Family-Centered Transition Planning for Students with Autism Spectrum Disorders

2012

The University of New Hampshire Institute on Disability and the University of Maine Center for Community Inclusion and Disability Studies are collaborating on a two-year project to demonstrate a family-centered transition planning model for students with autism spectrum disorders (ASD). Young adults with autism spectrum disorders frequently transition from high school to adult life lacking the skills and supports needed to participate as full members of their communities. The resulting social isolation and dependency on families or intensive disability support services has been identified as a serious social problem, compounded by a significant increase in incidence of ASD diagnosis in recent years. The family-centered transition planning model has three components, designed to empower families and transitioning students to take a leading role in the process of transition planning: The first component involves a series of up to six structured training sessions. Families will learn: (a) practical strategies for implementing family-centered planning, (b) to identify and utilize a variety of adult service options, (c) to use networking strategies, and (d) to negotiate and advocate effectively while building partnerships with service providers. The second component is facilitating plan development with the individual families following training. A Planning Facilitator will assist transitioning students with ASD and their families to form a group of supportive individuals, including school and adult service representatives and conduct 2 ? 3 planning meetings held at the family?s home or other chosen location to develop a plan for meaningful community participation following high school, including employment and/or postsecondary education. The third component is facilitation of career exploration activities ? such as job shadowing, volunteer work experiences, or investigating colleges ? with the student, family and school, in accordance with each plan. Full-time Planning Facilitators in NH and ME will assist with planning facilitation and career exploration for about 8 months for each family following the completion of SPECS training. The Family-Centered Transition Planning project will enroll 40 youth between the ages of 16 and 18 from collaborating high schools in New Hampshire and Maine, and one parent for each youth enrolled. Twenty of the individuals and families will be selected to receive the training and support in the first year. The remaining twenty will receive it in the second. Data will be collected at enrollment and after 12 months to measure the impact of Family-Centered Transition Planning using self-report surveys and interview-based surveys. Record review will examine the quality of the transition objectives on the high schools' IEP using a document analysis checklist. Semi-structured interviews with students and families will explore their transition experiences using qualitative methods. Results will be disseminated through publications and conference presentations.

family centered transition planning, transition students with autism

Performing Technical Assistance and/or Training, Performing Research or Evaluation, Developing & Disseminating Information

Quality Assurance, Education & Early Intervention, Employment-Related Activities, Quality of Life

Family Members/Caregivers, Children/Adolescents with Disabilities/SHCN

None

Another State, State

N/A