Social Supports for Transition-aged individuals
Overview
Transitioning from school to adult life is a time of significant change and heightened
stress for everybody. However, because resistance to change and delayed social
development are common characteristics of individuals with autism spectrum disorders
(ASD), transition can be particularly frustrating. This module will explore social program
models designed to address the specific needs of transition-aged individuals with ASD
and their families.
Pre-Assessment
Pre-Assessment
What does ASD stand for?
Select an answer for question 184
Which of the following is NOT a social challenge faced by youth with ASD who are
transitioning?
Select an answer for question 185
When a family experiences simultaneous conflicting feelings, it is referred to as:
Select an answer for question 186
Which of the following is a common concern of families of youth with ASD who are
transitioning?
Select an answer for question 187
At what age should transition planning begin?
Select an answer for question 188
Transition brings about change:
Select an answer for question 189
Transition can be best compared to a:
Select an answer for question 190
A family is best defined as:
Select an answer for question 191
Family needs to ____________ during transition.
Select an answer for question 192
Many people on the autism spectrum have a certain level of ____________ in terms of
how they differ from others socially.
Select an answer for question 193
Recommended Prerequisites
o
o
o
Knowledge of the common characteristics of ASD
Some understanding of the transition from school to adult life
An appreciation for the fundamentals of social interaction between people
Social Challenges
Transition is a time of significant change for both the youth with ASD and the family.
Leaving high school often means losing services from valued teachers and specialists
who have been actively involved with the student and family for several years.
Departure from high school also means loss of contact with classmates, many of whom
have been friends for a long time. In addition, youth with ASD are also leaving a routine
to which they have become accustomed. The school environment has become a place
where students with ASD have a sense of safety and familiarity.
Entering the Unknown
In contrast to high school, vocational and community services are not as easily
identifiable. In other words, there is not always a physical building to go to. Expectations
in new settings may not be as clear as in the classroom; therefore, youth with ASD
might experience difficulty understanding such things as where to go and how to ask for
help, and what behaviors are socially acceptable.
Case Study: Juan
Juan recently graduated from high school. He spent most of his time in general
education classroom settings with occasional support for math and English in a
resource room. Juan had a number of friends and was the statistician for the football
team. Juan frequently dropped into visit the school librarian, who was always willing to
accommodate his persistent questions and narrow topics of conversation. Following
graduation, Juan took a part time job at a local grocery store bagging groceries. His
supervisor, Mary, became frustrated when Juan regularly ran late for his bagging shift
because he would stop by her office to discuss his new video games with her, also
causing her to fall behind.
Conforming to Societal Norms While
Maintaining Individuality
Many people on the autism spectrum have a certain level of awareness of how they
differ from others in terms of social behavior. However, this awareness alone does not
translate into being comfortable with mainstream social interactions. It's almost as
though youth with ASD experience a push-pull reaction to the demands of social
involvement. They may feel pressure to be more social, but because of their ASD
characteristics, they may lack the skills, motivation, or desire necessary to initiate this
involvement. This push-pull feeling is particularly evident during the transition from
school to adult life because there is an ever-increasing demand for independent activity.
Entering the Unknown
In contrast to high school, vocational and community services are not as easily
identifiable. In other words, there is not always a physical building to go to. Expectations
in new settings may not be as clear as in the classroom; therefore, youth with ASD
might experience difficulty understanding such things as where to go and how to ask for
help, and what behaviors are socially acceptable.
Case Study: Juan
Juan recently graduated from high school. He spent most of his time in general
education classroom settings with occasional support for math and English in a
resource room. Juan had a number of friends and was the statistician for the football
team. Juan frequently dropped into visit the school librarian, who was always willing to
accommodate his persistent questions and narrow topics of conversation. Following
graduation, Juan took a part time job at a local grocery store bagging groceries. His
supervisor, Mary, became frustrated when Juan regularly ran late for his bagging shift
because he would stop by her office to discuss his new video games with her, also
causing her to fall behind.
