TransitiontoAdulthood Webinar.txt

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Transition to Adulthood 

Jennifer Bobo, LCSW. 


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Kentucky Autism Training Center 

Today�s Agenda 

�Planning for the future 
�Building a base 
�Building skills for competency and success 
�Building opportunities for happiness and well-
being 



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Sometimes you need a map to know 
where you�re going� 

Beijing-Tourist-Map-2.jpg

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How to get parents to start thinking long-term? 

�Housing 
�Employment 
�Higher-education 
�Support system 
�Financial Security 
�Self-help skills 



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Questions to ask Parents 

What kind of life do you want for your son or daughter? 

What kind of life would your son or daughter want? 

What expectations do you have for your other children? 

Do you want your son or daughter to have choices? 

 

Do you want your son or daughter to be able to express 
their wishes? 

 


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What parents often plan for 

Funding 

Special 
Needs Trust 
Guardianship 

 Housing Medical Care 


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But what�s most important to the 
Individual? 

Family 

Friends 

Work 
Romantic 
Relationship 

Hobbies 
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Self Determination 

People with disabilities have the right and ability 
to choose and control their own quality of life, 
goals, and services. 

http://www.fulllifehawaii.org/selfdetermination.html 


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Consider Self Determination when 
planning for the child�s future. 


�Services 
�Staff 
�Housing 
�Roommates 
�Employment 
�Guardian 
�Classes 


�Dinner 
�Cereal choices 
�What chore to do first 
�Clothing 
�Friends 
�Movie 
�How to spend allowance 



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Choice 

Giving choices can 

�Give a person a sense of control 
�Reduce problem behavior 
�Aid in the development of self-determination 



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Embedding Choice into Daily 
Routines 

�Choices during free time 
�Choosing which chore to complete first 
�Choosing breakfast cereals at the grocery 
�Choosing snack items after school 
�Choosing what to wear in the morning 



Planning for the future: 
Maslow�s Hierarchy of Needs 

Self-
actualization 

Esteem 
needs 

Belonging and 
love needs 

Safety needs 
Physiological needs 
Basic Needs: Funding, 
Special Needs Trust, 
Guardianship, Plan B 

Psychological Needs: Work at 
school and home to build skills 
for competency and success 

Self-fulfillment needs: 
Feeling accomplished, being creative 
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Building a Base 


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Special Needs Trusts 

Purpose: Protect benefits of beneficiary, and 
increase quality of life 

 

�Must be set up by a lawyer 
�Lots of rules 
�A �trustee� is responsible for the SNT 
�Money in the trust not �countable income� for beneficiary 


Yussman (2010). 
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Special Needs Trusts 

First Party Trust is sometimes called �self-
settled�, �Medicaid Payback Trust�, or �Pooled 
Trust� 

 

Third Party SNT is usually created by relatives� 
estate plans 

Yussman (2010) 


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Who can have a SNT? 

Person with a �disability�, as defined with social 
security determination 

 

Yussman (2010) 
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Examples of what a trust may be able to pay for can 
be paid for by the trustee of the SNT: 

 

Out-of pocket medical and dental expenses; Home improvements; Medical 
equipment not provided by Medicaid; Computers, etc; Eyeglasses; Cable TV; 
Exercise equipment; Telephones, TVs, radios; Annual independent checkups; 
Cameras; Transportation; 

 

 

 


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SNT 

�Overview of Special Needs Trust Webinar 
�Richard Bush 


�https://louisville.edu/education/kyautismtraining/videos 



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Guardianship 

�Guardianship is a legal tool that grants a 
parent or other adult the legal authority to 
make decisions for a legally disabled 
adult.� 

http://www.kypa.net/drupal/?q=taxonomy/term/132 
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Guardianship 

Depending upon the specific rights the court takes away, 
the guardian�s duties may include: 

�Arranging for a place for the ward to live in the least 
restrictive environment 
�Arranging for educational, social, vocational, and 
rehabilitation services 
�Arranging for other services the ward needs to meet 
his needs 
�Consenting to medical treatment for the ward 
�Managing the ward's finances, unless the court has 
appointed a separate conservator 


http://www.kypa.net/drupal/?q=taxonomy/term/132 


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Guardianship 

A guardian MAY NOT consent to abortion, 
sterilization, psycho-surgery, removal of a 
bodily organ, or amputation of a limb without 
court approval unless there is an emergency 
that requires it. 

