What Do I Do Now?

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What Do I Do Now?

• Preparing for Next Steps and New Situations

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TRANSITIONS

• ELLEN H. KORIN, M.ED.
• Consultation, coaching professional development
• ekorin_at_rcn.com

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OVERVIEW

• THE CHALLENGE OF TRANSITIONS FOR THE AS
  POPULATION
• UNDERLYING CAUSES OF TRANSITIONAL DIFFICULTIES
• TRANSITION POINTS CIRCUMSTANCES
• PROMISING PRACTICES PROTOCOLS

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OUTCOMES

• Understand factors underlying the difficulties
  experienced by the AS population with transitions
  and new situations.
• Become aware of best practices in facilitating
  transitions.
• Be exposed to protocols and templates for use
  with persons with AS in preparation for
  transitions and new situations.
• Create own protocol or template for use in own
  setting.

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Whats the Problem?

• Persons with AS typically find transitions and
  new situations extremely challenging and often
  quite stressful. This is a result of many
  factors, notably
• Lack of flexibility
• Difficulty perceiving the similarities in
  situations each situation seems novel
• Discomfort with change
• Developmental delays

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Pervasive Developmental Delays

• Persons on the spectrum, although they may appear
  advanced intellectually, generally exhibit
  significant delays in the development of social,
  communication and independent life skills. They
  seem to have their own timetable march to the
  beat of a different drummer They are not ready
  to move on with their neurotypical peers.
• They lack the intuitive, anticipatory and
  categorizing skills which would enable them to
  move seamlessly from situation to situation.

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Persons with AS Exhibit
Significant Delays in

• Development of Social relationships
• Time and money management skills
• Organizational skills
• Independent life skills
• Identifying whats important (salience)
• Moreover they have
• Problems understanding time, live in the here and
  now
• And tend to be extremely naïve.

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Timing is often out-of-sync with Neurotypical
peers

• Often need
• Significant support and monitoring
• To be specifically taught life skills
• Grooming and self-care
• Domestic chores
• Hidden curriculums
• Exactly when neurotypical peers are
• Individuating and separating from parents
• Getting ready to leave home
• Taking extra care with grooming with the onset of
  puberty and dating

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Furthermore

• Change is experienced as stressful and noxious.
• Functioning is often characterized by
  perseveration, obsessive behaviors and limited
  interests.
• Ability to anticipate, predict and intuit is
  weak.
• Generalized lack of understanding of social
  rules or norms.

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• These are some of the AS characteristics
  underlying the difficulties with transitions.
• OUTCOME 1 ACCOMPLISHED?

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Common Characteristics of this
Population

• Weak social communication skills even though
  grammar and vocabulary are strong
• Difficulty with non-verbal cues
• Challenges, sometimes, in
• Integrating sensory information
• Regulating anxiety
• Efficient organization and productivity, despite
  strong intellectual abilities
• A preference for predictability
• Often clumsiness
• These characteristics contribute to difficulties
  with ability to transition.

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Typical Goals/Atypical Mind

• Young people and adults with AS and related
  disorders want the same things that everyone
  else wants, EVEN IF THEY DONT EXACTLY UNDERSTAND
  WHY
• For example, they might want friends, but express
  confusion about what people get out of a
  relationship, or whats enjoyable about being
  with other people. THEY FEEL ISOLATED BUT
  UNCOMFORTABLE WHEN WITH PEOPLE.

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HOWEVER,

• Despite the neurological differences, the
  quirky behavior and the seeming intransigence
  around modifying behavior in order to become more
  conforming
• PERSONS WITH ASPERGERS AND RELATED DISORDERS
  SHARE THE GOALS OF THE NEUROTYPICAL.

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HENCE

• The need for preparation and protocols in the
  areas of
• Transitioning from one school level to another
  (Middle School to High School and High School to
  Post Secondary Education.
• Transitioning to independent living
• Preparing for new situations

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PROTOCOL FOR NEW SITUATIONS

• PAPI
• PREDICT
• ANTICIPATE
• PLAN
• IMPLEMENT

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TRANSITION FROM ONE SCHOOL LEVEL TO NEXT

• Predict
• Anticipate
• Prepare
• Implement

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PREDICT

• What new skills and tasks needed
• Travel from class to class
• Multiple teachers
• Different peer group in each class
• New social rules around self care, dress and
  interactions

