Transitioning Towards Successful

Adulthood for Teenagers

Chicago, IL
27-30 May 2008

Presented by

Stephen M. Shore, Ed. D.

www.autismasperger.net

1
INTRODUCTION

2
 W  H  O     A  M     I?
Introduction — The Past

The Autism Bomb

Loss of
speech
&
tantrums

Self­stims Environmental
withdrawal

3
W  H  O     A  M     I?
Introduction

4
 W  H  O     A  M     I?
Introduction — Adult

AGE 0 1.5 2.5 4 6 8 10 13 19

E
Typical
develop-
Autism
bomb hits
Putnam
evaluation
Enter
Putnam
Kinder-
garten
Cracking
rocks
Concern
about
Middle and
high school
College
ment of atypical dropping More
Withdrawal developmen Condition Social & Special the letter Finally
V Turn over at
8 days
from
environment
t, strong improves to
“neurotic”
academic
difficulties
interests in
astronomy
“e.” getting it
together but
friends
autistic
Rapid tendencies and weather My friend still often in Dating
Tantrums The Discovered
E says “he left field
Finishing doctoral dissertation on
physical and & psychotic wonderful making a Teacher feels like a
motor
develop- Early world of mess of concerns for pizza” and I Discovering Others
watch myself reading and the band really
N ment
comparative educational approaches
intervention
from motors while eating
BBQ
math
difficulties
argue with
him that he room
do
parents who Echolalia does not Time to
for engendering success for people think
chicken
T
refute and return look like a focus more
wings
recommend
ations for
of speech
Loved cats
pizza and
probably
on people
and not their
differen
with autism and Asperger Syndrome tly
Eating
S
removal but dogs… does not bicycles
from home baby food feel like one
Yikes bikes! either Utopia!

5
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD
Overview

What we are doing now that  Interdependent Living
has implications for adult life

Biomedical Residential

Employment

Behavioral/
Relationships (including sexual)
Developmental/
Educational
Continuing Education

Sensory Self­Advocacy and Disclosure

6
NAVIGATING THE SEA
OF INTERVENTIONS

7
 THE  SEA  OF  INTERVENTIONS
Three Areas of Intervention

Educational/Behav Sensory
Educational- • DTT/ABA Occupational Therapy to
Behavioral Treat Imbalances of the
• Daily Life Therapy
Outer and Inner Senses
• TEACCH
• Sight • Touch
• Miller Method
• Taste • Smell
• DIR (Floortime)
Sensory Biomedical • Hearing
• RDI
• Vestibular
• SCERTS
• Proprioception
Stephen Edelson, personal 
communication, December, 2004

Biomedical
Treating chemical imbalances caused by internal and external factors
• Digestion • Nutrition • Chelation • GFCF Diet
• Vaccines • Dysbiosis • Immunology • Feingold Diet
• Mercury and other heavy metal toxicities [metallothionein & glutathione]
8
 A  POSSIBLE  INTERVENTION  PROFILE
Three Areas of Intervention

Educational-
Behavioral
Biomedical
Sensory

Stephen Edelson, personal communication, December, 2004 9
 SOME  PROMISING  INTERVENTIONS
Lovaas (ABA): Watson, Skinner, Operant conditioning, Shaping 
behaviors, Antecedent­behavior­consequence
TEACCH: Employs approaches based on the needs of a person’s
needs and emerging capabilities (Trehin, 1999).
Daily Life Therapy: Kito Kitihara, Platonic, Order of the physical,
emotional and intellectual.
Miller Method: Miller, Developmental-Cognitive Systems, Elevation,
Piaget, Vygotsky, Luria, Werner, Bertalanffy.
DIR (Floortime): Greenspan, Developmental-Affective, Circles of
communication.
Relational Development Intervention: Gutstein, Experience sharing rather than instrumental
relationships.
SCERTS: Prizant, Social-Communication, Emotional-Regulation,
Transactional Support.
Biomedical: Medical­Chemical, Diet (GFCF), Adjusting chemical 
imbalances, Persistent measles, Heavy metal toxicities.
Other: Sensory integration, PECS, Inclusion, Social stories,
Power cards, CCT 10
COLLABORATION MODEL FOR SOCIAL INCLUSION IN THE UNITED STATES
Nine Domains of Educational Accommodations

