Flores: Master’s Comprehensive –Post High School Transitions, Autism 1
Catch the Wave: Developing Successful Transition Outcomes for Post High School Students with Low-Functioning Autism
Shuna Laura FloresTexas Tech University
Master’s Comprehensive PaperMarch 5, 2011
Flores: Master’s Comprehensive –Post High School Transitions, Autism 2
Abstract:
The incidence of autism has increased 2093% since 1990. This colossal increase caused
our school systems great distress when students began entering our classrooms in waves never
before experienced. Most classrooms were not equip to accommodate the special needs of
students with this disorder and educators, administrators and the community struggled to put
together effective programs. Today many school systems are confident in their ability to handle
elementary students with autism. The same students who blazed the path for those now
accommodated in elementary school are beginning to transition from High School to adult life.
This paper will address the need for educators, administrators and parents to prepare themselves
for the influx of students with autism coming into a new phase in the educational process. This
study examines the laws regarding post high school transitions, the resources available, the
special needs of students with autism, proven strategies, and programs that work. Preparation,
planning and resourcefulness will be needed to make this new educational phase successful.
This paper examines what we know about successful outcomes for students with autism and their
application to post high school transitions.
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In the mid-1990’s students with autism began entering our school systems in waves some
would equate to a tsunami. Most schools were not prepared for this rapid increase in demand for
the special needs and demands of students with autism. Recent observation of the California
coast brought about the following analogy: experienced suffers who paddled ahead of the wave
were able to ride it with ease, enjoying the process. Those standing in the path of the wave were
hit by all of its force and tumbled about in confusion and pain. The same can be said about the
upcoming wave of students with autism entering the post High School transition phase of
education. School systems can paddle ahead and prepare for the wave or be caught in the
frustration and confusion a new era can bring. The object of this paper is to lay the foundation of
what we know from statistics and experience, define what the law is regarding transition and
outline ways to meet the specific needs of students with low-functioning autism.
History and Statics:
Since as early as the 1800’s people with autism have been challenging the way we think
and react to people with special needs. The field of special education was inspired by a young
child named Victor who displayed many of the characteristics we now consider to be the basis
for diagnosing children with autism. Jean Itard attempted to restore Victor to normality in 1801
and wrote about his treatments (Scott, 2000). From that day forward society has been looking for
causes and treatments for this strange disorder called autism. The puzzling effects of this
disorder have forced us to think “outside of the box” and come up with solutions that are
beneficial to all of us.
Autism is defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth
Edition (DSM-IV) “the presence of markedly abnormal or impaired development in social
Flores: Master’s Comprehensive –Post High School Transitions, Autism 4
interaction and communication and a markedly restricted repertoire of activity and interests”
(Scott, 2000, p. 3). The characteristics of this disorder include:
1) Awkward social interaction – avoiding eye contact, odd body postures & gestures,
trouble making friends, lack of reciprocity.
2) Inability to communicate – speech delay or inability, cannot carry a conversation,
parrots words or phrases, does not play make-believe.
3) Repetitive behaviors – fixates on one topic of interest, nonfunctional rituals, toe
walking, fixates on parts of objects, highly resistant to changes in routine.
Prior to 1992 this disorder was considerably rare. One in 10 thousand people were
diagnosed with autism. Most recent data from the Center of Disease Control (USA Today,
2007) states approximately 1 in 150 children have been diagnosed with autism. These statistics
are based on persons being diagnosed with Autism Spectrum Disorder (ASD) which includes;
Autism, Pervasive Developmental Disorder (PDD-NOS), Rett Disorder and Asperger’s
Disorder. The sharp increase in occurrence of autism began in the early 1990’s. Researchers
have been looking for reasons for the drastic increase, but have not found a solid cause. Some
of the theories for the increase are the effects of mercury used in combining vaccines for babies
to the nervous system, a wide spread virus attacking those with genetic sensitivities and the
effects of hormones, pesticides and additives to our food supply. Currently there is no
scientific cause or cure for autism.