Conforming to Societal Norms While
Maintaining Individuality
Many people on the autism spectrum have a certain level of awareness of how they
differ from others in terms of social behavior. However, this awareness alone does not
translate into being comfortable with mainstream social interactions. It's almost as
though youth with ASD experience a push-pull reaction to the demands of social
involvement. They may feel pressure to be more social, but because of their ASD
characteristics, they may lack the skills, motivation, or desire necessary to initiate this
involvement. This push-pull feeling is particularly evident during the transition from
school to adult life because there is an ever-increasing demand for independent activity.
Contact With People Unfamiliar with the
Characteristics of ASD
During the transition from school to adult life, youth with ASD leave a protected school
environment, where teachers and classmates are familiar with their behavioral and
social quirks. When they venture out to employment, post-secondary education, and/or
day programming, they often come in contact with people who have little or no
experience with people on the autism spectrum.
Whether to Disclose or Not Disclose
All transition-aged youth with disabilities face the challenge of becoming self-advocates
and taking control and ownership of their disability. As the saying goes, "Define your
disability. Don't let your disability define you." People on the higher end of the autism
spectrum tend to downplay and even deny their disability. For this reason, they may
miss opportunities to utilize available supports and accommodations.
Issues That Families Encounter
Transition is often a time of uncertainty for families. Many families have had few
experiences with change because their family member with ASD has moved through
developmental stages with fewer changes. For instance, some of them have remained
in the same classroom with the same teachers for several years. Transition brings about
change on multiple levels. For this reason, it is not surprising that families might be
ambivalent about the future for their family member with ASD. On the one hand, they
recognize the importance of independence, and yet, they have concerns about their
family member with ASD living and working in the community.
A family's feelings of ambivalence pose challenges because services and supports are
not always available at a moment's notice. In other words, when the family is ready,
services are not always available, and when the services are available, the family may
not be ready. Further, the service delivery system does not actively reach out to families
on a regular basis to determine if they are ready to receive services and supports.
Additionally, people on the autism spectrum may not be eligible for adult services
programming, so families may have to advocate for individual services.
Common Concerns
Common concerns that families have for the youth with ASD during transition include:
o
o
o
o
o
o
o
o
o
Friendships
Loneliness
Safety
Quality and availability of residential options
Transportation
Financial security
Availability and quality of adult service programming
Quality and consistency of supported living provider agencies
Long-term availability of entitlement and subsidy programs
Families may not be afforded the amount of time and support necessary to weigh all of
the decisions involved in transition. Because this is such an emotionally charged time,
decisions cannot be made without a great deal of thought, information, and support over
an extended period. Support is needed to assist families as they navigate the many
decisions associated with transitions. Attending an annual 1-2 hour transition meeting in
school is not sufficient to explore many of the concerns previously mentioned.
Additionally, transition is a time of potential emotional separation, which may require
ongoing support and guidance. This emotional separation can be particularly difficult for
parents. Letting go of someone you have fought long and hard to advocate and care for
is more challenging than what would normally be expected during the empty nest
period. Because of this, it is not surprising that family members as well as youth with
ASD become strongly attached to one another, forming what is often referred to as
interdependent relationships. Supports are necessary to assist families as they cope
with all this change.
Transition Tips
Transition Tips:
o
o
o
o
o
o
o
o
Anticipate feelings of ambivalence about transition
Understand, respect, and appreciate the intensity of interdependent relationships
Remember, transition is a marathon, not a sprint!
Allow time for the family members to process what they know, think, and feel
Link with other families whenever possible
The definition of "family" should be whatever the family chooses it to be
There is nothing better than accessible and available service coordination, support
and guidance - advocate for it!
Do not underestimate the influence and control families can have!
Sample Ohio Program Models
This module highlights some programs for young adults with ASD. The Nisonger Center
at The Ohio State University in Columbus, Ohio has provided information for this section
of the module.