1. Size
2. Time
3. Level of Support
4. Input
5. Difficulty
6. Output
7. Participation
8. Alternate
9. Substitute Curriculum

Adapted from Adapting Curriculum and Instruction in Inclusive Classrooms:

A Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.

11
 Only hermits 
live independently

INTERDEPENDENT LIVING
AND APPROPRIATE HOUSING
Along with
COMMUNITY INVOLVEMENT

12
AREAS TO CONSIDER FOR SUCCESSFUL ADULTHOOD
Residential

We ain’t gonna be
around forever….

Interdependent Living Group Living
• Home/Apt. • Shared Home/
– Roommates? Apartment/Institution
• Degrees of Supervision • Degrees of Supervision
– Minimal to Live­in – Part to Full­time

Least Restrictive Environment Continuum

13
WORK? WHERE? WHAT? HOW?

14
 R E A L    W O R L D    O  F    W O R K
Defining Work – Adding Meaning to Life

Work is more than just a livelihood or paycheck; it is the key to

a satisfying and productive life. For many on the autism
spectrum, it is the glue that keeps our lives together in an
otherwise frustrating and sometimes confusing world. Certainly,
my life would not be worth living if I did not have intellectually
satisfying work.

Developing Talents: Careers for Individuals with Asperger Syndrome and 
High­Functioning Autism, Temple Grandin

However…
15
 R E A L    W O R L D    O  F    W O R K
Reality for People on the Autism Spectrum

Most adults on the Autism Spectrum are either unemployed or

underemployed. Many, if given proper opportunities and
training, have skills and abilities that would be valuable in
appropriate work settings.

16
R E A L    W O R L D    O  F    W O R K
Characteristics of Autism – A Reframing
ASA A complex developmental disability that typically 
(2005) appears during the first three years of life.  Autism 
Spectrum Disorder results from a neurological 
condition that affects the functioning of the brain.
Reframe
DSM Social interaction • Communication
IV­TR  Communication (but no significant clinical delay
(2000) for AS) • Socialization
Repetitive motions and restricted interests
• Restricted
Miller Interests
(2000) Anything that interferes with the central nervous  
system getting the needed information from the  
environment.
OOPS!!!!!
WHAT ABOUT SENSORY INTEGRATION ISSUES?
17
R E A L    W O R L D    O  F    W O R K
Characteristics of Autism – Confusion and Chaos
Overly sensitive Difficulty with hair
to loud noises… washing and brushing…

l e
op Proble
pe ms wi
th han
n to e… dwrit
i lin ing…
s
p in
m
Bu

y ea ter… …
Alw
Pick Clumsy ay
s “on
the
go”
Difficult …
y paying a Only likes certain types
ttention
… of clothing…
Adapted from Myles, Cook, Miller, Rinner & Robbins. (2000). Asperger Syndrome and sensory issues :
Practical solutions for making sense of the world. Shawnee Mission, KS: Autism Asperger Publishing. P. 5. 18
R E A L    W O R L D    O  F    W O R K
Gearing Work Towards Interests

Interest/strength Implications for Career
Subway maps and computers Design maps for web pages of a 
public transit authority

Horses and medicine Equestrian veterinarian

Hypersensitive sense of smell  Airplane engine trouble shooter
and engineering

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 R E A L    W O R L D    O  F    W O R K
Determining Career Matches – Possible Employment Structures

• Competitive employment
• Full-time employment
• Part-time employment
• Permanent employment
• Short-term jobs
• Seasonal jobs
• Self-employment / Micro-enterprise
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 R E A L    W O R L D    O  F    W O R K
Matching Needs to Possible Positions

