Statewide Autism Resources and Training (START)

1. Statewide Autism Resources and Training (START) Transition to Adulthood RCN Priority: Student Information Template

2. National Data • Within the next 15 years, more than 500,000 Americans with autism spectrum disorders (ASDs) will enter adult­hood, based on the rising incidence of the disorder • The lifetime per capita incremental societal cost of autism per individual is estimated to be $3.2 million. Opening Doors, 2009

3. National Data: Housing • 2008 Easter Seals study showed more than 80% of adults with autism ages 19-30 with ASDs live at home with their parents • Majority of adult children with ASD are living with aging parents Easter Seals, 2008

4. National Data: Housing Adults 19-30 with Autism • With parents or guardian 81% • Independently, with spouse or partner 3% • With other family member/spouse/partner 0% • Supported residence for individuals with special needs 14% • Other 2% Adults 19-30 with Asperger • With parents or guardian 71% • Independently, with spouse or partner 9% • With other family member/spouse/partner 5% • Supported residence for individuals with special needs 7% • Other 7% Easter Seals, 2008

5. Employment Data • When individuals with autism were compared to persons with other disabling conditions, it was found that individuals with autism were among the most costly of the nine disability groups investigated. • Access to work training opportunities, but less likely to be hired for a permanent position • Work fewer hours for a lower wage Cimera & Cohen, 2009

6. START Data for Michigan • 29 Counties responded to the call for data • 1 RCN submitted data for all counties • 2 other RCN were close runners up Thank YOU!

7. Data Summary • It was not easy to get, especially from the larger counties • The numbers of young adults with ASD in post secondary programming are low • It is hard to find young adults once they leave the school system • We need a data tracking system for the state • Some differences across counties but also a lot of consistency in response to questions.

13. Transition Data: Open Ended Responses How is post-secondary programming structured in your districts / ISD? Do you differentiate programming across disability categories? • IEP driven, not disability driven • decentralized/center base or off site program driven • Programs differentiated based on skills needed by groups of young adults

14. Transition Data: Open Ended Responses Is a specific curriculum used in the post-secondary school program for students with ASD between the ages of 18-26? If yes, please describe. • Mi-Access Curriculum • Functional Skills Curriculum • Unique Learning System • Life Centered Career Education • Supervisors of Low Incidence Programs(SLIP) Curriculum Supports • Community Focused Instruction • Pied Piper Opportunity Center Curriculum (program specific) • Traverse Bay Area Curriculum (program specific)

15. Transition Data: Open Ended Responses Are there differences in curriculum and experiences for students based on various issues (e.g. age, challenging behavior, academic work output, philosophy / approach of school building / district, community options)? • Programming based on student need and IEP • Because of budgetary challenges, students are placed based on site availability vs. Matching exact need • Significant behaviour challenges prevent students from accessing community programs • Specialized programs for students with significant behavior separate from other programs • Variability in philosophy and approach across district programs • Varied levels of programming based on skill, age, behavior, time in program, readiness

16. Transition Data: Open Ended Responses Describe how you measure post-secondary outcomes for students. • Tracking IEP goals • Performance assessments, rubrics and checklists, progress reports • Task Analysis data from job sites • Attendance and behaviour records • Specific Transition Assessments and vocational evaluations (ESTR*********) • Curriculum Assessments such as Addressing Unique Education Needs (AUEN), SLIP, Objective-based Curriculum • Observations and interviews • “Count” data - Acquisition of paid employment, acquisition of preferred housing, attending college, activities in community • Qualitative data • SPP 14***** • No specific assessment tool or not systematic***

17. Transition Data: Open Ended Responses How does your post-secondary program provide training to students to prepare them for competitive employment? • Classroom instruction and guided practice • Visual prompts and augmentative technologies • Career exploration and vocational portfolio • Microenterprise, work-based learning sites • Job site goals • Job training program • Work study/experience • Job shadowing • Enclaves • “Projects with Industry” grant • Work with MRS • Training in soft skills • Training to use transportation or prepare for driving

18. Transition Data: Open Ended Responses What community programs are available to your students and their families (e.g. community education, church, athletics, community recreation, No Sidelines, Best Buddies)? • Many and varied community programs (12+)

19. Transition Data: Open Ended Responses Movies, plays Festivals Libraries Athletics Skate park Sports complex Golf courses Museum Auto racing Humane Society Food bank

20. Transition Data: Open Ended Responses Do you promote natural supports (e.g. peers, community members) for individuals with ASD in employment, educational settings, and community opportunities (e.g. training co-workers as coaches in work environments)? VARIABLE • Autism 101 training with co-workers • Natural supports promoted (are they actively organized?) • Enclave job training with peers • Seeking supportive co-workers or supervisors and providing additional education and training • Volunteers support for community activities OR co-workers trained as coaches • Not consistent

21. Transition Data: Open Ended Responses • How are you creating parent partnerships within the needs of the transition plan? For example, what part of the transition plan is the school’s responsibility and what is the parent’s responsibility (e.g. applying for respite, seeking guardianship, identifying work opportunities and interests). • Invited to transition IEP meeting • Parent input sought • Seek own respite, guardianship, indep living, SS with info provided by school and agencies • Family access to community agencies and services facilitated through school • Provided information and informational trainings • Agencies invited to IEP • Note: if the young adult is independent at age 18, parents may or may not be as involved