We welcome information on other programs that can be shared with those using the
AIM site. If you have a program you would like to highlight, please contact us at AIM at
aim_info@ocali.org.
What's Next? at The Ohio State
University Nisonger Center
"What's Next?" is an information and support program for families who are going
through the process of transitioning a family member with a disability to adult life.
Although the program is designed for people with various developmental disabilities,
many individuals on the autism spectrum have been part of "What's Next?" since the
program started in 1997(Fish, 1997).
The goals of the "What's Next?" program are to:
o
o
o
o
Support families who have a member going through the transition process
Provide resource information and linkages for people with disabilities and their
families
Improve consumer choice and awareness of available living, working, and social
programming options
Facilitate friendship building and the development of a broader social support
network
Who Runs It?
Service coordinators from the Franklin County Board of MR/DD run the "What's Next?"
program, in conjunction with AmeriCorps members from the Young Adult Transition
Corps at The Ohio State University Nisonger Center.
What Takes Place?
"What's Next?" includes six weekly meetings, each lasting an hour and a half. Meetings
involve guest speakers, question-and-answer sessions, parent discussion groups, and
young adult discussion and activity groups.
[ Download a "sample" curriculum for What's Next (PDF) ]
Aspirations at The Ohio State University
Nisonger Center
Aspirations is a social and vocational skills support group for high-functioning young
adults (age 18-30) on the autism spectrum. The program was established in 2002 by
the Ohio State University Nisonger Center and the Department of Neurology to address
the unique social and vocational needs of young adults with ASD. The program is
designed for participants to discuss and learn about social and vocational experiences
in a small-group setting (7-8), meet others on the autism spectrum, and gain support
and understanding from one another. Participants are encouraged to develop
friendships with other group members.
Following the eight-week program individuals participate in monthly reunions, which
allow for an opportunity to reunite with members from their own group as well as meet
members from other groups. Reunions provide members with a chance to practice the
skills they learned during the eight week program. Additionally, there is a parent support
group, run by parents, that runs simultaneously with the young adult program.
Goals of Aspirations
Goals of Aspirations:
o
o
o
o
o
To develop self-awareness and insight
To Learn how to experience positive social interactions and relationships
To Foster insight into the importance of rewarding employment
To Explore solutions to challenging situations in our personal and professional lives
To fostering friendships
Goals of Monthly Reunions:
To provide an opportunity for group members to practice social skills, including:
o
Initiating and maintaining conversations (including turn-taking, repairing a
conversation, ensuring the other person is interested in what you're saying and if
not learning to change the topic, avoiding conversation dominance, etc.)
o
o
o
Becoming more skilled at reading people's body language and facial expressions
Recognizing when you have things in common with someone and could potentially
form a lasting and rewarding friendship with them
Gaining a better understanding of the impression you make on others, what others
think of you, and how you form impression of other people
Goals of Parent Support Group:
o
o
o
To provide an opportunity for parents to share their experiences, the achievements
and challenges they have been through while raising their child on the autism
spectrum. Many parents find it very therapeutic to simply discuss issues with others
who can understand what it is like to raise a child with ASD.
To provide an opportunity for parents to share information regarding resources in
the community and ways of overcoming obstacles their child faces
To provide an individualized curriculum designed by the parents of each group to
address their unique needs
o
o
o
What Takes Place?
Who Runs It?
Aspirations, a program at the Ohio State University Nisonger Center, is backed
by a team of professionals and parents. The young adult group and reunions are
facilitated by a master's-level social worker and a psychologist/rehabilitation
counselor under the supervision of a licensed independent social worker.
o
o
o
What Takes Place?
Young Adult Group:
Aspirations is an eight-week program meeting one hour weekly at OSU. Three
eight-week sessions are offered throughout the year. During the weekly
meetings, group facilitators provide topics for conversation (e.g., making friends,
getting along with others in the workplace), which guide the discussion. Members
o
are encouraged to share their experiences and offer advice to one another, while
being challenged to think about and discuss important issues in their lives.