Personal Characteristics Preferred Job Attributes Possible Positions

Deficit in verbal and Few communication Stock shelves

nonverbal communication requirements

Challenges in socialization Limited contact with public, Filing, sorting, stapling

more solitary job duties paper shredding,
after-hours cleaning

Unusual response to Provider of preferred Hanging clothes,

sensory stimulation sensory input, ability to avoid washing cars (for those
noxious sensory stimulation enjoying that type of
tactile input

Difficulty with change Few changes,stable work Small business,family

and transition environment,little staff business, assembly
turnover, same work task line
all day

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
21
 R E A L    W O R L D    O  F    W O R K
Matching Needs to Possible Positions

Personal Characteristics Preferred Job Attributes Possible Positions

Strong visual-motor skills Requires good visual-motor Small-parts assembly,

skills manufacturing, printing

Behavior challenges Few antecedents to Situations where

challenging behaviors, with behavior doesn’t cause
situations where possible dangerous situations;
problems don’t endanger avoid factories or jobs
others using heavy machinery

Savant skills Responsibilities capitalizing Matching stock

on these strengths numbers to packing
lists, mathematically
oriented positions for
those with good math
skills

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
22
 R E A L    W O R L D    O  F    W O R K
Matching Needs to Possible Positions

Personal Characteristics Preferred Job Attributes Possible Positions

Rituals and compulsions Attention to detail and Positions with

repetitive tasks that
must be done with high
accuracy,such as
counting items to be
placed into packages
or looking over
products for defects

Adapted from Shore, S. & Rastelli, L. (2006). Understanding autism for dummies. New York: Wiley.
23
R E A L    W O R L D    O  F    W O R K
The Hidden Curriculum – Peter Gerhardt, 2004

THE HIDDEN
CURRICULUM
Practical Solutions for Understanding 
 Unstated Rules in Social Situations
Bob Sam

Brenda Myles 
http://www.esoterically.net/log/archives/2003_01.html
Melissa Trautman
Ronda Schelvan
Sam arrives after Bob.  What two rules did he break?

Autism Asperger Publishing Company 24
THE HIDDEN CURRICULUM ­ INCIDENTAL BOOKS

25
RELATIONSHIPS

26
 T H E    R A G E    C Y C L E

STAGE COMMON BEHAVIORS

Rumbling Increased verbal

behaviors such as
Increased stereotypical
behavior such as
Increased movement,
including pacing,
swearing, nonsense grimacing, fidgeting, walking in circles, or
noises, unusual changes rocking, flapping, leaving the room
in vocal volume, or tearing paper, or
making threats tapping foot

Rage Verbal behaviors such

as screaming
Emotional expressions
such as explosive
Physical behaviors such
as destroying property,
impulsiveness and rage biting, hitting, kicking,
at self and self-injury

Recovery Sleeping Denial of rage

behaviors and
Apologizing

withdrawal into fantasy

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 27
 I M P R O V I N G    S E L F – A S S E S S M E N T

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 28
 SOCCSS
Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22

Situation
Who: David and Tom
When: At recess after lunch
What: Tom pushed David when they were both standing in line at the slide. Mrs.
Smith saw them and had both of the sit out for the rest of recess.
Why: David started teasing Tom about the coat he was wearing.

Options Consequences Choice

Ignore David’s David could continue to say mean things.
comment. David might stop saying mean things.
Avoid being around If David is playing on the slide, Tom would
Davis at recess. not be able to be there and he likes the slide
Tell David to stop; if he The teacher would tell David to stop. √
doesn’t, tell the teacher.
The teacher would tell Tom to ignore him.
Strategy ­ Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop
If David doesn’t stop teasing Tom, Tom will tell the teacher.
29
 SOCCSS
Situations — Options — Consequences — Choices — Strategies — Simulation
Jan Roosa (1995) in Myles, B., Trautman, M., and Schelvan, R. (2004). The hidden curriculum, Shawnee Mission: AAPC. p. 22

Situation
Who: David and Tom
When: At recess after lunch
What: Tom pushed David when they were both standing in line at the slide. Mrs.
Smith saw them and had both of the sit out for the rest of recess.
Why: David started teasing Tom about the coat he was wearing.

