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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
- 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
- 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
- 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
- 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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