Flores: Master’s Comprehensive –Post High School Transitions, Autism 5
The drastic increase in autism began in 1992. School systems have been forced to
developed programs for students with autism over the past 2 decades. The students diagnosed
with autism in the early 1990’s are now entering the transition planning phase where they are
planning their exit high school and begin adult life in our communities.
One mother tells of her experience with government organizations and school systems
with her daughter who is now entering transition age.
“My daughter Katie was diagnosed with autism when she was about 3. She had
significant speech delay and displayed odd behaviors such as standing by a tree for extended
periods of time and categorizing things like food and toys instead of playing with them. At the
age 2 ½ she stopped sleeping through the night and would frequently wander around and even
leave the house. This was the beginning of a long struggle for all of us. There are several
programs for young children with disabilities starting with Head Start and then the PPCD
(Preschool Programs for Students with Disabilities) program when Katie turned 3 years old. Our
trouble began when Katie became school aged. She was main-streamed and although she had an
Figure 1.1
Figure 1.1. Cumulative Growth of Number of Cases of Autism (U.S. School Years 1992-2008) by Idea Data and U.S. Center for Disease Control. Thoughtful House Center for Children. (2011, Feb. 23), Autism-Statistics, Incidence, Prevalence, Rates. Retrieved from
Thoughtful Hose Center for Children Web Site: http://www.thoughtfulhouse.org/tech-labs/disabilities/autism.php
Flores: Master’s Comprehensive –Post High School Transitions, Autism 6
aide to keep her in her seat she made little to no academic progress, especially at one school with
very poor staff. The school did not have pre-set programs for students with autism and Katie’s
elementary years were spent being babysat in a regular education classroom. I don’t think the
school knew what to do with her and felt a lot of resentment to have to make accommodations
for her. I advocated as much as I could for services for her, but the school denied most of them
because of cost. When Katie entered Middle School she was placed in a life skills class where
she got specific instruction for her educational level. This situation was better for her, but her
residential placement was so poor that she was not able to make the kind of progress I would
have liked her to. She experienced abuse and neglect in the facility she lived in. She is now in a
life skills class with an excellent teacher and support team, her home life is excellent and she is
beginning to make real progress (Flores, 2011)”.
Until recently autism was a rare disorder. Many people had not heard about this
condition and School systems were not prepared for the high numbers of children with autism
entering the school systems. Students with autism respond to intensive, specialized training. In
order to make progress, “Young autistic children need at least 25 hours of structured 1:1 time in
order to learn social skills and life tasks (Byrnes, Issue 18)”. These services were not readily
available to students until recently.
Teachers were not trained to engage students with autism and were expected to teach
these children without knowing how to handle their special needs. Without support and training
teachers could easily become frustrated and not know how to build the vital relationship with
their students with autism making inclusion a difficult situation for everyone. Each student with
autism presents a specific set of needs and behaviors. Without specialized training, teachers
might inadvertently alienate the child. “Children with autism vary with respect to behavioral
Flores: Master’s Comprehensive –Post High School Transitions, Autism 7
problems, and these likely also vary in the classroom. Thus we expect that included children with
autism with more behavioral problems in class will also have poorer quality relationships with
their teacher (Robertson, 2003)”. The study conducted by Robertson in 2003 showed that
students who do not have a supportive relationship with their teachers do not function well in the
classroom. They are seen to have low social status wich causes alienation and high dropout rates.
The Law and Assessment Process:
In 1997 new legislation called the Individuals with Disabilities Education Act (IDEA)
changed the law regarding transition planning for students with disabilities. This law mandates
that schools create a transition plan for post high school students so they can move successfully
to adult life. These plans should include things like college, vocational training, employment,
independent living, and participation in the community. In 2004 this law was reformed to include
the following:
“The IDEA 2004 Transition Regulations defines transition services as:
“The term “transition services” means a coordinated set of activities for a child with a disability
that:
Is designed to be within a results-oriented process, that is focused on improving the
academic and functional achievement of the child with a disability to facilitate the child’s
movement from school to post-school activities, including postsecondary education,
vocational education, integrated employment (including supported employment);
continuing and adult education, adult services, independent living, or community
participation;
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Is based on the individual child’s needs, taking into account the child’s strengths,
preferences, and interests; and
Includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and, if appropriate, acquisition of
daily living skills and functional vocational evaluation.