Options Consequences Choice

Ignore David’s David could continue to say mean things.

comment.
David might stop saying mean things.
Avoid being If David is playing on the slide, Tom would
around Davis at not be able to be there and he likes the slide
recess.
Tell David to stop; if The teacher would tell David to stop. √
he doesn’t, tell the
teacher. The teacher would tell Tom to ignore him.

Strategy ­ Plan of Action
The next time that David says something mean to Tom, Tom will tell him to stop
If David doesn’t stop teasing Tom, Tom will tell the teacher.

Simulation ­ Practice
• Visually
• Verbally
• Role­playing
30
Seek… to understand all aspects of the hidden curriculum

Observe… what people are doing and NOT doing

Listen… to what people are saying and NOT saying

Vocalize… questions and check for understanding

Educate… teach and learn… knowledge is power
31
Stop… what you are doing in order to…

Observe… what people are doing and NOT doing in order to…

Deliberate… to determine the next step of…

Act… based on the information you now have.

32
 S O C I A L   S T O R I E S – by Carol Gray
Using vignettes to describe how social interactions work employing…
Descriptive Sentences: Background of situation
Directive Sentences: Suggests action and decode meanings
Affirmative Sentences: Suggests commonly shared values or opinions
• When the teacher asks a question, many students would like to 
provide an answer. Descriptive
• It’s hard for a teacher to hear when several students try to answer at 
once. Descriptive 
• Students in a classroom need to take turns talking. Affirmative
• When I want to answer a question that the teacher asks in class, I will 
try to sit quietly and raise my hand. Directive
• The teacher may call on me to answer or the teacher may give another 
student a turn at answering the question. Descriptive
• If the teacher does not call on me this time maybe next time she will 
ask me to answer her question. Descriptive
Adapted from Gray, C. The new social story book. Future Horizons
33
 Madeline Teaches Becca How to not Stress Out
Remain Calm
Power Card

Scenario: About 15 minutes into her weekly music lesson, Becca, a 9 year old
girl with AS consistently throws herself into a coach crying that she
“will never be able to do it” and “that is no use.” After 10 minutes,
Becca’s mother calms her down and the lesson continues with a doll
named “Madeline”. This behavior occurs during other activities too.

Task: Develop a Power Card to address Becca’s tantram.

Analysis: Behavior Possible cause

Tantrum 15 minutes Lack of ability to sense

into the music lesson and handle frustration

Motivator: Special
Interest/Hero
The doll Madeline
34
 Madeline Teaches Becca How to not Stress Out
Remain Calm
Power Card
Madeline wa
nts you to r
ways to help emember to
calm yourse choose one o
difficulty an lf if you get f the follow
swering a qu f r u strated whe ing
try another. estion. If o n you have
If you need ne of the wa
perhaps nex help to answ ys does not
t time you c er the quest work
an do it all b io n this time,
y yourself.
1. Take 5 d
eep breaths
slowly after exhaling
each breath
.
2. Close you
r eyes and s
count backw lowly
ards from
from 10 to 1
.
3. Get a hu
g fr om Mommy.