[ Download a "sample" young adult group curriculum (PDF) ]
o
Monthly Reunions:
After groups finish the eight-week young adult program, individuals are invited to
participate in monthly reunions. Reunions include a variety of activities such as
going out to dinner, listening to a guest speaker, game night, attending a sports
event, or visiting a local attraction. Coming together on a monthly basis gives
members the opportunity to visit with members from their own group, meet
members from other groups, and practice the skills they learned throughout the
program.
o
o
o
Parent Support Group:
Parents of members in the young adult group meet weekly to share their
experiences and resources. As the young adults are learning in their own groups,
parents learn ways to help their young adult practice the skills they have learned
to successfully transition into adult life. Just as with the young adult group, there
are monthly reunions for the parent's group following the 8-week program.
[ Download a "sample" parent support group curriculum (PDF) ]
Next Chapter Book Club at The Ohio
State University Nisonger Center
The Next Chapter Book Club (NCBC), founded in 2002 at the Ohio State University
Nisonger Center, is designed to promote literacy, social connectedness, and community
inclusion. Unlike any other book club, NCBC provides adolescents and adults with
intellectual disabilities the opportunity to read and learn to read, talk about books, and
make friends in a fun, community setting. NCBCs across the country meet weekly in
local bookstores and cafs to read and discuss books of their choosing. NCBC members
range from those who read well to those who do not read at all.
Objectives of NCBC:
o
To improve literacy skills and social connections for people with intellectual
disabilities
o
To increase the inclusion of people with intellectual disabilities in community
settings
To improve lifelong learning opportunities for people with intellectual disabilities
To develop and disseminate a model program for literacy learning, social
connectedness and community inclusion
o
o
What Takes Place?
Who Runs It?
Each NCBC is facilitated by volunteers from the community. Our volunteers range in
age from 18 to 85 and include students, parents, retirees, professionals, and people
with disabilities. Each volunteer is trained prior to becoming a NCBC facilitator.
PALs (Peer Activity Leaders): Past or current NCBC participants can complete a
modified facilitator training to volunteer as facilitators, take on a leadership role,
contribute to others, and advance their own literacy and social skills. These individuals
have relatively high reading skills and an interest in serving their fellow NCBC members.
Taking on such a leadership role encourages these individuals to develop social and
communication skills.
Next Chapter Book Clubs outside of Ohio, are sponsored and coordinated on a local
level by organizations such as local or statewide service providers, disability advocacy
organizations, or parent associations. Sponsor organizations are responsible for
recruitment, monitoring, and overall program implementation on a local level. Ongoing
support is offered through the Nisonger Center.
What Takes Place?
A group of five to nine people with intellectual disabilities, regardless of their reading
skills, meet for one hour weekly with two volunteer facilitators in a local bookstore or caf.
Much like members of any other book club, NCBC members choose the book they want
to read, as well as how they would like to structure their book club.
NCBCs meet in community host sites, which are typically bookstores, cafs, and coffee
shops. These community settings offer casual environments that encourage social
interaction among members. Host sites include Borders, Barnes & Noble, Panera
Bread, Target, Caribou Coffee, Starbucks, and locally owned businesses. The clubs'
community setting increases public awareness of people with disabilities. It also
provides members opportunities to experience the culture of local cafs and other
popular social gathering places. NCBCs do not meet in isolated locations like libraries,
schools, workshops, churches, members' homes, etc.
Sample Curriculum
NCBC members decide on the structure of their own group. Members choose the book
they want to read and how they want to read it (using supports, etc.). Facilitators serve
to guide discussion about the book or offer various activities which facilitate learning
and comprehension. Examples of activities include:
o
o
o
o
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Literary activities: A variety of activities that aid in comprehending of material as
well as expanding knowledge of terms and concepts encountered in the readings.