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ANTICIPATE

• Identify concrete differences
• Bells
• Time limits
• Complex travel through crowded corridors
• Locker

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PREPARE IMPLEMENT

• Orientation Activities
• Personalized tours
• Ally map
• Spend the day/Shadow a student
• Assign peer mentor
• Practice with locker but have alternate
  arrangement for storage of belongings
• PLAN FOR PROBLEMS SAFE SPACES

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TRANSITION TO INDEPENDENT LIVING

• RESIDENTIAL COLLEGE
• APARTMENT
• Supervised
• Unsupervised
• Transitional

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PROTOCOL

• Self-Awareness
• Exploration of Options
• Create personal plan and timetable
• Obtain necessary resources

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The Process

• Assessment
• Identify
• Prioritize
• Target
• Close the Gaps
• Individualized intervention utilizing a coaching
  model can be very effective in preparing our high
  school students and young adults for maximum
  independence thereby enabling them to make the
  most of their superior intelligence.

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FIRST STEP ASSESSMENT

• LIFE SKILLS ASSESSMENT
• IDENTIFY THE GAPS IN BASIC LIFE SKILLS AND
  INCORPORATE IN PLAN
• ENGAGE THE STUDENT IN THE PROCESS OF PREPARING
  FOR INDEPENDENT LIFE DO THE UNNATURAL- IF
  COLLEGE OR LIVING ON THEIR OWN IS POSSIBLE AND
  ONE OF THEIR GOALS.

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Independent Life Skills Assessment Tool
Parent, School and Student Report
Ellen H. Korin, M.Ed. c.2003 Name
Date Student Patent - School
Additional Information
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SECOND STEP IDENTIFY

• Utilize the results of the Life Skills Assessment
  to identify the areas of deficit or delay
• Arousal
• Hygiene
• Self care
• Self monitoring and self awareness
• Self advocacy

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THIRD STEP PRIORITIZE

• Develop a logical sequence Begin at the
  beginning
• Awakening
• Daily ablutions
• Distinguish between
• PROBLEM vs. PREFERENCE relative to hairstyle vs.
  hair care selection of appropriate attire, etc.
  Establish base line for cleanliness, showering,
  hand and nail care.

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Prioritize

• Find the entry point e.g.,
• Communication greetings
• Disorganization concrete schedule one day at
  a time
• Flexibility tolerating shifting
• Anxiety and Obsessions schedule them
• Self care and hygiene
• Create categories for applying new skills
• Practice

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BREAK DOWN INTO SMALL STEPS
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EXAMPLES

• Awakening try alternatives to alarm clock
• such as light on timer, progressive clock, music
  rather than alarm, new rolling alarm clock
• Ablutions laminated write on wipe off daily
  checklist (brush teeth there are brushes with
  timers did you use soap, etc.)
• For hair washing screen for face (shampoo
  visor) give student control of one part at a
  time. Meanwhile build tolerance for water in
  face by having student deliberately spray or put
  drops of water on his own face.
• For hair combing post a picture of student with
  hair combed satisfactorily which he can use as a
  model. Same strategy for dress.

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• Travel training can be addressed at school and at
  home
• School short errands
• Practice crossing a busy corridor
• Practice crossing within confines of high
  school area
• Treasure hunts using simple maps
• Reinforce rules of the road
• Home Target a specific destination (no
  streets to cross initially)
• Have student explain and/or draw his planned
  route
• Try it out with shadowing
• Try it out with someone at destination but not
  following
• Expand and do over
• When walking anywhere have student be the
  guide and announce what is coming up what
  dangers might be present what actions to take.
  Do this is a variety of situations as a way to
  get him in the habit of noticing, evaluating,
  responding.

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• The school can show safety videos and present
  /discuss situations which might occur (How would
  you handle? What would you do now?)
• Use open ended stories.
• Tell a story from a picture,
• Develop and create safety posters for students
  room at home,
• Reinforce the WHEEL model used at home for who
  is in your world and who is not.

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WHEEL MODEL

• Center close family and friends
• 1st ring Familiar people (teachers, known
  neighbors, people at church)
• 2nd ring Acquaintances
• 3rd ring Strangers

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• Practice the wheel model in school cafeteria
  who you can talk to, who not, why, whats
  appropriate to say.
• Practice in more public space, like Starbucks,
  supermarket, library. Make a chart who can you
  talk to , etc., which student can fill out.
• For new situations like prom, use a process of
  predicting (what will it be like), anticipating
  (what skills will you need e.g., dancing),
  prepare and implement. Example noise, hustle
  and bustle- plan a break bring an emergency
  kit with ipod or other soothers.

