Person-Centered Planning for Transition-Aged Youth with Auti

Results

Pair Share

What does this mean for us?

Critique &

Future Research

- The study did not share other demographic information of participants besides gender & age

- Difficult to implement in a sustainable way on a large scale

- Future research: The use of emerging technologies and how it can improve transition outcomes for individuals with ASD.

- PCP is highly personalized & tailoring certain aspects of it for students with ASD can make it a meaningful and empowering process for the student & their family

- Involving families and selecting individuals who make up the student's circle of support has a positive impact

- Building a rapport with your students & learning more about their interests can help them feel comfortable in the planning process

- Utilizing different/unique modes of conducting meetings or having your students communicate can allow them to feel more comfortable & overcome fears

What are some ways

you would approach

a transition process with

a student with autism? Interesting unique ideas?

- Participants used a variety of ways to be involved

- Many participants required supports to communicate their thoughts to the group

- Examples- Skype, sitting across the room, outside the room, prepared powerpoint of thoughts, use of assistive technology, thumbs up/thumbs down, writing down thoughts to be shared to the group, post-it notes, etc.

Challenges Implementing PCP

with Students with Autism

- Persons with ASD are less likely to participate in person-centered planning than those in other disability groups

- Difficulties with social interaction and communication, defining characteristics of ASD, can make it challenging for individuals to participate actively in group activities, including planning meetings

-High levels of social anxiety can be an additional barrier to effective participation in planning meetings

- The autism spectrum encompasses individuals with widely differing levels of adaptive behavior

- Interventions effective with those who exhibit more adaptive behaviors, may not be effective across the entire spectrum

Partner Pair Share

The Study

Share 1-2 things that stuck

out to you from the video with

your neighbor? What are some

positives about Person

Centered Planning?

- The research questions addressed were:

1 ) To what extent can person-centered planning be utilized for planning transition goals with youth with ASD?

2) What adaptations and accommodations allow youth with ASD to participate fully in the process?

3) Is there a relationship between the level of adaptive behavior of youth with ASD and the use of accommodations?

Person-Centered Planning for Transition-Aged Youth with Autism Spectrum Disorders

- Participants: Special education students with a diagnosis of ASD & over 16 years of age were eligible to participate. 47 participants enrolled (45 male, 2

female)

- Held individual planning meetings for each student with them as the central focus

PCP Continued...

- Positive outcomes for individuals with Autism Spectrum Disorders (ASD) include active involvement of the transitioning youth and family and an emphasis on self-determination and self-advocacy

- PCP includes an assessment process which is less formal and more naturalistic, topics are covered at the individuals own pace

- Information is often presented in visual form, using pictures and diagrams, to make the process accessible to individuals with diverse learning styles

- PCP is designed to produce change at both the individual and the systems level

What is person-centered planning?

- Person-centered planning= a process that allows individuals with disabilities to participate more actively in their transition planning process

- More active participation in planning is associated with more positive vocational rehabilitation outcomes

-The study explored strategies & supports used to help transition-aged youth with Autism Spectrum Disorders participate in person-centered transition planning meetings