Examples include making a glossary of challenging terms found in the book and
adding to it each week, pretending group members are different characters in the
book as they discuss what they see and what their experiences are, and asking
group members to describe pictures found in the books.
Making bookmarks: Members may create a bookmark for each new book they
read, or for different holidays. The possibilities are endless!
Annual monster mash Halloween party: Held each fall at the OSU Nisonger
Center for the 17 clubs in Franklin County, Ohio (just an example)
Watching movies: After completing a book, clubs may choose to reward
themselves by watching the movie of the book they just read.
Celebrating birthdays: Groups may opt to celebrate members' birthdays or other
special occasions by sharing a snack or making cards together.
o
Field trips: After completing a book on farm animals, group facilitators may arrange
for the group to visit a local farm. After finishing Stuart Little, the group may visit the
local pet store to see the mice. The possibilities are endless!
o
Young Adult Transition Corps
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Young Adult Transition Corps (YATC) is a program specifically designed to serve
youth with disabilities who are transitioning from school to adult life. YATC began
in 2006 to fill gaps in existing transition services. Studies have shown that
students with disabilities who graduate from high school often experience poor
adjustment to adult life; they tend to have low employment rates, low wages, and
low rates of participation in post-secondary education and vocational training
programs. To address this need, YATC provides services in three areas critical to
successful transition outcomes. These areas include community service,
community access training, and social skill development.
What Takes Place?
Who Runs It?
YATC is an AmeriCorps program of the Ohio State University Nisonger Center. As an
AmeriCorps program, the Corps members doing the work of the program are individuals
who have made an intensive, year-long commitment of servicing to their community.
AmeriCorps members involved with YATC are primarily college students and/or
graduates, with and without disabilities, who are committed to working with transitionaged youth with disabilities. Beyond the Ohio State University Nisonger Center, YATC
partners with many educational and community-based programs in Central Ohio that
promote community service, community access, and social skill development.
What Takes Place?
Because of extensive collaboration with existing educational and community-based
programs, YATC activities are diverse. A central activity that takes place through
Columbus area high schools is engaging students with disabilities in service learning
(example from Ohio). Students with ASD and other disabilities have the opportunity to
take ownership of these ongoing service learning projects. They decide as a class
where and how to volunteer and, in the process, gain experience working as a team.
Through volunteerism, the high school students also learn about their community and its
resources while advancing their individual job skills. YATC also emphasizes social skill
development through social and recreational groups, mentoring relationships, and
transition support groups. Finally, YATC members play an integral role in staffing
Aspirations, Next Chapter Book Club, and the "What's Next?" program that were
discussed earlier in this module.
Sample Curriculum and Activities
Sample Curriculum and Activities
In facilitating service learning, AmeriCorps members guide students to take ownership
over their service project. Ideas for the project are developed through class
brainstorming sessions, informational interviews with people in their school,
neighborhood, and community, and even field trips and "scavenger hunts" to investigate
areas of need in the community. Prior to doing service, these activities begin connecting
youth with disabilities to their community. Additionally, interviews and field trips raise
awareness among community members about the service needs the youth are
investigating and about the value of youth with disabilities as contributors to their
community.
The class sets up a voting system to decide on their project from a list of ideas. Then
the students proceed by making a to-do list for the project, including obtaining supplies
and contacting potential partners for the project. To the extent possible, the students are
responsible for maintaining the to-do list, communicating with service sites, and
engaging in fund-raising if applicable.
Example
Week 1: The class has decided to host a spring party for older adults in a nearby
retirement community. The students brainstorm ideas for spring activities that older
adults might enjoy, including taking a walk, playing a beanbag toss game, arranging
flowers, listening to music about spring, and so forth. With the assistance of service
learning facilitators, the class makes a chart to conceptualize the supplies and
preparation work necessary for each of the activities. This chart will enable the class to
narrow their list of activity ideas as they realize how practical each of the activities is.
