National Autism Conference 2019

The post school landscape for adolescents with ASD, both with and without intellectual disability, is concerning, with studies consistently indicating that young adults are leaving college at higher rates, underemployed or unemployed, and are socially isolated. There are a number of practices that have been identified as predictors of post school success for individuals with various disabilities, including appropriate transition assessments, integration with same-age peers, and providing work based learning experiences. There are a number of barriers for providing these opportunities, including limited time and flexibility for students accessing the “Future Ready” curriculum, staffing, limited opportunities, and perceived disinterest from peers. The Center on Secondary Education for Students with ASD (CSESA) conducted a randomized control trial (RCT) to evaluate a comprehensive intervention model for high school students with ASD (n=546). The CSESA model targets four core areas: social competence, academics, independence and transition. Part of the model includes collaborating with school staff, students to first identify high priority needs, then implement evidence-based strategies, including peer mediated interventions, and work based learning experiences. This presentation will highlight the top tips from staff members at 30 high schools across the country and will include practical examples, photos, and videos, along with data about student needs and experiences from these schools. Details related to HOW staff can implement appropriate transition assessments, relationship/community building activities with peers in general education settings, work based learning experiences, and WITH WHOM staff may consider collaborating will be included.
In our work with over 1,000 high school staff members, we frequently face barriers to these interventions for students with ASD. This session will provide solutions to several structural limitations of high schools and will better allow high school staff to implement these interventions, which are a proven practice in improving the transition-related outcomes for students with ASD. Credits: Act 48, SW, Psych, PT, OT, BACB, ASHA