What Works? Supports for Young Adults on the Autism Spectrum and with Learning Differences
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Transcript of What Works? Supports for Young Adults on the Autism Spectrum and with Learning Differences
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What Works? Supports for Young Adults on the Autism Spectrum and with Learning Differences
Presented By:Michael McManmon, Ed.D.Judy Gerich, M.A.Mary Lawler, M.A., S.D.A.Gina Ianone, M.S.W.Vicki Glynn, M.S.
College Internship Program
877-566-9247admissions@cipworldwid
e.orgwww.cipworldwide.org
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Curriculum: Core Services
> Executive Functioning
> Academic Support
> Career Preparation
> Social Competencies
> Advising
> Life Skills & Apartment Living
> Wellness/Sensory Processing
> Creative Arts
Unique curriculum individualized for each students needs in the following areas:
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Quick Facts About CIP
> 30 years supporting young adults w/ ASD and LD
> Person-Centered Approach
> Individualized services
> Average of 30 hours of services weekly
> 100% internship rate goal for 2013-2014
> Support at 30+ colleges and universities
> Supported apartment living
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Buffalove!
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Daemen College Library
Villa Maria UB’s North Campus
Canisius College Quad
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Amherst, NY
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Niagara Falls
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College Academic Supports
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Tutoring/Study Halls
• Individualized• Subject-Specific• Instruction on various
EF skills such as time management, planning, organization, and study skills built into sessions
• Delivered in alternate locales (ex. on campus) as necessary
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Liaison with College Faculty
• Individualized• Check-ins regarding
attendance /grades • More intensive services;
meeting with professors to resolve issues or clarify expectations
• Developing positive relationships with instructors to find a good fit for students
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Assistance with Enrollment/Accommodations
• Major/college explorations and tours• Monitoring progress toward degree
requirements• Course selection/registration• Development of accommodation plan
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Goals of Academic Support
• Development of independent self-advocacy skills
• Increased self-confidence
• Academic success
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CIP Amherst Staff
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Ripple Effect of Executive Functioning Skills
Weak executive functioning can cause problems in many life areas. Likewise, simple improvements can
have a positive affect in many ways
Physical Health
Money Management
Occupational Confidence
Relationships
Academic
Emotional/Mental Health
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Perceive Modulate Interrupt/Stop Hold Generate Organize Choose Sequence Execute Monitor/Check Focus Inhibit
Manipulate Associate Plan Pace Sustain Store Balance Estimate Time Initiate Gauge
Flexible Anticipate Analyze Retrieve Sense Time Correct Shift
Continuum of Growth
Awake / Attend
Improvement in Executive Functioning Skills Contributes to positive growth and maturity
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Continuum of Growth
Self Awareness
Self Acceptance
Self Regulation
Self Advocacy
Self Determination
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Executive FunctioningInnovative Approach
Integrating the development of routines and positive, productive habits into our Executive Functioning
program
• The power of habit
• Evening and morning routines
• Developing habits one at a time
• Prospective Memory – remembering to remember
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Developing Productive Habits
Cue
Routine
Reward
Cue: Walking into bathroom
Routine: Brushing teeth, taking shower, combing hair
Reward: Tearing tab off post it/positive feedback/feeling of accomplishment
Routines practiced over and over become habits
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Sample Evening Routine
Cue: Opening laptop (routine is desktop background)
Routine: Check calendar and pauseAsk – What’s coming up for me tomorrow? What do I need to anticipate?Check weather/set alarmClothes for tomorrowPhone on charger
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Habit of the Month
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Identify a stable cue: right after supper
Develop a routine:go to room
open assignment bookdecide what to start onbegin working
Identify reward:feeling of accomplishmentpositive feedbackan hour of gaming
May need support to do routine until it begins to become habit. Habit formation takes time and consistency. The habit, the cue, routine and sometimes the reward must be student’s decision.
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Great Things CIP Amherst Students Did in 2013-2014:
• Two students earned degrees from area colleges• Our students are enrolled in 8 area colleges (UB, Daemen,
Villa Maria, Medaille, Canisius, Buffalo State, ECC and NCCC)
• Students are interning or doing paid work at Wegman’s, People, Inc., Manhattan Bagel, Dog Days of Buffalo & Holiday Inn, and one has his own business, selling pins with rock band logos and more
• Two of our students transitioned out of CIP and are now attending college independently
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Summer@CIP
• Two week summer programs for adolescents and young adults
• Learn valuable skills and have fun!
• Two options:– High School Summer Program
– Beyond High School Summer Program
>New Beyond Summer Programs for high school graduates to age 26.
Experience independence and get a taste of college!
www.cipsummer.com
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Example Weekly Student Schedule
College Internship Program (CIP)
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• Amherst, NY• Berkeley, CA• Bloomington, IN• Lee, MA• Long Beach, CA• Melbourne, FL
College Internship ProgramNational Admissions Office 877-566-9247
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Links and Resources• The Source for Executive Function Disorder – Susanne Phillips
Keeley
• http://www.psychologytoday.com/experts/michael-mcmanmon-edd
• Assessment and Intervention for Executive Function Difficulties (School-Based Practice in Action) – Dr. George McCloskey
• Asperger’s for Dummies – Amazon.com - Dr. Stephen Shore
• CIP Articles and Resources: http://cipworldwide.org/articles-news/blog/articles
• CIP Youtube - Education and Training Playlisthttps://www.youtube.com/playlist?list=PLZoQsOjHS1Wml336qNKa8YVU1AY9BzJhU)
• The Power of Habit, Charles Duhigg