Additionally, they make a list of questions for the activity coordinator in the retirement
community to see which activities she thinks would be best for the residents and to find
out if there are any special considerations. Before week 2, students are assigned the
task of contacting the activity coordinator with the questions the class developed, and to
do an inventory of classroom materials to see if supplies are already available for any of
the activities brainstormed.
Week 2: Student representatives report back to the class and the service learning
facilitators the feedback they receive from the retirement community's activity
coordinator. Students involved in taking classroom inventory report to the class about
supplies available for each activity. Given this information, the class then votes on which
of the activities brainstormed they actually would like to prepare for the spring party. The
class decides to (1) plant flowers with the residents during the party, (2) play spring
music and do some sign language to the lyrics, (3) have an indoor paper flower activity
for residents who do not wish to be outside for extended periods, and (4) play a bean
bag toss game, which the class will donate to the community. The class is then divided
into teams who will take primary responsibility for the preparation work for each activity.
Weeks 3-5: The class breaks up into their teams for activity preparation.
The flower planting team works with a service learning facilitator on writing a donation
later to obtain flowers from local garden stores. They discuss the important components
of a letter, and take a field trip to hand-deliver the letters to store managers. They also
follow up with potential donors via telephone and write thank-you letters.
The spring music team brainstorms a list of spring words, such as "sun," "rain,"
"flowers," etc. They conduct an Internet search to find songs with these words and the
years these songs were popular to determine if the older adults at the party will be
familiar with the songs. After deciding on several songs, they print the lyrics and
highlight common spring words, which they learn to sign. Signing requires some
reliance on students with experience in signing, as well as referring to books and the
school speech therapist.
The indoor paper flower activity team cuts flower pictures out magazines and from old
greeting cards. They sort the flowers by size and color, and then compose small "kits"
with the flower cut-outs and construction paper. During the party, students and residents
arrange the flowers into a bouquet and glue them onto the paper to make indoor spring
decorations.
The bean bag activity team includes two students who are skilled in woodshop, and
have volunteered to work with the shop teacher to construct two game boards with large
holes that will serve as targets/receptacles for the bean bags. Other students on the
team are involved in making bean bags, which involves filling the bags with beans, and
assisting a teacher with stitching.
Each week, teams report to the class on their progress.
Week 6: The class ties up any loose ends, and also brainstorms some discussion
questions they can use during the party. They practice appropriate ways to introduce
themselves and take turns asking each other the discussion questions.
Week 7: The spring party occurs!
Frequently Asked Questions (FAQ)
1. How is transition different for youth with ASD and their families than for other
youth with disabilities?
Transition to adulthood may be especially difficult for people with ASD because, by
nature of their disability, many do not cope well with change - especially change in
routine. A variety of changes generally take place during transition, such as leaving
school, exploring work opportunities, and moving away from home. In attempt to cope
with these changes, youth with ASD may exhibit stereotypical and peculiar behaviors
that could interfere with forming new friendships. Finally, because people with ASD tend
to be less likely to identify themselves as having a disability, there is a low likelihood
that they will disclose their disability to obtain useful accommodations.
2. What are the major goals of social programs that serve youth with ASD?
The goals of social programs for youth with ASD are social skill development,
community involvement/inclusion, emotional support, friendship building (often with
other people who are on the autism spectrum), and linkage to helpful resources.
3. How can families advocate for social programming for their family member with
ASD?
Families can advocate for social programming for youth with ASD by joining other
families in an effort to express unmet service needs in a united voice. Families need to
have a clear idea of what they want for their child that takes into full account what the
youth with ASD wants for themselves. Families should also consider becoming involved
on community boards and committees responsible for developing social programs.
4. What social supports are typically helpful for families of youth with ASD?
The transition to adulthood of young person with ASD is a time of ambivalence for many
families. Families benefit from emotional support and sharing their experiences with one
another. Also, families benefit from timely information about available services and
programs. Lastly, families need multiple opportunities to think about the future in an
ongoing and systematic fashion with support and guidance from professionals and other
families.