[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] (Education, 2007)
The State of Texas Education Code and the Texas Administrative Code both
support and expand on the need for Transition planning. Both codes support educators in
developing programs designed to successfully transition students with disabilities into post high
school adult live and help them become contributing members of society (Region 18 Education
Service Center, 2007).
Many of the laws initially intended to protect the rights of those who have various
disabilities end up being beneficial to society in general. It is now common for School Districts
to offer transition services to all students beginning in middle school. Students are given
aptitude tests and encouraged to make post high schools career goals. Teachers expose students
to different courses of study to begin the process of transition to successful adult life. Transition
programs not only look at academic and career goals, but other areas of life as well. The
Division on Career Development and Transition of the Council for Exceptional Children has
endorsed the following definition of transition assessment:
“Transition assessment is the ongoing process of collecting data on the
individual’s needs, preferences, and interests as they relate to the demands of current and future
working, educational, living, and personal and social environments. Assessment data serve as the
Flores: Master’s Comprehensive –Post High School Transitions, Autism 9
common thread in the transition process and form the basis for defining goals and services to be
included in the Individual Education Plan (Miller, 2007, p. 5)”.
Students with disabilities often need assistance in planning for success in adulthood. A
balanced life includes all of the aspects of the above statement. Miller created a transition
planning pyramid to show the stages involved in transition planning and assessment.
During the transition process it is important to look at all areas of adult functioning to
ensure the student becomes as successful and independent as possible. Many adults with autism
become institutionalized and do not have an option for non-institutional employment. “The
efforts are limited by lack of both appropriate financial support and empirical validation”
(Garcia-Villamisar, 2007). As more persons with autism enter the transition phase of the public
education school systems will need to insure that their transition programs are in compliance
Vocational AssessmentInterests, Abilities & Aptitudes
Tech-prep/school -to-workCommunity based assessment
General & Specific occupational skills
Assessment of Academic& Behavioral Skills Assessment of Life SkillsCriterian-Reference Testing Daily Living SkillsNorm-Reference Testing Social SkillsLearning Style Assessment
Assessment of Future Plans Assessment of Self-DeterminationGoals, Needs, Aspirations & Self-AdvocacyHome living, Community Participation Academic& Recreation and Leisure Jobs & Job Training Post Secondary Education
Figure 2.1
Figure 2.1. Transition Assessment Model. Categories are based on legislation stated in IDEA 1990 by R. Miller, R. Lombard & S. Corbet, 2007, Transition Assessment; Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities, p. 21. Copyright Pearson Education, Inc. 2007
Flores: Master’s Comprehensive –Post High School Transitions, Autism 10
with the legal standards detailed in IDEA legislation to meet the needs of their students with
autism. Designing a transitional program for low-functioning autistic students can seem like a
daunting task, but if educators, parents and community members work together the outcome can
be positive for all those involved.
Many transition programs currently available in school systems are designed for
students with high incidence disabilities and are designed for those with academic functioning
levels. Students with low-incidence disabilities such as autism lack transition programs that
meet their needs. According to recent statistics “Youth with low-incidence disabilities show the
lowest rates of engagement in school, work, or preparation for work shortly after high school of
all disability categories” (U.S. Department of Education, 2003). Students with autism require
frequent interaction and practice of new skills in order to obtain mastery of needed skills to
become successful in new environments. Most students who are diagnosed with low-functioning
autism are not trained for the workplace and their work options are limited to structured work
environments called “Sheltered Workshops”. These environments can be productive and helpful
for some persons with disabilities because they provide structure, meaning and purpose. Persons
with low-functioning autism may not fit into these environments because of behavior problems,
attention span or lack of interest. Because there are not many options available those who do not
fit into the “Structured Workshop” environment many are left to unstructured activities such as
watching TV, etc.
