The michigan autism council ada olmstead online

MICHIGAN AUTISM COUNCIL

September 2015

Evidence-Based Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .	3

Summary

The needs of adults with ASD are extensive and cross multiple domains including self-advocacy, self-determination, secondary and post-secondary education, employment, living arrangements, health care, community integration, family support, and life skills. In Michigan, while services in public and educational settings are present, a more coordinated infrastructure to support the transition to post-secondary goals is needed.

September 11, 2015 The Michigan Autism Council

•Establish a framework to increase collaboration with the Michigan Department of Education, Office of Special Education transition initiatives, organizations offering specific training in transition preparation such as the Statewide Autism and Training Program (START) Building Your Future (BYF) program, and other groups and adult agencies providing transition training opportunities.

•Launch additional Project SEARCH sites statewide and within a regional configuration.

•Provide counseling supports in post-secondary education settings.

•Promote social functioning within the post-secondary education setting.

•Establish employment environments through the use of natural support systems and promoting integration with co-workers.

•Consider policy and legislative impact on post-secondary offerings, supports, interventions, or outcomes.

September 11, 2015 The Michigan Autism Council

In findings from the Michigan ASD State Plan (2013), there are greater numbers of students moving into transition and post-secondary education settings. In 1990, the Michigan Department of Education (MDE) Office of Special Education (OSE) reported a total of 1,208 students eligible for ASD services in Michigan. By 2011 that number had grown to 15,976, a 1,300 percent increase from 1990. In 2013, the MDE OSE reported a total of 208,333 students eligible for special education services in Michigan, with 17,415 of those having an ASD eligibility; approximately 7,869 (36 percent) of those were 14-26 years and moving into transition age (as illustrated in the graph below). Further, more students are
being screened
and found to
meet eligibility
requirements
earlier,
representing an
overall increase
in students
with ASD
educated in
Michigan
schools, and 7,869

who will
eventually
move into
adulthood. At
the current
time, Michigan
does not collect
or maintain
data for
individuals who
meet
medical diagnostic
criteria for ASD.

The Michigan Autism Spectrum Disorder (ASD) State Plan (2013) provides a number of overarching recommendations pertaining to adult services. The recommendations contained in this document address elements aligning to those identified in the Michigan ASD State Plan (2013), including:


recommendations		address		systems		involved		in
Families and individuals with ASD should be actively involved in the process of
identifying	and	establishing	appropriate	and	acceptable		living

programming, and to adult service agencies. Implement a model that brings together representatives from educational and adult service agencies who have dedicated planning time to focus collaboratively on transition outcomes (Recommendation 9, p. 45). Included recommendations address this issue in secondary transition programming, post-secondary education, and employment.

•

discovery process and employment experiences prior to exiting secondary

education (e.g. Project SEARCH, Kent County ISD Empowerment Model).

The NSTTAC categorizes EBP practices in secondary transition based on interventions implemented versus specific skills taught. In all there were 64 evidence-based practices cited in the areas of student-focused planning, student development, family involvement, and program structure. NSTTAC rated the strength of the intervention based on “potential,” “moderate,” and “strong” evidence supporting the effectiveness of the intervention. The following evidence-based practices showed strong correlation to the skills taught:
•
Using mnemonics to teach for increasing academic skills • Using peers to provide instruction for academic skills
• Using published curricula to teach student involvement in IEP
• Using self-management instruction to teach academic skills

September 11, 2015 The Michigan Autism Council
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• • • •	Inclusion in general education; Paid employment/work experience; Self-care/independent living skills; Student support.

September 11, 2015 The Michigan Autism Council

Students with a disability who are eligible to receive special education and/or related services must be afforded, as part of their individualized education program (IEP), comprehensive transition services developed in a manner that supports the individual’s post-secondary goals. Termination of eligibility for special education programs and/or related services may only be terminated when:
• A high school diploma is issued to the student, or
• The student reaches the age of 26.

