5 minute read
The Next Chapter on the Spectrum
Preparing your child with ASD for his or her transition into adulthood should begin early
BY DWAIN HEBDA
Charlie* is the employee of any retail store’s dreams. He’s on time, happy to be here and fastidious about his responsibilities at the resale store where he works. Tell him to straighten a rack of clothes and he won’t stop until it’s perfect. He knows the store better than the manager does and can direct any customer to any item seemingly without having to think about it. He’ll tell you with a smile that he’s saving up for a new video game system. According to Autism Speaks, an estimated 50,000 teens on the autism spectrum enter adulthood every year, aging out of school-based autism services. Where they go from there, how they support themselves and how they reach their maximum level of independence and personal happiness, is a concern for parents from one end of the United States to the other.
As Dr. Valerie Paradiz, vice president of services and supports at Autism Speaks, said, “Life for all adults, those with ASD or not, is very much about this ongoing process of identifying and making adjustments when they need to be made. Every person with ASD has a path, making the adjustments is the journey.”
According to the National Autism Association, autism in and of itself does not shorten one’s life expectancy, which means parents should assume their child will reach adulthood. In order to prepare these individuals for the challenges of independent living, families must formulate and execute a strategic plan.
“Many families start preparing their children for life transitions at a young age by teaching them functional skills. Teaching functional life skills positively affects the transition into adulthood,” said Linda Rogers, vice president of adult programs with Easterseals Arkansas in Little Rock.
“It is never too late to support the development of life skills by assigning household chores or working on following directions in family routines, using visual supports when necessary,” she said. “Assist in independence by reinforcing timeliness and supporting it by providing timers and alerts, encourage and reinforce good hygiene and teach financial literacy by shopping in the community using money or debit/credit cards.”
Amanda* enjoys her classes at the local community college where she’s studying early childhood development. Reading comprehension is difficult, so she spends hours on her assignment to ensure she gets the material down pat. In her small apartment, time runs on a rigid schedule that includes written reminders on when to take her medication. Her mother is both proud of and worried about her, so she calls often. Amanda dreams of working at a daycare one day.
Parents should also understand the resources that are at their disposal, including the legal responsibility schools have to assist with a student’s transition from the school setting.
“By age 14, the transition planning should begin and information gathered as to the student’s strengths and preferences for long-term goals,” Rogers said. “The Individuals with Disabilities Act requires that needed transition services, including postsecondary goals, will be in an Individual Education Plan by the student’s 16th birthday.”
There are also community-based programs that can help a student make the transition from the home environment to an independent setting, particularly as it applies to employment. The Easterseals Arkansas SET for Success program provides classroom instruction on employability skills and offers a work-based learning experience to 11th- and 12th-grade students who have an Individual Education Plan or a 504 plan. “The program curriculum includes job exploration and counseling, workplace readiness training, counseling for postsecondary education opportunities and self-advocacy training,” Rogers said. “The desired outcome is students who are ready for the transition to employment or postsecondary education.”
Another Easterseals program is designed to help break down barriers in the community and give more individuals with ASD a chance at proving themselves in the classroom or on the job. “Our Academics, Community, Career development and Employment program (ACCE) at UA Little Rock helps students prepare for employment and have a college experience,” Rogers said. “They also participate in internships to practice their employment skills. We work with the students on resume writing, interview skills and job searches.”
“After they gain employment, we work with the employers on ways to work with their new employee, and we work with the employee to retain the job.”
Will* is described as a loyal, fun-loving friend, but it is difficult for him to initiate conversations with new people. Ever since he graduated
from high school, he has struggled to find a social group in common to hang out with. His parents have concerns over how much time he’s spending in his room alone, especially after a couple of job applications have yielded nothing, causing Will to withdraw even more.
Parents should not overlook the importance of social interaction and communication skills as a key element to all aspects of independent life. From making new friends to landing a job, these skills can often mean the difference between success and failure.
“Individuals with ASD often have difficulty with communication and socialization. They may do their jobs well, but they often struggle with understanding and responding to the social aspects of a job,” Rogers said. “If your child receives additional services such as occupational and speech therapy, the therapist can be invaluable for transitioning from school to work and adult life.”
“Therapists can offer suggestions and strategies for communication and social competency. These may include strategies for social supports, alternate directions using formats such as visual demonstrations, how to ask for help, technology for communication and using reinforcement.”
Programs and professional intervention, by themselves, are not a cure-all. Despite research demonstrating job activities that encourage independence reduce autism symptoms and increase daily living skills, Autism Speaks reports more than half of young adults with autism remain unemployed and unenrolled in higher education in the two years after high school. In fact, the group states nearly half of 25-year-olds with autism have never held a paying job.
This underscores the importance of parental and familial involvement in helping make sure an individual with ASD completes and can apply their training to land a job and achieve the highest possible level of independence.
“You want to discuss strategies to assist with your child’s independence, to help with your child’s individualized plan,” Rogers said. “Do not set low expectations; you want your child to reach his or her highest potential.”
For more information, contact Easterseals Arkansas at easterseals.com.
*Fictional character sketches
