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Self-Determination Pathways for Young Adults with Social and Learning Disabilities Michele Bauman Joseph, M.Ed - Head of School, Gateway Academy Scott Adams - Executive Director, Advance
Self-Determination Pathways for Young Adults with Social
and Learning Disabilities
Michele Bauman Joseph, M.Ed - Head of School, Gateway Academy Scott Adams - Executive Director, Advance
Self-Management Is Learning to Learn
Achievement is not the only goal of
development – it’s more important to focus
on the process of learning self-
management.
Self-Management Leads to Competence
-Internalizing the fundamentals
of self-management creates
positive self-esteem, which leads
to confidence and eventually
actual competence.
Definition of Self-Management The ability to:
❖Monitor and process internal and external information.
❖Weigh that information to develop a good strategy.
❖Execute a plan that fits the situation.
❖Evaluate what worked and what didn’t.
❖Use that information to develop better plans and responses in the future.
Self-Management Competencies ❖ Delay of gratification
❖ Frustration tolerance
❖ Self-soothing
❖ Emotional regulation
❖ Management of impulses
❖ Inhibition of inappropriate behaviors
❖ Management of activity levels
❖ Connecting cause and effect
❖ Taking responsibility
❖ Capacity to be flexible
❖ Empathy and perspective taking
❖ Concentration and focus
❖ Ability to establish and maintain social relationships
❖ Self-monitoring (in the experience)
❖ Self-evaluation (after the fact)
❖ PIPE
➢ Plan
➢ Implement
➢ Persist
➢ Evaluate
Assessing Competence is an Ongoing Procedure
Plan - Have a clear series of steps laid out before you begin. Include possible challenges
and your desired outcome.
Implement - Stick to the plan. Improvising well is an advanced skill and at low
competency is a key factor in failure.
Persist - Anxiety and self doubt will be part of the process. Stick to the plan.
Evaluate - After the fact, consider how you performed.
If it went well, how could it be improved?
If it went poorly, focus on the first indication of an error, not on the end product.
Modify the plan and start again.
•Process of self-management development
Assessing competencies – competence is the ability to do
something well consistently
1. Evaluate what the person’s strengths and weaknesses
are
2. Assess how the individual accomplishes a task
3. Determine where the process breaks down
4. Person needs reason why they should learn a new skill
Motivation is essential
Barriers to Self-Management ❖ Biochemical disorders
❖ Learning disabilities
❖ Neurological disorders
❖ ADHD
❖ Emotional disorders
❖ Family dysfunction
❖ Lack of parental modeling
Self-Management Competencies for Young Children
Self-Management Competencies for Adolescents
Behavioral Inhibition Ability to delay immediate response
Allows us to:
❖ Inhibit a response that has an immediate reward (in favor of
greater long-term reward)
❖ Stop an ongoing response long enough to evaluate new
information
❖ Insert a “pause” between instinct and reaction
❖ During this pause, internal executive functions evaluate the
situation and direct future action
Working Memory The ability to hold several facts or thoughts in memory temporarily while solving a problem or performing a task. (Young, 2000)
Like a computer’s desktop: Gives us a place to keep information until we decide whether to store it or discard it.
Works in conjunction with behavioral inhibition to enable internal self-management.
Translating & Scaffolding Incoming information has to be “translated,” or reconstructed in a way that makes sense.
Without context, new information cannot be stored.
Which set of symbols below is easier to memorize?
A. ♞ ⛸ ⛸ 💀
B. Ջ ڝ 丽 ⛸
Fortune Teller - Recall and Anticipation ❖ Help us to respond in a given situation
❖ First we recall our memories of similar situations:
➢ How did I respond?
➢What were the results?
❖ Then we generalize and anticipate how these responses will play out in the current situation.
Social Reciprocity Transition from internal to external Self-
Management
Awareness that relationships require understanding
of others’ feelings and needs - Empathy
Ability to:
•Initiate contact, make a connection
•Communicate (verbally and nonverbally)
•Maintain a relationship
Principles of Teaching and Modeling Self-Management
Attention:
—Make sure you have the person’s attention in
order to carry out instructions.
—Make sure the instructions are explicit.
—Make good eye contact.
—Have the individual repeat the information.
Use clear communication:
★—Use short sentences.
★ Use language appropriate to the
learner’s developmental level and
according to his or her ability to use
language.