Developing successful post high school transitions for persons with low-
functioning autism requires the same about of attention to individualism that school systems
have established for these students when they began to enter our school systems 15 years ago.
At the Texas Transition Conference on February 15-17, 2010 six school districts came together
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to share their programs and experience in helping students with disabilities make successful
transitions to post high school life. Tom Laign, Transition Services Coordinator for Socorro
ISD made a presentation entitled “Transition: It’s About Results”. IDEA 2004 introduced the
Measurable Post-Secondary Goal. “Transition services are defined to be a coordinated set of
activities within a results-oriented process”. Writing and executing post-secondary goals is “…
first a tool to visualize a future result and when properly executed, becomes a process to
actualize the result”. Mr. Laign explained that an ISD’s reputation in the community has an
impact on the student’s success in the workplace. All things being equal, an employer will hire
a student from a reputable ISD over one coming from an ISD without a good reputation because
they will assume support and training from the more reputable district. Laign urges school
districts to go beyond the “one-size-fits-all” scenario and create experiences that help each
student to acquire skills to help them in their adult lives. One example Mr. Laign gave was the
shopping field trips transition programs use to take students to the grocery store, buy food and
prepare a meal for the class. Laign challenges teachers to develop this skill so that their
students can learn to shop for themselves and purchase and prepare items for their personal
meals. Personalizing this activity helps the student acquire a skill that will have an impact on
the student’s adult life creating measurable results in the student’s life (Laign, 2010).
IDEA 2004 calls for schools to prepare students for post high-school life in the
following domains:
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Creating Programs that Work:
It is not necessary for school systems to create a new program for transition for low-
functioning students with autism. Current systems can be modified and resources pooled to
create workable individualized programs at low cost to the school. Texas law states:
“Paraprofessional personnel must be certified and may be assigned to work with eligible
students, general and special education teachers, and related service personnel. Aides
may also be assigned to assist students with special education transportation, serve as a
job coach, or serve in support of community-based instruction…” (Texas Administration
Code, 2007).
Education:Vocational
EmploymentEducation
Community Involvement:
LeisureTransportaionSocailization
ExcerciseRelated Services:Communication
Social Skills
Adult Living:Hygeine
Medical care Finances
Meals and living arrangements
Figure 3.1
Figure 3.1. Created by S. Flores from statutes in IDEA law [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)] Education, U. S. (2007, February 1). Building the Legacy: IDEA 2004. Retrieved February 26, 2011, from Topic: Secondary Transition: http://idea.ed.gov/
Flores: Master’s Comprehensive –Post High School Transitions, Autism 13
Many of the students with low-functioning autism are assigned one-on-one
paraprofessionals. These paraprofessionals could be trained and used in the post high school
transition process. Community resources such as Public Transportation including transportation
designed for disabled persons could be used to transport students to job-sites. Collaboration and
creativity are key elements in creating transitions that work.
Computer technology is one of the biggest assets we have readily available in many
classrooms. The programs and devices available are ever increasing and are essential tools for
persons with autism. “…persons with disabilities will increasing have computers at their disposal
as natural tools to help them solve problems in their daily lives. Teaching computer literacy from
a young age can lead to future employment as well, and thus should be included in longitudinal,
functional programs for persons with autism” (Porco, 1989). Currently many language building
and work simulation programs are available for students with autism. These programs can aid
students with autism build vocabulary and have successful communication with the general
public, thus opening more doors to greater and greater opportunities for them.
One of the nation’s leaders in Transitional Programs is Leander ISD in Texas.
John and Martie Jensen are co-coordinators of L.I.V.E. Services (Leander Independent
Vocational Education). They stress the importance of collaboration in this way:
“LISD transportation has partnered with vocational services in a collaborative effort to
create a positive environment for students that is cost effective, yet still provides for the needs of
those students who require special considerations. This partnership effort has provided more
varied job site opportunities and a greater ratio of paid employment” (Jensen, 2010).
