Archived webinar - Teaching Independence: Preparing Your Secondary Students with Autism for Life Beyond School

Watch the webinar here. 

Community-based Skills Assessment

The CSA, developed through a contract with Virginia Commonwealth University's Rehabilitation Research and Training Center, was designed to help parents and professionals assess the current skill levels and abilities of individuals with autism beginning at age 12 and continuing into adulthood in order to develop a comprehensive plan.

The CSA is the first tool to assess needs in the area of community-based living, from transportation to financial management to peer relationships and more. The tool is divided into three levels based upon the age of the individual being assessed. Eight critical areas of functional life skills will be assessed:

• Career path and employment
• Self-determination/advocacy
• Health and safety
• Peer relationships, socialization and social communication
• Community participation and personal finance
• Transportation
• Leisure/recreation
• Home living skills

The assessment uses both a criterion-based observation and interview-based process to measure the individual's knowledge, skills and behaviors.

Click here to read the introduction and learn more about the CSA. You can also read all about how it works here!

Download the Community-based Skills Assessment here!

Archived Webinar on Autism and Skills for Adulthood

In this video, Dr. Peter Gerhardt discusses the adaptive skills/skills of daily living that teens and young adults with autism spectrum disorder need to acquire to help them lead safe, productive, and fulfilling adult lives. These skills include safety, hygiene, employment, social competence, decision-making, self-management, leisure, and communication.

Watch the video here.

Archived Webinars - Thriving With Autism from Adolescence to Adulthood, Preparing for Independence and Growth!

Saturday (Pacific Time Zone)

Chantal Sicile-Kira

• Preparing For Transition to Adulthood
• Go Now

• Van Hatchell
• Social Entrepreneurism in the Community
• Go Now

• Nathan DeCorpo
• Autism, Independence and the Law
• Go Now

• Brian King
• Building a Support Community for Interdependence and Growth
• Go Now

 
• Janet Lawson and Dan Swearingen
• Autistry Studios - building a working ASD community
• Go Now

 

Wendy Kross-Partridge

• Work Incentives Planning and Assistance-Taking the next step on your Employment Journey!
• Go Now

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• Greg Zibricky
• From our F.A.M.I.L.Y. to Yours - Creating a Financial Blueprint for Autism
• Go Now

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• Denise Cavadias
• Lifelong Learning Consulting
• Go Now

• Marguerite Cohn
• Utilizing the DIR(R) Methodology to Prepare Teens with Autism for Adulthood
• Go Now

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• Mitchell Weisbrot CLU, ChSNC
• How to Protect Your Child Legally and Financially
• Go Now

Archived Webinars from Seattle Children's Autism Center

Autism 201: State of Autism in 2014

Autism 202: Navigating Insurance Benefits – What You Need to Know About Health Insurance Benefits for Assessment, Diagnosis and Treatment of Autism

Autism 201: State of Autism in 2013

Autism 202: Addressing Challenging Behaviors – Strategies for Families


Autism 204: Supporting Speech, Language and Communication with Mobile Technology

Autism 205: Legal Planning for Individuals with Disabilities – Guardianship, Public Benefits and Estate Planning

Autism 206: Anxiety

Autism 207: The Transition to Adulthood


Autism 208: Social Communication

 

Autism 209: Relationships, Puberty and Sexual Health

 

Autism 210: Highway to Hell or Stairway to Heaven? – Parenting a Child with Autism

Autism 211: Panel Discussion – Developing and Advocating for Services in Local Communities
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Webinar - Teaching Independence: Preparing Your Secondary Students with Autism for Life Beyond School

Teaching Independence: Preparing Your Secondary Students with Autism for Life Beyond School

Tuesday, August 19, 2014

Dr. Joel Arick will discuss evidence-based strategies for teaching secondary students with Autism the critical skills necessary for success in school, community and vocational settings. Learn how to use task analysis, visual supports and behavioral strategies to improve student independence through database decision making. See examples of effective tools that assist instructors to conduct assessment, instruction, data collection and progress monitoring.

Register here.

Transition Assessment Matrix

Transition Assessment Matrix: This site allows you to choose the Transition Domain (Employment, Education/Training, Independent Living) that you wish to explore transition assessments for. Once you choose a domain, you may then choose the appropriate grade level(s), and the disability area(s) that are most similar to the needs of the student(s) you are assessing.

Once you have chosen these three (3) areas, press the Show Transition Assessments button and the system will show you Transition Assessments that meet your criteria. If you wish to change your criteria, just change your selections in the fields at the top of the page and press Show Transition Assessments again.

Start here.

Archived Webinar - Supporting Adolescents and Adults with Autism: Critical Life Transitions

Autism researcher Marsha Mailick described her team’s findings on the challenges faced by adults with autism and the factors that increase their independence and function.

Watch the video here.

For Hire: Dedicated Young Man with Downs Syndrome

Jamie is my son. He is 22 years old. He is a bright, gregarious, effervescent young man with an amazing cataloguing memory and an insatiable intellectual curiosity about the world — its people, its creatures, its nations, its languages and (perhaps most of all) its culinary traditions. If it were possible for him to travel everywhere on the inhabited globe, he would do it, and he would try to ingratiate himself with his hosts, just as he does when he greets the owner of our local Indian restaurant by bowing, hands clasped, and saying "namaskar." (The owner, Sohan, is delighted by this.) Since graduation, he has been looking for work. Jamie also has Down syndrome.
By the end of the year, though, Jamie had lowered his sights from "marine biologist" to "marine biologist helper." And by the end of eighth grade, when we met with all his teachers and aides and paraprofessionals to go over the Individualized Education Program that would chart his way through high school (good news: the high school French teacher agreed to have him in French 1 for two years and French 2 for two years!), when he was asked what he might do for a living when he graduated, he said dejectedly, "Groceries, I guess."

I'm not sure what I would have felt that day if I had known that he would have to settle for less than that.

Read more here.