Principles of Teaching and Modeling Self-Management
Principles of Teaching and Modeling Self-Management
State directions in positive terms:
“I need you to go straight outside to the
car without stopping anywhere else.”
“Don’t dawdle like you usually do when
we are getting ready to go.”
Principles of Teaching and Modeling Self-Management
Be ready to follow through on natural consequences as needed.
The closer the consequence is to the event, the more rewarding and the greater the impact.
Creating an Environment that Fosters Success
Listen well.
Remain positive in your approach.
Acceptance.
Frustration tolerance.
Reward and encourage persistence.
Practice.
Be trustworthy and consistent.
Be a good role model.
Praise and Encouragement Praise and encouragement are the most
important techniques to support the
development of children’s self-esteem.
Self-esteem is a top predictor of outcome
in ADHD, Tourette’s Disorder, Learning
Disorders, Anxiety Disorders, and Mood
Disorders.
Praise and Encouragement Corrective comments have
more power when they are
imbedded in the positive.
❖ Catch them doing good.
❖ TRY to keep a 3 to 1 ratio of positive
to negative feedback.
❖ Avoid the “but” trap...
Set SMART Goals
Specific - task and outcome
Measurable - make it binary if possible
Achievable - You can do it!
Relevant - It matters to you!
Time Sensitive - a goal is a dream with a
deadline.
Vocational Data for Individuals with Learning and Social Differences
People receiving supportive employment services are more likely
to become employed and remain employed.
Cost of employment coaching services decreases to zero. Dowler, L., & Walls, R. T. (2014)
Vocational Data for Individuals with
Learning and Social Differences
The majority of these young adults will experience difficulty in undertaking adult social roles although they may be cognitively capable of meaningful employment.
(VanBergeijk, Klin, & Volkmar, 2008)
Vocational Data for Individuals with
Learning and Social Differences
● Majority were in low paid, part-time positions
● Found job through personal contact
● Most received range of informal supports and accommodations on the job
● Frequently underemployed
● Challenge – transitioning to new tasks independently, asking for help when needed,
social integration in workplace
Hillier, A., & Galizzi, M. (2014)
Vocational Data for Individuals with
Learning and Social Differences
The majority of young adults on the spectrum are unemployed or underemployed. (Galizzi & Hillier, 2011)
Employment tends to be low among adults with ASD, with 4 to 13% competitively employed.
(Seltzer & Taylor, 2012)
The specific challenges faced by students with learning differences include difficulty with academic content, organization, time management, and study skills.
(Adreon & Durocher, 2007)
Indicators for Success in College for
Individuals with Learning and Social Differences
College Student Data
● Self advocacy skills
● Self determination
● Odds of graduating were best for students who qualified for distraction
free testing
● Learning strategies/study skills assistance significantly improved the odds
of graduation
● Students who needed classroom assistance and note taking services
decreased the odds of college graduation
Pingry O'Neill, Markward & French (2012)
Indicators for Success in College for Individuals with Learning and Social Differences
● Self Regulation – how to recognize the connection between behavioral
outcomes and whether these outcomes occur as a result of something
within or outside of one’s perceived control, and how to become aware
of one’s own strengths, interests and limitations.
● Self determination is a predictor of academic success.
Indicators for Success in College for Individuals with Learning and Social Differences
Indicators for Success in College for
Individuals with Learning and Social Differences
● High financial and emotional toll of dropping out of college - barrier to
return and completion
● Continuous accountability reduces significant failure - tutoring, peer
groups, counseling
Kane, Roy & Medina (2013)
Indicators for Success in College for
Individuals with Learning and Social Differences
● Anxiety – transition and fast pace
● Depression – from recurrent failure
= learned helplessness
● Take 1-2 college courses in areas of strength
● Intervention decreases stress
● Generalizing learned skills is difficult – need explicit directions on location
– situation specific
VanBergeijk, Klin, & Volkmar (2008)
Exercise’s effect on Success Do you work out regularly? PATTERNS –
❖ Sports with parents
❖ using recreational facilities/gyms
❖ physical activity in school
...indicate physical activity sustainable over time
Nelson,
Gordon-Larsen, Adair, & Popkin (2005)
● Final years of school are important to health patterns
established in subsequent adulthood Martin (2010)
● Transition from direct training and support to independence
- training on a consult basis builds confidence and trust with
instructors and organizations
Block, Taliaferro & Moran (2013)
Exercise’s effect on Success
Relationships
Friendships remain elusive after high school
Meaningful relationships unlikely to develop without intentional efforts
Direct facilitation strategies can create connections - fade support
"Being known, connected, and involved in school and community life can
contribute to a host of positive outcomes and improved quality of life.”