4. Take a sh
ort break.

35
 THE RAGE CYCLE

Teachable Rumbling Rage Recovery Teachable

Moments Moments36
 T H E    R A G E    C Y C L E

STAGE COMMON BEHAVIORS

Rumbling Increased verbal

behaviors such as
Increased stereotypical
behavior such as
Increased movement,
including pacing,
swearing, nonsense grimacing, fidgeting, walking in circles, or
noises, unusual changes rocking, flapping, leaving the room
in vocal volume, or tearing paper, or
making threats tapping foot

Rage Verbal behaviors such

as screaming
Emotional expressions
such as explosive
Physical behaviors such
as destroying property,
impulsiveness and rage biting, hitting, kicking,
at self and self-injury

Recovery Sleeping Denial of rage

behaviors and
Apologizing

withdrawal into fantasy

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 37
 T H E    R A G E    C Y C L E

STAGE POSSIBLE INTERVENTIONS

Rumbling Antiseptic bouncing

Quiet room with work
Walk and no talk

Rage Keep child, other and possessions safe

Keep child, other and possessions safe

Recovery Keep demands very low

Favorite activity
Not a time for social autopsies or
other discussions of behavior
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 38
 T H E    R A G E    C Y C L E

Teachable Rumbling Rage Recovery Teachable

Moments Moments
Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 39
 I M P R O V I N G    S E L F – A S S E S S M E N T

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical 
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 40
 R E L A T I O N S H I P S
Circle of Relationships
Passerby, 
Stranger Classmate, Coworker,
 Fellow Commuter
Neighbor
Acquaintance Classmate, Coworker
Close Neighbor
Friend Classmate, Coworker
Mom, Dad, 
Family ­­>Significant  Sibling, Other
other

Boy/Girlfriend,  
Fiancé, Spouse

Develop a social 
narrative

41
 R  E  L  A  T  I  O  N  S  H  I  P  S
Talking About Sex ­ Myths of Sexuality ­ Peter Gerhardt

Common Myths But the Truth is…
• Persons with autism… • Persons with autism are as diverse 
sexually as everyone else
­ have little to no interest in sex
­ and, sexuality education is 
­ are hypersexual complicated by challenges in 
­ are solely heterosexual language, communication, and 
social differences.  
While sexual feelings and 
interest may be high, a primary 
information source is usually not 
So… How can we help  available – non­spectrum teens 
(Volkmar & Wiesner, 2003).
people on the autism 
­ With proper support people with 
spectrum deal with this  autism can have relationships; 
often with a person having a 
important part of life? difference.
42
 R  E  L  A  T  I  O  N  S  H  I  P  S
Talking About Sex ­ Jerry Newport

How?

Sex is a normal yet a very private act and is clean.

• Discuss in a developmentally appropriate manner
­ Find the balance between not too much and not too little

• Make sure you understand the question(s) being asked

• Explain in a matter of fact manner

Why?

People find out about sex anyways from classmates, mass media, books, etc.

43
 R  E  L  A  T  I  O  N  S  H  I  P  S
Talking About Sex ­ Masturbation ­ Peter Gerhardt

Redirecting Inappropriate Masturbation
• Interrupt the behavior as early in the chain as possible
• Remind the individual as to the parameters of time and place
• Redirect the person to…
A. activities requiring the use of both hands
B. activities requiring preferred levels of attention, focus, or physical 
movement
C. the appropriate place for that activity
• Make the alternate activity intrinsically reinforcing
• Consider scheduling “alone time” in their room if appropriate
• Avoid redirection to places other than an individual’s bedroom (e.g. 
bathroom)
44
 R  E  L  A  T  I  O  N  S  H  I  P  S
Talking About Sex – Resources

Aston, M., The other half of Asperger Syndrome.
Hénault, I., Asperger’s Syndrome and sexuality: From adolescence through 
adulthood.
Lawson, W., Sex, sexuality and the autism spectrum.
Mesibov, G., The TEACCH approach to autism spectrum disorders.
Newport, J. & Newport, M., Autism­Asperger’s and sexuality: Puberty and 
beyond.
Shore, S., & Rastelli, L., Understanding autism for dummies. 
Sicile­Kira, C., Autism spectrum disorders: The complete guide to understanding 
autism, Asperger’s Syndrome, pervasive developmental disorders, and 
others ASDs.
Wrobel, M., Taking care of myself: A hygiene, puberty, and personal curriculum 
for young people with autism.