Wehman et al. (2013), pointed out that vocational rehabilitation (VR) programs nationwide are challenged in responding to the needs of students with ASD; from 2008-2011, numbers indicate VR agencies served more transition aged students with ASD but the rate of rehabilitation declined overall, and the number of youth with ASD as a primary disability in VR programs is steadily increasing. Some of the reasons Wehman et al. (2013) cited are the complexity, co-morbidity, behaviors, and need for individualized programming utilizing ASD focused supports.

September 11, 2015 The Michigan Autism Council

September 11, 2015 The Michigan Autism Council

Department of Education, Office of Special Education transition

initiatives, organizations offering specific training in transition

•Engage and the Bureau of Services for Blind Persons (BSBP) in providing vocational training and support to individuals with disabilities in preparing for employing and acquiring employment, including self-employment.

MRS and BSBP provide individualized vocational rehabilitation services leading to competitive integrated employment.

Talent Acquisition Portal (TAP) was designed for use by potential employers in locating qualified employees and matching with job seekers.

•Leverage existing organizations and programs offering transition training and
to align potential programming, consisting of self-discovery
employment with skills, goals, and desires of the individual. Integrates the individual into the process along with the cross-functional team: educational supports, Community Mental Health, parents, and individual with ASD.

September 11, 2015 The Michigan Autism Council

September 11, 2015 The Michigan Autism Council

September 11, 2015 The Michigan Autism Council

• Fund research by Michigan universities on transition from secondary to post- secondary education settings, aging and ASD, medical issues affecting post-

• •

Employment

(ADA Olmstead online). Still today, the majority of people with significant disabilities continue to struggle in finding competitive employment. More adult-targeted services are needed for individuals with ASD so that they can achieve the greatest extent of independence and sustained careers; unfortunately, our current system of adult supports and services and often do not accommodate the unique needs of people with ASD (Taylor & Seltzer, 2012).

September 11, 2015 The Michigan Autism Council

: strategic plan created by the Michigan Department of Services (DHHS), disability advocates, and employers to advance employment opportunities for people with disabilities in  is a program within MRS vocational and technical training to prepare individuals with disabilities for competitive



•Train the employer, staff, and job coaches working most closely with the individual with ASD to better understand the disability and needed supports for the individual, and promote more cohesive integration. •Promote and provide supported employment opportunities versus segregated employment opportunities to assure maximum inclusion in the employment community.

•Adopt policy through legislation or executive order, aligning with the U.S. Department of Labor, Office of Disability Employment Policy and supported by the Michigan Developmental Disabilities Council and Michigan Autism Council, and aligns with the State ofMichigan Mental Health & Wellness Commission’s Report (2013) employment recommendation language to adopt a statewide policy, either through legislation and/or executive order, on employment that honors the choices and goals of the individual (p. 17). This policy helps ensure jobs of choice, and competitive pay and comparable earnings regardless whether the individual has a disability. The Michigan Protection and Services Agency created a report in collaboration with the Mics Council and Wayne State University (2014) This document provides the history, implicatrmation pertaining to Employment First. •Increase number of Project SEARCH sites in Michigan as referenced in the Michigan mental Health & Wellness Commission Report (2013).

Assign Michigan Department of Health and Human Services (MDHHS) workers in schools to help educate families in overcoming barriers to academic support. Include additional support in the school as needed in the form of mental health organizations, health clinics, employment agencies that offer training in job skills, resume writing, tutoring, mentoring, and other specific skills needed for the job.

• (Work Incentives Improvement Act abilities entering the workforce in accessing employment services, vocational rehabilitation, and other resources at no cost.

individual.

Living Arrangements

Recommendations

September 11, 2015 The Michigan Autism Council

Efforts to increase meaningful access to quality learning, work, recreation, civic and social experiences for those with ASD have been challenging and ongoing (Brown et al., 1979; Hunt & Goetz, 1997; Meyer, Peck, & Brown 1991). Over several decades, a constellation of advocacy efforts, court decisions, legislative initiatives, and research

September 11, 2015 The Michigan Autism Council