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POST SECONDARY PLANNING

• Self-Awareness Assessment of interests,
  strengths, values, independence and vision
• Career Exploration Multimedia and experiential
  exploration
• Education/Career Planning Preliminary
  identification of options referrals to Adult
  Services
• Implementation Intensive one-on-one assistance
  implementing a plan
• Outcomes Employment post-secondary education
  and training.

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Any intervention, must begin with a focus on
strengths, potential and acknowledgement of
significant contributions already made by people
with AS.Reframe perception of deficits as
assetsVision Einstein, Beethoven, Bill Gates,
Andy Warhol, Henry David Thoreau
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Transition options that work

• Colleges with Support
• Specialized Independent Living/College Programs
• Brevard Center
• College Living Experience
• Commute to local college
• Community college live at home
• Transition Programs such as Dynamy
• Independent living programs
• Vocational Post-Graduate Programs
• Structured Internships and experiences
• Full and part-time employment

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New Programs Emerging

• New York Institute of Technology
• Introduction to Independence Summer
• Vocational Independence Program
• Expansion of Programs
• College Living Experience Austin, Denver
• College Internship Program Bloomington Indiana
• Chapel Haven
• Aspergers Syndrome Adult Transition Program
• Gersh College Experience
• Eastern New Mexico University Occupational
  Training Program
• Allen Institute Center for Innovative Learning

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In summary, we invite you to blaze creative
trails in post-secondary transition by

• Dropping old assumptions and educating yourselves
  about individuals with Autistic Spectrum
  Disorders
• Using lenses to appreciate their worlds,
  Celebrating their strengths
• Supporting their quest for independence and a
  place in the community
• Think outside the box

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NEW SITUATIONS

• DANCES AND PARTIES
• PROM
• GRADUATION
• INTERVIEWS (COLLEGE, JOBS)
• DATING

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PROTOCOL FOR NEW SITUATIONS

• PAPI
• PREDICT
• ANTICIPATE
• PLAN
• IMPLEMENT

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PREDICT

• Create a list of what is likely to happen. For
  example, what questions will be asked at an
  interview noise level at a prom.

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ANTICIPATE

• Define new circumstances, skills and behaviors
  For example, at the Prom
• Corsage
• Photographs before and during
• Limo/Ride
• After Prom activities
• Dancing

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• Identity potential problems
• Noise
• Crowds
• Constant interactions and contact
• Loud music
• Pressure to participate

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PLAN

• Make plans and arrangements
• Scripted answers to potential questions
• Pre-arranged permission with school officials and
  understanding with date to take a break from prom
  
• Create an emergency kit for stressful situations

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IMPLEMENT

• Put the plans into action
• Evaluate
• Adjust
• Refine
• Re-try

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IN CONCLUSION

• Preparing students with spectrum disorders for
  transitions and new situations requires
• An understanding of the factors which make
  transitions difficult
• Determining individual needs based on assessment
  of underdeveloped skills
• Systematically filling the gaps
• Previewing, planning and preparing.

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CREATE YOUR OWN PROTOCOL ACCORDING TO THE PAPI
SYSTEM

• SITUATION
• PREDICT
• ANTICIPATE
• PLAN
• IMPLEMENT

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ELLEN H. KORIN, M.Ed.

• Ellen is a special educator with over 35 years of
  experience in public and private education,
  educational consulting and professional
  development. She has been a Life Skills Coach
  for almost 15 years, specializing in Non Verbal
  Learning Disabilities and Aspergers Syndrome.
  Her book, Aspergers Syndrome An Owners
  Manual was published by the Autism Aspergers
  Publishing Company in the Spring of 2006. Volume
  2 for older adolescents and adults is anticipated
  for publication in early 2007.
• Ellen consults to several school systems in the
  New England area, speaks nationally on Autistic
  Spectrum Disorders and maintains a private
  coaching practice. With an M.Ed. In Special
  Education Ellen has participated in post Masters
  level graduate courses at Tufts University and
  other local Boston institutions. She recently
  joined the faculty of Antioch New Engands
  Graduate School of Applied Psychology.

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