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The goal of post high school transition is community involvement and active employment
allowing the student to become as independent and productive as possible. Transition planning
must keep this goal in mind when designing and writing curriculum for students with low-
function autism.
Communication:
Lack of communication and socialization skills is the biggest barriers for students with
autism to obtain and maintain employment, function in social situations, and maneuver in the
community. Finding ways to help students in this area is fundamental in the success of any
program designed for students with autism.
“Employment options are limited because of impaired verbal or non-verbal
communication, limited social skills, abnormal response to sensory stimulation, difficulty
handling changes and challenging behaviors associated with autism” (Capo, 2000).
The same limitations for employment make it difficult for students with autism to
function in our communities and in social situations. Facilitated communication plays a key role
in making it possible for non-verbal students with autism to communicate with those around
them. There are several options for non-verbal students with autism.
The Picture Exchange Communication System (PECS) is a pictorial system that was
developed for people with social-communication deficits. The system uses basic behavioral
principles and techniques such as shaping, differential reinforcement and, transfer of stimulus
control via delay to teach children functional communication using pictures as the
communicative referent (Charlop-Christy, 2002).
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Another program using picture symbols for communication is called Treatment and
Education of Autistic and related Communication handicapped Children (TEACCH). The
TEACCH program is a comprehensive structured teaching approach designed for individuals
with communication disabilities. The principles of TEACCH include structuring the physical
environment in a way that will assist students with autism to understand meaning, visual
supports to make the sequence of daily activities predicable and understandable, and to use
visual supports to make individual tasks understandable (Mesibov, 2005).
Computer programs and technology applications are being created daily that will aid non-
verbal persons with autism in communicating. Many students are beginning to use these systems
in conjunction with hand held devices like the iPod and iPad. This new technology has allowed
for easy and unobtrusive access to non-verbal communication techniques that will prove
themselves invaluable for future generations.
Social Skills:
Virtually every piece of literature regarding persons with autism mentions the need for
training for deficits in social skills. Autism has been nicknamed “the wrong planet syndrome”.
Just as a second language learner or person from a different culture needs to be taught cultural
norms and social appropriateness, students with autism need the same types of lessons. The lack
of ability to assimilate social appropriateness is one of the most devastating effects of autism. It
inhibits communication and relationships so that the person with autism becomes isolated from
society. Nancy Dalrymple explains the following; “Remember that social communication is very
complex for all individuals; but for people with autism it is impossible to be successful without
Flores: Master’s Comprehensive –Post High School Transitions, Autism 16
planned teaching strategies. For people with autism, learning functional social skills and
behaviors may be the most important things they learn” (Dalrymple, 1992).
Many of our social rules are unstated and assumed. When students with autism break
everyday social rules they make those around them uncomfortable and people without a clear
understanding of the characteristics of autism can become confused and may avoid the person
with autism altogether. Teaching social appropriateness is referred to as the “Hidden
Curriculum”. It is an ever-changing, complex set of unstated social norms that neurotypical
people pick up unconsciously. “Breaking a hidden curriculum rule can make a person a social
outcast or certainly a social misfit. Failure to follow the hidden curriculum can cause a child to
be shunned by peers, be viewed as gullible, or considered a troublemaker” (Smith-Myles, 2004).
Some of the best ways to teach social appropriateness are through social stories, video
modeling, scripts and a program called SOLVE. SOLVE stands for; 1) Seek to understand all
aspects of the hidden curriculum, 2) Observe what people are doing and NOT doing, 3) Listen to
what people saying and NOT saying, 4) Vocalize…ask questions, check for understanding, and
5) Educate…teach and learn. Remember: knowledge is power (Smith-Myles, 2004). Preparing
students with autism for adult life takes sensitivity to the student’s needs for social training by
finding ways to teach them what they need to know to function in society to the greatest extent
possible.