Carter, Asmus & Moss (2013)
Relationships ● Limited peer relationships - negative influence on physical and
mental health
● Just not accessing opportunities
● Successful generalization of skills remains a substantial challenge
– improving communication skills may not result in increased
social participation
Shattuck,
Orsmond, Wagner & Cooper, (2011)
Relationships Research in autism shows permanent difficulties in social areas and
spontaneous events.
Social skills groups in young adulthood do not show lasting results.
Transitioning Key areas:
socialization, education, employment, independent living
Risk factors:
social isolation, passive leisure activities (tv, reading,
electronics)
Protective factor:
involvement in community group activities
Transitioning – Determining Readiness
People are motivated to take
care of lower level needs
before higher ones.
Transitioning – Determining Readiness
Maslow’s
Hierarchy
of Needs
Transitioning – Determining Readiness Maslow’s Hierarchy of Needs
What do we need to pay attention to now?
Self care (medication, clean body, eating)
Safety (ability to communicate, awareness of surroundings)
Mental health
Transitioning – Determining Readiness ● Can they go from structured day activities in high school to lack of structure or self-
driven structure?
● Baby steps – small predictable opportunities for high anxiety, difficulty with change
● IQ does not make a college student...all things considered, organization is key.
● Consider vocational paths and reasonable goals.
○ executive functioning
○ addiction
○ social ability
Transitioning - Problems
• Disengagement from services
• Young people who have never been spoken
directly to about their symptoms and associated
problems (autism, anxiety, OCD)
•Parents fail to adjust or quit their role
•Fail to use a transition team in high school
Young, Murphy & Coghill (2011)
Transitioning - Considerations ● Periods of symptom aggravation
● Parenting – size of
● Family social isolation
● Caregiver fatigue
Seltzer, Shattuck, Abbeduto & Greenberg (2004)
Transitioning - Considerations
The happiest kids we see have consistent contact with a trusted adult. The alumni who have the most challenges
do not have an adult accountability partner.
Parent Support
● Parents need to maintain a guiding role and/or hire someone for accountability
● Good programs expect parent involvement and do not leave parents at the door
● Parents who enable the junior and senior are not helping their student to transition
(doing homework, waking them)
Self Advocacy
Self Determination
Network of Support
Tips from the Trenches
Tips from the Trenches
Tips from the Trenches
EXPECTATIONS ● Maturity later, late 20s, impacts executive functioning
● Slower path – less hours at school, work
● They have the same diagnoses they started high school with
“When a person lacks motivation, sometimes all you
can do is change the environment.”
Dr. Katherine Loveland
Parting Questions for a Successful Launch
Question: What basic needs should be met to attain independence?
Question: What area of interest do you really think you should consider for a vocation
or even a social opportunity?
Question: Are you worn out? What does this mean for your long-term role?
Question: How can you participate in the transition process with your child?
Parting Questions for a Successful Launch
Question: How can you help your child be a personal advocate in life outside of school?
Question: How can you start noticing positive self determining choices now?
Question: What area can you support an increased in now?
Question: How will we live with screen social communication? Can it be a lifeline?
Tips from the Trenches
Role of Degree: One major change at a time – stress
inoculation (work, school, living)
The Bitter Truth: It will not “just work out.” Failing to plan
IS planning to fail.
The Better Truth: There are people who have attempted
this before you. They have lived to tell the tales! If they did
it...You can too!
Self Determination Pathways for Young Adults with Social and Learning Disabilities
Michele Bauman Joseph, M.Ed. Head of Schools The Gateway Academy 3721 Dacoma Street Houston, Texas 77092 713.659.7900 [email protected] Gateway Academy serves 6th-12th grade students with social and academic challenges through innovative approaches to learning, physical fitness, and social awareness. Our graduates face a changing world with self-advocacy, opening a path to personal significance in college, career, and community.
Scott Adams Executive Director Advance 3303 Louisiana Street Houston, Texas 77006 832.830.8482 [email protected] A catalyst for young adults with learning, social, and critical thinking differences as they transition from adolescence to lives of significance and personal accountability.