45
SELF-ADVOCACY & DISCLOSURE

46
 The road to successful
self- advocacy starts by
accurately assessing your
circumstances.

47
S  E  L  F ­ A  D  V  O  C   A  C  Y     D  E  F  I  N  E  D

Self­advocacy involves knowing 
when and how to approach others in order to 
negotiate desired goals, and in order to 
build better mutual understanding, fulfillment, 
and productivity. 

Successful self­advocacy often involves an amount of 
disclosure about oneself that carries some degree of risk, 
in order to reach a subsequent goal of better mutual 
understanding. 

48
 W H E N     T O     T E L L …
The Twin Challenges of Disclosure and Self­Advocacy

The issue of 
disclosure begins…

…As soon as it is known that a person 
has a difference in their way of being

49
 W H Y     T O     T E L L …
The Twin Challenges of Disclosure and Self­Advocacy

REALITY CHECK

Most people 
are busy with living
Most people 
are not in the mindset of
accommodating people with differences
50
 S  U  C  C  E  S  S  F  U  L      T  R  A  N  S  I  T  I  O  N
Self­Determination —> Disclosure —> Self­Advocacy

1. Make the child aware of 4. Present the label 5. Making ones

their strengths and summarizing a needs known in
challenges through verbal, condition rather a way that
pictorial, and other then a name for others can
communication. a set of deficits. understand and
comply;
hopefully in a
2. “Rack up” strengths and proactive
challenges. manner.

3. Non-judgementally
compare characteristic with
other role models.

51
 Self­Initiated Individual Education Plan (Cont.)
Student Who must we get on board?
StudentÕs
(as appropriate)
IEP Team
Special
Regular • Student
Education
Education
Teacher(s)
or Provider
Teacher(s) ­ Student’s Guide to the IEP
­ Helping Students Develop Their IEP
Student www.nichcy.org
A Person Who StudentÕs
as
Can Interpret School System
IEP
appropriate
Evaluation
Results TEAM
to their
Representative
• Parents
ability
Others with
Knowledge or Transition • Special Education Teacher
Special Services Agency
Represen­
• Regular Education Teacher(s)
Expertise
about the tative(s)
   Child
Parents
• Administrators
A Guide to the Individualized Education Program. 
Office of Special Education Programs. 16 June 2002.  • Others
<http://www.ed.gov/offices/OSERS/OSEP/Products/IE
P_Guide/>

52
Self­Initiated Individual Education Plan
To my IEP Team,

I like the way Mr. Dowd teaches math. He

makes it fun and easy for me. Mrs.
Sugarmans’ English class is very difficult. I
don’t understand when she diagrams
sentences on the board and the scratching of
the student pencils during writing time makes
it very hard for me to concentrate.

Truly yours,
Joey

53
Self­Initiated Individual Education Plan (Cont.)

N TECHNICAL ASSISTANCE GUIDE

N A
Helping Students Student’s Guide
I Develop Their IEPs I to the IEP
C C
Partial Table of Contents Partial Table of Contents
H •
•
Laying the Foundation
Introductory Work with Students
H • What is an IEP?
• How do I develop my IEP?

C C
• Introducing the IEP • What to do before the IEP meeting
• Writing the IEP • Writing the IEP

Y Y
• Getting Ready for the IEP Meeting • Getting ready for the IEP meeting
• During the IEP Meeting • Participating in the IEP meeting
• After the Meeting • After the IEP meeting

www.nichcy.org
54
 Self­Initiated Individual Education Plan (Cont.)
Accommodation Menu
Note: This form is not required by IDEA
Student: __Somebody___________ Date: ___10/28/07_____________
Teacher: __Anybody____________ IEP Manger: __Everybody_______
 Effectiveness  Effectiveness
Used? (1­5) Accommodation  Used? (1­5) Accommodation
Placement Sensory
Preferential Lighting
√ 4 seating √ 2 Hat with visor
Small group Standing at desk