Intense Training and Repetition:
A common characteristic for students with autism is the need for intense training and
frequent repetition for skill acquisition. There are several techniques that have been developed
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for students with autism that are currently being successfully used in elementary schools. These
include Discrete Trial Training (DTT) and Applied Behavioral Analysis (ABA). Discrete Trail
Training was initially developed by Lovass in 1981for speech acquisition (Scott, 2000). It has
progressed to be used as a foundation for many behavior based training programs. “In DTT,
tasks are broken down into short, simple trials. At the start of a program, interactions may only
be a few seconds in length. As the child's attention span increases, the length of the interactions
increases accordingly. DTT attempts to build this motivation by rewarding performance of
desired behaviors and completion of tasks with tangible or external reinforcement (food, toys,
time to play, etc.).
A discrete trial is a single cycle of a behaviorally-based instruction routine. A particular trial
may be repeated several times in succession, several times a day, over several days (or even
longer) until the skill is mastered. There are four parts, and an optional fifth, to a discrete trial.
the discriminative stimulus (SD)-- the instruction or environmental cue to which the teacher would like the child to respond
the prompting stimulus (SP)-- a prompt or cue from the teacher to help the child respond correctly (optional)
the response (R)-- the skill or behavior that is the target of the instruction, or a portion thereof
the reinforcing stimulus (SR)-- a reward designed to motivate the child to respond and respond correctly
the inter-trial interval (ITI)-- a brief pause between consecutive trials” (Wallin, 2001-2004).
The most important aspect of DTT is breaking a large task down into smaller steps.
Each step that is causing difficulty can be broken down into even smaller steps until the whole
task can be completed. Virtually any task can be acquired as long as it is in the scope of the
physical capabilities of the student and time allows for proper training.
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Another form of intense behavioral training is called Applied Behavior Analysis (ABA).
The principles of this field are the basis for many of the programs considered successful when
treating and instructing students with autism. The process of ABA includes the following steps
(Alberton, 2009):
1. Pinpointing target behaviors
2. Analyzing the purpose, antecedent stimuli and environmental elements that may be affecting the behavior.
3. Recording the duration, latency, rate, frequency and topography of the behavior
4. Graphing the base line of the target behavior and keeping records of behaviors when variables are introduced.
5. Introducing independent variables into the scenario as interventions to the behavior.
6. Providing reinforcement for desired behaviors.
7. Evaluating the effectiveness of the behavioral interventions and modifying the interventions as necessary.
“Interventions that evolved from applied behavior analysis research have done much to
improve the lives of persons with autism” (Scott, 2000, p. 169). ABA procedures and research
can be a complicated and intensive but if used effectively it can have a big payoff in terms of
improving the lives of our students and opening up possibilities for their adult lives.
Proven Strategies:
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There are few formal studies done for low-functioning adults with autism in the
workplace. The following studies show how researchers used proven strategies to aid workers
with low-functioning autism to have successful outcomes in the workplace.
Facilitative Communication: In 1997 a study was conducted using the TEACCH –
Supported Employment program. This program, because if its success, has been the focus of
several follow-up studies and used as a model for employment for adults with low-functioning
autism. “Historically, persons with autism have had the same difficulties accessing appropriate
supported employment services in their communities as other services because most of the
programs are designed to serve persons with mental retardation but not autism” (Hinton-Keel,
1997). The first step in successful job placement is utilizing individual strengths and interests to
identify the appropriate job for each participant. “The individual placement model involves a job
coach who works with an individual with autism to locate a job in the community, provides
intensive training on the job, and then fades out of the job setting…however they continue to
need and receive extensive long-term support services” (Hinton-Keel, 1997). The participants in
this study were part of a cleaning crew. Using facilitated communication through the TEACCH
program they were given a schedule of clearly defined work tasks with few distractions. The
studies showed that task completion was enhanced when persons with autism knew what to
expect and were given choices of various duties in their job placement. In order for students with
autism to be successful they need long-term support to help them continue to experience success
in the work environment. “It is vital that TEACCH support staff be alert to factors in the whole
life of the individual with autism. This is true regardless of a client’s level of independence or
model of supported employment.” Overall, the supported employment program has an 89%
retention rate according to Hinton-Keel.