5. What specific challenges do youth with ASD face during transition?
Youth with ASD may need help acquiring the following skills that are important for adult
life and independent living: activities of daily living, communication, social behavior,
safety, self-advocacy, and self-determination. Departing school for youth with ASD
represents a challenge because they are leaving an environment where people often
are familiar with (and sometimes accepting of) their unique social and behavioral
features. Transition is also a time of increased vulnerability at work and in the
community.
6. What are the advantages and disadvantages of ASD-specific social
programming versus inclusive programming for youth with ASD?
Autism-specific programs put participants in touch with others who likely have similar
tendencies, experiences, and interests, making friendships more likely. Also, individuals
with higher functioning ASD may be more inclined to attend a social program with
others with ASD than with a mixed disability group, since people with ASD often do not
see themselves as having a disability. Inclusive social programs, on the other hand,
likely promote social skill development that is more transferable to a "real world" setting,
where the majority of people do not have ASD. Furthermore, it is speculated that
communication may be more successful between a person with ASD and a person
without ASD, rather than between two people with ASD who have impaired
communication skills.
7. Why is family involvement a critical component of transition?
During transition, the family is often the most constant aspect of the youth's life.
Because they know their family member best, the family is in a position to ensure
consistent support and advocacy. If families are not included in transition planning, they
may hinder the plans for independence of the young adult.
8. How can families help youth with ASD develop friendships?
Unless families of youth with ASD take a proactive approach to linking their family
member with social opportunities, it is not to likely to happen. Families should introduce
their young adult to other individuals on the spectrum as well as to those with similar
interests. Families can assist in coaching youth with ASD and modeling socially
appropriate behaviors to prepare them for a variety of social interactions. It is important
to have consistent social contacts through groups and individual relationships. Families
can play a role in promoting consistent contacts by prompting youth with ASD,
encouraging follow-through, and being available to provide necessary support and
direction.
Post-Assessment
Post-Assessment
What does ASD stand for?
Select an answer for question 194
Which of the following is NOT a social challenge faced by youth with ASD who are
transitioning?
Select an answer for question 195
When a family experiences simultaneous conflicting feelings, it is referred to as:
Select an answer for question 196
Which of the following is a common concern of families of youth with ASD who are
transitioning?
Select an answer for question 197
At what age should transition planning begin?
Select an answer for question 198
Transition brings about change:
Select an answer for question 199
Transition can be best compared to a:
Select an answer for question 200
A family is best defined as:
Select an answer for question 201
Family needs to ____________ during transition.
Select an answer for question 202
Many people on the autism spectrum have a certain level of ____________ in terms of
how they differ from others socially.
Select an answer for question 203
Citation and References
If included in presentations or publications, credit should be given to the authors of this
module. Please use the citation below to reference this content.
Fish, T. (2008). Social supports: The next chapter book club, community connections,
friendship connections, service learning, and aspirations: Online training module
(Columbusl: The Ohio State University, Nisonger Center). In Ohio Center for Autism and
Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org.
Columbus, OH: OCALI.
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Gagnon, E. (2001). Power Cards: Using special interests to motivate children and youth
with Asperger Syndrome and autism. Shawnee Mission, KS: Autism Asperger
Publishing Company.
Gutstein, S., & Sheely, R. (2002). Relationship development intervention with children,
adolescents, and adults: Social and emotional development activities for Asperger
Syndrome, autism PDD and NLD. Arlington, TX: Future Horizons.
Harrington, K. (2000). Autism in adolescents and adults: For parents and professionals.
East Moline, IL: LinguiSystems.
Jackson, L. (2002). Freaks, geeks, and Asperger Syndrome: A user guide to
adolescence. Shawnee Mission, KS: Autism Asperger Publishing Company.
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