Assignments Other
Reduced paper/ Outline with
√ 5 pencil tasks √ 5 due dates for
Extended time assignments

Adapted from McGahee et al. (2001). Student­led IEPs: A guide for student involvement. Arlington, VA: Council for 
Exceptional Children in Shore (Ed). (2004) Ask and tell: Self­advocacy and disclosure for people on the autism 
spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 91.
55
 Telescoping Forward to the Future
MY ADULT LIFE
Student: _____________________ Date: _______________________
Employment
Goals Goals
Current Accommodations Current Accommodations
Future Accommodations Future Accommodations
Recreation and Leisure
Home/Independent Living
Community Involvement/Volunteer Work
Postsecondary Education/Training

Adapted from Shore (Ed). (2004). Ask and tell: Self­advocacy and disclosure for people on the autism spectrum. 
Shawnee Mission, KS: Autism Asperger Publishing Company. P. 92.

56
CONTINUING EDUCATION

57
SOME STEPS FOR A SUCCESSFUL COLLEGE EXPERIENCE

A.S
Univ

So
O c ia
rg l
an • Friends
iz ­ Parties
at ­ Appropriateness
Li io • Aides
vi n
ng ­ Carbon­based
Co ­ Silicon­based
ur • Dorm? • Home?
se
w ­ Single?
or
k • Part time?  • Full time?
• Accommodations?
58
 Looking For The Right College (Cont.)
Preparation
• Documentation…
­ Appropriate
­ Recent
­ Suggestions for reasonable 
accommodation
Issues to consider
• Is assistance needed with…
­ Academic Accommodations
­ Independent Living Skills
Questions that need answering
• Where is the office of student 
support?
A.S.
­ What is needed to obtain 
Univ
accommodations?
­ Are they friendly?
­ Do they know what AS is?
­ Knowledgeable?
­ Willing to learn?
59
M a k i n g  C o l l e g e  R i g h t (Cont.)
A C C O M M O D A T I O N S     W O R K S H E E T
Name: Any Student School: Any State College
Counselor: Unnamed Somebody Date: August 15, 2007

Challenge Cause Suggested Accommodation

Taking tests with Visually over 1. Only one question per page.
multiple questions stimulating, gets 2. Two sheets of paper to cover
per page. lost in all the words. distracting verbiage.

Unable to Perception of 60Hz Explore alternate lighting, sit

concentrate under cycling due to visual next to window, wear baseball cap
fluorescent lights. sensitivity in class.

Scheduling long Poor executive Regularly meet with professor

term assignments. function. (perhaps once a week) to keep on
target with lengthy assignments.

60
AUTISM & SUC C ES S

61
S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M
Some Examples…

Zack Kassiane
 “a guck goo…” AAU tumbling state
champion; 3rd national
(Special Interest)
62
 S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M
Some Examples…

Sarah
 Teacher of and seller of  Laura
beads
 A study in synesthesia
(Special Interest)
63
 S  U  C  C  E  S  S     W  I  T  H     A  U  T  I  S  M
Some Examples…

David Shawn
 Finishing a master’s in   1st place ribbon in 
meteorology State Science Fair
(Special Interest) (Special Interest)

64
S U C C E S S   O N   T H E   A U T I S M   S P E C T R U M
Some Examples…

Valerie Takamimori
 Founder of school for   Sumo  Wrestler
www.youtube.com/watch?v=ajQWQrxn1hc
children with AS
(Personal Experiences) (Special Interest)

65
 M A R R I A G E   F R O M   T H E   S P E C T R U M
Definition

If you are productive and fulfilled with your 
relationship you are probably successful
e You
i n t h wher are exa
s a ll e you ctly
It ’ n e y right
need
to be
jou r now

66
Thanks for your participation!

Stephen Shore
www.autismasperger.net

67
68