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Applied Behavior Analysis: Another study conducted for supported workers with autism
focused on simulated job training for the task completion process before going to the workplace.
In the simulated environment researchers used Applied Behavior Analysis to refocus workers’
good job performance. “Each supported worker had been diagnosed with autism and severe or
profound retardation…All workers also had histories of challenging behavior such as aggression,
property destruction and self injury…” (Latimore, 2002). Workers received job simulation
training. When tasks were not completed properly the job coach would aid the workers in
completing the task. Applied Behavior Analysis was used to analyze behaviors and interventions
were created to so workers completed tasks appropriately. “Expanding application of
technologies developed through behavior-analytic research seems to represent one means of
incorporating procedures with empirically substantiated effectiveness within the overall support
process” (Lattimore, 2006). By analyzing and modifying the participants’ behaviors, the adults
with autism were more successful in completing job tasks and retaining jobs.
Motivation through Task Preference: The participants in this study were 3 adult males
with autism and severe or profound mental retardation. The purpose of this study was to
determine preferred activities of the workers to increase motivation and satisfactory job
completion. The researchers used “paired-presentation method that involves presenting workers
with repeated choices between pairs of materials representing two work tasks, and then
determining which task is chosen more frequently across multiple pairings…Participants worked
on chosen tasks following each choice to ensure that they associated choices with the work
involved…After working on the chosen tasks, the paired-presentation process was repeated until
all six combinations of tasks had been presented” (Latimore, 2002). The results from this study
showed that when pairing a preferred activity with a non-preferred activity the workers
Flores: Master’s Comprehensive –Post High School Transitions, Autism 21
performance and willingness to perform non-preferred tasks increased. The worker’s
performance increased when the participants were given control over the order they completed
the tasks.
Behavior Modification: A study conducted by the Department of Occupational Therapy
at Eastern Kentucky set out to explore supported employment for persons with autism, determine
the role of the occupational therapist, and determine best practice contributions of several
innovative supported employment models. “For all populations, occupational therapy seeks to
promote optimal levels of work performance using prevention, evaluation, restoration,
remediation and compensation techniques designed to increase functional work activities…
Behavior modification techniques such as response-cost, report cards, behavioral praise and
differential reinforcement were implemented with three adults with autism” (Capo, 2000). One
participant displayed frequent temper tantrums at work. He was instructed to ask for help when
needed and provided with a response-cost procedure. This young man loved to have comic strips
read to him. He was given 5 strips per day and one was taken away for each tantrum he had
throughout his work day. Prior to training the participant averaged 13 tantrums per month.
“After three months of training, the total number of tantrums was reduced to one per month and
after one year; Joseph displayed only one tantrum every three months” (Capo, 2000). In many
cases persons with autism are not motivated by money as a reward. It is important to find
motivators by discovering individual interests of each worker and capitalizing on those interests
and rewards so that the person with autism feels the same “pay off” as neurotypical workers feel
when they receive a paycheck.
Flores: Master’s Comprehensive –Post High School Transitions, Autism 22
Improvement in Cognitive Performance: This study examined the effect of supported
employment on executive functions for adults with autism. The duration of the study lasted an
average of 30 months per person. The mission of supported employment programs is to create a
stable, predicable work environment so that persons with autism can work as independently as
possible. “These contributions allow people with autism to increase their sense of self-worth, and
at the same time, help it increase public awareness and understanding of autism” (Garcia-
Villamisar, 2007). The participants of the supported work programs were given repeated
assessments. Measures of ANOVA showed that “…people with autism enrolled in the supported
employment programme achieved significantly higher performances than the non-supported
employment group…Therefore, the supported employment programmes have a positive effect in
the cognitive rehabilitation of people with autism” (Garcia-Villamisar, 2007).
