill instruction critical for youth with ASD?
    • How do I identify and prioritize social skills to teach?
    • Can I use the same social skills instruction for all my students with ASD?
    • What do I do if my student with ASD does not want instruction in social skills?
    • What are the elements of effective social skills instruction for youth with ASD?
    • Are social skills groups the only way to deliver social skills instruction?
    • What are the essential ingredients to setting up and running social skills groups for youth with ASD?
    • How often should social skills intervention or groups be offered, and how long should sessions be?
    • Where does peer training fit into social skills instruction?
    • Which social skill interventions for youth with ASD are supported by research?
    • Appendix 3.2A:  Online and Other Resources
    • Appendix 3.2B:  Glossary of Terms

    Unit 3.3: Executive Function and Organization

    • What is executive function and organization?
    • Why teach executive function skills to youth with ASD? 
    • What do executive function challenges look like in youth with ASD?
    • Can all youth with ASD learn executive function skills?
    • When should I start teaching executive function skills?
    • How do I determine what executive function skills to teach?
    • How should I teach executive function skills?
    • How can I learn more about implementing effective strategies?
    • Are there any executive function curriculum or lesson plans I can use with youth with ASD?
    • Appendix 3.3A:  Online and Other Resources
    • Appendix 3.3B:  Checklist for Organization
    • Appendix 3.3C:  Supplemental Lesson Plans for Organization
    • Appendix 3.3D:  Glossary of Terms

    Unit 3.4: Sensory Self-Regulation 

    • What is sensory self-regulation? 
    • Why is training in sensory self-regulation needed? 
    • Can all youth with ASD learn sensory self-regulation?
    • When should I start teaching sensory self-regulation?
    • How do I know what to teach?
    • How can I teach my student sensory self regulation?
    • Appendix 3.4A:  Online and Other Resources 
    • Appendix 3.4B:  Sensory Support  
    • Appendix 3.4C:  Supplemental Instructional Materials
    • Appendix 3.4D:  Glossary of Terms

    Unit 3.5: Self-Determination 

    • What is self-determination?       
    • Why teach knowledge and skills in self-determination to youth with ASD?  
    • What core skills are necessary to be self-determined?  
    • Do all youth with ASD need knowledge and skills in self-determination? 
    • When should I start teaching self-determination? 
    • Does my student with ASD really need to know about his disability? 
    • How do I determine what self-determination knowledge and skills to teach? 
    • Are there any self-determination curriculum or lesson plans I can use with my student(s) with ASD?
    • How should I teach self-determination skills?
    • How can I involve my students with ASD in developing their own IEP’S and Transition Planning?
    • How do I evaluate the effectiveness of instruction in self-determination?
    • Appendix 3.5A: Online and Other Resources
    • Appendix 3.5B: Checklists
    • Appendix 3.5C: Supplemental Instructional Materials for Self Knowledge, Goal Setting, and Self-Disclosure

    Unit 3.6:  Employment 

    • What is preparation for employment?
    • Why prepare youth with ASD for employment?
    • Do all youth with ASD need preparation for employment?  
    • When should I start preparing my student(s) with ASD for employment? 
    • What are the core components of preparation for employment?
    • Who prepares youth with ASD for employment?
    • How do I determine appropriate postsecondary career and employment goals with my student(s) with ASD? 
    • Why are work experiences necessary?
    • Are there particular careers or jobs that are good for young adults with ASD?
    • What types of skills should I teach my student(s) with ASD related to work?
    • How do I teach my student(s) with ASD skills related to work?
    • What supports are needed by youth and young adults with ASD in the workplace? 
    • Appendix 3.6A: Online and Other Resources
    • Appendix 3.6B: Sample Timeline
    • Appendix 3.6C: Forms and Checklists
    • Appendix 3.6D: Glossary of Terms

    Unit 3.7:  Postsecondary Education 

    • What is preparation for postsecondary education and training?
    • Why prepare youth for postsecondary education and training?
    • What components are needed to prepare youth with ASD for postsecondary education and training?
    • Is postsecondary education and training for all youth with ASD?  
    • When should I start preparing my student(s) with ASD for postsecondary education and training?
    • What knowledge and skills are needed to prepare youth with ASD for postsecondary education and training?
    • Who prepares youth with ASD for postsecondary education and training?
    • What are the postsecondary education and training options for youth with ASD?
    • How do I determine appropriate postsecondary career and employment goals with my student(s) with ASD?
    • How will postsecondary education and training programs decide what accommodations to provide?
    • Appendix 3.7A:  Online and Other Resources 
    • Appendix 3.7B:  Sample Timelines for Postsecondary Education/Training  
    • Appendix 3.7C:  Glossary of Terms  

    Unit 3.8:  Independent Living and Community Participation  

    • What is preparation for independent living? 
    • What are the domains for independent living?   
    • Why prepare youth and young adults with ASD for independent living?  
    • Do all youth with ASD need transition planning and services in independent living?  
    • When should I start preparing my student(s) with ASD for independent living?
    • How do I determine appropriate postsecondary independent living goal(s) with my student(s) with ASD?
    • How do I teach independent living skills to my student(s) with ASD? 
    • Are there evidence-based strategies for teaching independent living skills?
    • Appendix 3.8A:  Online and Other Resources  
    • Appendix 3.8B:  Sample Timelines for Independent Living Skills  
    • Appendix 3.8C:  Forms for Assessment and Supports 
    • Appendix 3.8D:  Supplemental Lesson Plans
    • Appendix 3.8E:  Glossary of Terms 
    • References

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