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

Self-stims 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 developme Condition Social & Special the letter Finally
Turn over at from improves academic interests in getting it friends
V 8 days environment
nt, strong
to difficulties astronomy
“e.”
together but
autistic
Rapid tendencies “neurotic” and weather My friend still often in Dating
Tantrums Discovered says “he left field
Finishing doctoral dissertation on
E physical and & The making a Teacher feels like a
motor
develop-
psychotic wonderful mess of concerns for pizza” and I Discovering Others
world of myself reading and the band really
comparative educational approaches
ment Early argue with
N intervention watch
motors
while eating
BBQ
math
difficulties
him that he room
do
from does not Time to
for engendering success for people think
parents who chicken look like a
Echolalia wings focus more
T refute and return pizza and on people differen
recommend of speech Loved cats probably and not their
S with autism and Asperger Syndrome
ations for
removal Eating
but dogs… does not
feel like one
bicycles tly
from home baby food 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 Self-Advocacy 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, Antecedent-behavior-consequence
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: Medical-Chemical, 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 Live-in – Part to Full-time

Least Restrictive Environment Continuum

13
WORK? WHERE? WHAT? HOW?

14
 REAL WORLD O F WORK
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

High-Functioning Autism, Temple Grandin

However…
15
 REAL WORLD O F WORK
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
REAL WORLD O F WORK
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
Reframe
condition that affects the functioning of the brain.

DSM Social interaction • Communication

IV-TR 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
REAL WORLD O F WORK
Characteristics of Autism – Confusion and Chaos
Overly sensitive Difficulty with hair
to loud noises… washing and brushing…

p le
o Proble
pe m s wi t h
n to e … handw
riting…
i lin
s
p in
m
Bu

y e ater… …
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
REAL WORLD O F WORK
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

19
 REAL WORLD O F WORK
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
20
 REAL WORLD O F WORK
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
 REAL WORLD O F WORK
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
 REAL WORLD O F WORK
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
REAL WORLD O F WORK
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
 THE RAGE CYCLE

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
impulsiveness and rage property, biting, hitting,
at self kicking, 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
 IMPROVING SELF–ASSESSMENT

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 not
Davis at recess. 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 around If David is playing on the slide, Tom would not be
Davis at recess. 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.

Simulation - Practice
A. Visually
B. Verbally
C. Role-playing
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
Remain
Stress
Calm
Out
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
Remain
Stress
Calm
Out
Power Card
Madeline wa
nts you to re
to help calm member to c
yourself if y hoose one of
answering a ou get frust the following
question. If ra t ed when you ways
If you need on e o f t h e way s h av e difficulty
help to answ d oe s n ot work try a
you can do it er the quest nother.
all by yourse ion this time
lf. , p erhaps next t
ime
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 hug
from Momm
y.
4. Take a sh
ort break.

35
 THE RAGE CYCLE

Teachable Rumbling Rage Recovery Teachable

Moments Moments36
 THE RAGE CYCLE

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
impulsiveness and rage property, biting, hitting,
at self kicking, 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
 THE RAGE CYCLE

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
 THE RAGE CYCLE

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
 IMPROVING SELF–ASSESSMENT

Adapted from Myles, B., & Southwick, J. Asperger Syndrome and Difficult Moments: Practical
Solutions for Tantrums, Rage and Meltdowns. Autism Asperger Publishing Company 40
 RELATIONSHIPS
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
• Persons with autism…
- have little to no interest in sex
- are hypersexual
- are solely heterosexual
So… How can we help
people on the autism
spectrum deal with this
important part of life?
But the Truth is…
• Persons with autism are as diverse
sexually as everyone else
- and, sexuality education is
complicated by challenges in
language, communication, and
social differences.
While sexual feelings and
interest may be high, a primary
information source is usually not
available – non-spectrum teens
(Volkmar & Wiesner, 2003).
- With proper support people with
autism can have relationships;
often with a person having a
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

1. Interrupt the behavior as early in the chain as possible
2. Remind the individual as to the parameters of time and place
3. 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
4. Make the alternate activity intrinsically reinforcing
5. Consider scheduling “alone time” in their room if appropriate
6. 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., Autism-Asperger’s and sexuality: Puberty and
beyond.
Shore, S., & Rastelli, L., Understanding autism for dummies.
Sicile-Kira, 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

Self-advocacy 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 self-advocacy 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
 WHEN TO TELL…
The Twin Challenges of Disclosure and Self-Advocacy

The issue of
disclosure begins…

…As soon as it is known that a person

has a difference in their way of being

49
 WHY TO TELL…
The Twin Challenges of Disclosure and Self-Advocacy

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
Self-Determination —> Disclosure —> Self-Advocacy

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
 Self-Initiated Individual Education Plan (Cont.)
Student
StudentÕs
Who must we get on board?
(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
A Person Who
Student
StudentÕs
www.nichcy.org
as
Can Interpret School System
Evaluation IEP
appropriate Representative
Results to their
TEAM • Parents
ability
Others with
Knowledge or Transition • Special Education Teacher
Special Services Agency
Expertise Represen-
about the tative(s) • Regular Education Teacher(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
Self-Initiated 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
Self-Initiated 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
H H
Partial Table of Contents Partial Table of Contents
• Laying the Foundation • What is an IEP?
• Introductory Work with Students • 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
 Self-Initiated 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? (1-5) Accommodation Used? (1-5) 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). Student-led IEPs: A guide for student involvement. Arlington, VA: Council for
Exceptional Children in Shore (Ed). (2004) Ask and tell: Self-advocacy and disclosure for people on the autism

55
spectrum. Shawnee Mission, KS: Autism Asperger Publishing Company. P. 91.
 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: Self-advocacy 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 ci
rg al
an • Friends
iz - Parties
at - Appropriateness
Li io • Aides
vi n
ng - Carbon-based
Co - Silicon-based
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.)
ACCOMMODATIONS WORKSHEET
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
SUCCESS ON THE AUTISM SPECTRUM
Some Examples…

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

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 MARRIAGE FROM THE SPECTRUM
Definition

If you are productive and fulfilled with your

relationship you are probably successful
e You
i n th wher are exa
s a ll e you ctly
It ’ ne y right
n ee d
to be
jou r now

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Thanks for your participation!

Stephen Shore
www.autismasperger.net

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