Results: Putting it all together:
Mark Twain said, “Keep away from people who try to belittle your ambitions. Small
people always do that, but the really great ones make you feel that you too, can become great”.
One post high school transition specialist shares her thoughts and inspirations about her
role in the transition process. She has inspired many to become great and contribute to the
community.
“There are moments in life that reveal a truth you never thought about. One of these
moments happened when I was working at the Texas school for the Deaf in the Special Needs
Department as a transition specialist. I was working with several students in the 18+ program and
graduation was quickly approaching. Where would they live? Where would they work? Would
they visit friends? What would become of them? Some had jobs and a place to live but then it hit
Flores: Master’s Comprehensive –Post High School Transitions, Autism 23
me...how much more life there is after formal education - they are with us for 22 years but after
graduation there is a lifetime left and are they prepared??? It was my job to prepare them”
(Chaparro, 2011).
Some may assume that there is no place for low-functioning students with autism in the
workplace. Temple Grandin, a person with autism, has become an advocate for others who have
this disorder. She gives suggestions for types of jobs for Nonverbal People with Autism: re-
shelving library books, factory assembly work, running copy machines, janitor jobs, stocking
shelves, sorting items, warehouse jobs, lawn and garden work, plant care, etc. (Baker, 2005).
There are many possibilities for the special students if educators use creativity and imagination
to put together programs that work for everyone.
Temple Grandin has made a career out of her love for animals. It began with a love for
horses. Temple realized that she had a special connection with animals and could see things the
way they see them. “Animals saved me…I spent every waking minute that I didn’t have to be
studying or going to school with those horses…People and animals are suppose to be together…
Animals have special talents normal people don’t, the same way autistic people have special
talents normal people don’t…” (Grandin, 2005). Later Ms. Grandin became a cattle expert
creating slaughter houses for livestock that eased the process for both man and beast. It is
important that the special talents and interests of persons with autism be discovered and nurtured
so that they, like Ms. Grandin, can contribute their special talents to society.
Ms. Chaparro shares an example of one successful placement for one of her students.
“The search for a job begins with the student's interests and preferences. Determining
those can be a challenge for special needs students. So you try a variety of approaches: visual
Flores: Master’s Comprehensive –Post High School Transitions, Autism 24
interviews with photos and videos, job shadowing field trips, and parents’ input. It was during an
employment class that a young man in my class keeps pulling off the Pizza Hut picture from my
places in the community poster. It was pretty clear that he wanted to work at Pizza Hut. Hmmm
now to determine what job. Being that he is in a wheelchair and having limited cognitive skills, it
was going to take some resourceful thinking a community willingness to give this young man a
chance. Well, we had both. The manager of the Pizza Hut was already familiar with programs
like ours and he offered the student a job assembling pizza boxes. That was at least eight years
ago and he is still there today” (Chaparro, 2011).
Some would have given up on the boy who loves Pizza Hut. There are many like him
who sit in day habilitation sights for hours on end watching TV and having little stimulation. Ms.
Charparro’s dedication to finding a placement for her student and the reputation of the school
district allowed this young man to find a job placement that has given him long-term stability,
income and meaning.
Creating successful post high school transition programs for students with low-
functioning autism is not a simple task. It takes planning, collaboration, creativity, organization
and community support. It is essential that parents, educators, administrators and community
members work together to create a system that works. This is just the beginning of an ever
increasing stream of students with autism entering the phase of their education where they learn
to become independent functioning members of society. If comprehensive programs can be
established everybody wins. Competent workers will be able to enter the workforce with the
unique perspective only those with autism can bring. Society will learn acceptance, employers
will have assistance with tasks others may find distasteful and those with autism will have
meaning and structure in their lives. Statistics show that the wave of need for transition
Flores: Master’s Comprehensive –Post High School Transitions, Autism 25
programs designed for this special population is coming. School systems can sit and wait risking
being tossed in confusion or swim ahead like surfers and ride the wave with pleasure and ease.
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