Career and Life Goals
Planning
Start Early
EXPANDED CORE: ASDVI
Engagement
 Communication –
expressive, receptive,
nonverbal
 Play, Social Skills
(including Recreation
and Leisure)
 Adaptive Skills

Organization Skills
 Orientation and Mobility
(include sensory and
motor skills)
 Career and Life
Education
 Self Advocacy

**Use of Assistive Technology
and Visual Efficiency Skills
to be considered for all
above areas…
Employment
 Postsecondary education or training
 Independent living
 Community participation

Transition planning includes four
primary areas:
Assessment
 Instructional Strategies
 Generalization

Transition Planning Addresses:
ASSESSMENT








IQ
Concrete Thought
Attention to Detail
Difficulty Planning and Sequencing
Fixation
World View
Expressive Language
Receptive Language
Potential Features of Individuals
with ASD Impacting Employment








Social Interactions
Eye Contact
Expressing Emotions
Understanding Others
Sensory Issues
Adherence to Routines
Prompt Dependence and Generalization
Motor Skills
What Should Be Assessed?











Interests and strengths (often assessed through person-centered
planning)
Learning style
Specific work skills
Vision related supports, including need for alternative formats
(Braille, large print, audio)
O&M: independent and interdependent skills
Communication skills and required supports, including need for
augmentative or alternative communication (AAC)
Social interaction and behavior and effective supports
Sensory issues—need for certain sensory inputs to relax or need
to avoid certain stimuli
The physical and social environment of a potential workplace
Need for structure and predictability and effective supports for the
individual
Independent Living Skills
Checklist
http://www.ocali.org/_a
rchive/pdf_trans_guide/
Trans_Guide_App.pdf
http://www.crporegon.o
rg/content/secondarytransition-project-asd
Thinking about a job…
Ten Preliminary Questions to Ask About
Employment Supports for an Individual with ASDVI
1.
2.
3.
4.
5.
What are some of his or her strengths?
What makes this person unique?
List some of the obstacles that you think
may get in the way of him or her becoming
employed.
What are some of the communication
issues he or she deals with?
Has this person reported any problems
with touch, sounds, smells or things that
he or she sees?
Are there social or behavioral issues that
might get in the way of succeeding at a
job?
6.
Are there any particular kinds of
environment that might help this person
be more successful?
7.
Does the person need help in organizing
the work or schedule?
8.
What kinds of things increase his or her
anxiety? What helps?
9.
What personal, organizational,
neighborhood, or family networks can you
access to help this person find a job?
10.
Does the person need help in applying for
jobs or in participating in interviews?
One Component:
Does the student understand
and is the student able to
follow verbal directions?
Does the student need
directions in alternate or
multiple formats – verbal,
concrete, or demonstrations?
1.
2.
3.
4.
5.
Can the learner initiate tasks
independently?
Does the learner know how to start and
end a task?
Does the learner work systematically?
Is the environment conducive to
attention and concentration?
Does the learner require additional
environmental assistance in order to
independently complete tasks and
activities?
Concrete
Supports
Individuals with ASD typically struggle to respond
to and understand the social aspects of a
situation.
Social skill training and instruction may be a
critical element for an individual with ASD in
obtaining or maintaining a job, successfully
engaging in and completing postsecondary
education and developing satisfying leisure
activities.
Needed competencies may range from the very
basic social skills expected of a young adult to the
complex aspects of reading social cues and
accurately interpreting another’s perspective or
point of view.
Social Interactions
Genralization
The most effective practices
include instruction and/or
reinforcement in
the actual environments or
situations where the skills must
be used.
What is Person Centered Planning

Person Centered Planning (PCP) is
a process that assists people with
disabilities and their families to plan
for the future.

Through structured exercises
focusing on the Person’s strengths
and preferences, a snapshot of the
Person and possibilities for the
future are created.
MAPS—Making Action Plans
 PATH—Planning Alternative Tomorrows with

Hope
Essential Lifestyle Plans
 Personal Futures Planning

Person Centered Planning:
http://www.ilr.cornell.edu/edi/
pcp/
Resources
Adults with Autism
http://www.autismspeaks.org/familyservices/resource-library/adults-autism
ASD and Postsecondary Education
Resources


Supporting Individuals with Autism
Spectrum Disorders: Quality Employment
Practices
http://www.communityinclusion.org/article.p
hp?article_id=266
Developing Talents: Careers for
Individuals with Asperger Syndrome and
High Functioning Autism
Resources
 Asperger
Syndrome and
Employment: A Personal Guide to
Succeeding at Work by Nick Dubin
 Preparing for Life: A Complete Guide
for Transitioning to Adulthood for
Those with Autism and Asperger’s
Syndrome
 http://www.nsttac.org/
Community of Practice:
http://sharedwork.org/in
dex.php