http://www.kypa.net/drupal/?q=taxonomy/term/132 


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Levels of Guardianship 

Full guardian if the person is unable to take care of all 
his personal needs 

Limited guardian if a person can take care of some 
personal needs but needs help in other areas 

Conservator if the person only needs help with his 
finances 

Both a conservator and a guardian 

http://www.kypa.net/drupal/?q=taxonomy/term/132 


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Alternatives to Guardianship 

�Advance Directives 
�Bank Account Requiring Co-Signatures 
�Citizen Advocacy 
�Curator 
�General Adult Services 
�Power of Attorney 
�Representative Payee 


http://www.kypa.net/drupal/?q=taxonomy/term/132 


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Letter of Intent 

Documents a variety of important issues 
detailing what they want for the future of 
their loved one. 

 

Update on an annual basis 

 

Keep with family records 


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Letter of Intent 

Quality of Life issues are those things that need to 
be in place for each of us to be comfortable in our 
daily lives. 

 

Where the person will live 

Religious Affiliation 

Continuing Education 

Employment preferences 

Social activities preferred 

Medical care required 

Behavior management 
practices 

Medical care required 

Social activities 

Advocacy and guardianship 
needs 

Trustees identified 

Financial arrangements 

Detailed instruction for 
everyday living activities 

Communication 



See example! 


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Funding 

 

 

 

After 21, funding is no longer a right! 

 

 


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Supports for 
Community Living 
(SCL) 

Michelle P Waiver 

Home and 
Community 
Based Wavier 
(HCB) 
Medicaid Waivers 

This presentation was created from information that was obtained from secondary 
resources on 10/29/2010. 


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Different waivers meet the needs of different 
families and individuals 

 

Possible changes in insurance and possible 
�patient liability� or co-pay for services. 

 

Choosing a Medicaid Waiver 


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Other Funding Options 

�Hart Supported Living Grant 
�KY IMPACT 
�Impact Plus 



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Social Security 

When your son or daughter turns 18, they may 
re-apply for social security as an adult. 

 

 


This presentation was created from information that was obtained from secondary resources on 
10/29/2010. 


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Office of Vocational Rehabilitation 

The Office of Vocational Rehabilitation provides 
initial funding to people with disabilities to 
obtain and retain suitable employment 

 

If you would like more information, talk with 
your son or daughter�s teacher, visit 
www.ovr.ky.gov or call (800) 372-7172 to find 
your local branch 



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Building Skills for Competency and 
Success 


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Skills at home 

It�s never too early to teach the child skills 
they will need in the future. 

 

Regardless of ability, what�s important to 
teach children for the future? 


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Common Housing Options 

�With parents in family 
home 
�With other relative in 
family home 
�Foster home 
�Immediate Care 
Facility (ICF/MR) 


�Nursing home 
�Group home 
�In own home, with 
support 
�In own home, 
independently 



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Skills at Home 

 

Doing chores at home builds work ethic, a sense 
of responsibility, and vocational skills for the 
future! 

 

Support parents in encouraging skill 
development in their sons and daughters. 



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Skills at Home 

Take an inventory! 

�Hygiene 
�Safety 
�Cooking 
�Basic cleaning and chores 
�Laundry 
�Grocery shopping 



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Skill Building 

5 Year old-Choose dinner once a week. 

8 - Chooses dinner once a week. Assists at the 
grocery store in selecting items. 

10 - Chooses dinner, helps put together a list before 
going to the grocery. Helps prepare food items 
and clean up. 

12 - Chooses dinner, grocery list, takes lead in 
preparing food, helps clean up. 

 

 


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Recommended Characteristics of 
Transition Practices 

1.Implement positive behavior supports to address behavior 
challenges 
2.Match IEP goals to the student and family�s vision for the future 
3.Take advantage of inclusive experiences 
4.Provide a variety of community based experiences 
5.Assist in the coordination of �seamless� transition to new resources 
and service providers in the community 


Wehman (2009) 


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Transition Practices 

1.Implement positive behavior supports to 
address behavior challenges 


 

Research tells us the longer a person exhibits a 
behavior, the more difficult it is to change 

 

Behavior challenges may limit the child�s participation 
in inclusive or community experiences! 


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Transition Practices 

2. Match IEP goals to the student and family�s 
vision for the future 

 

Everything learned in school should prepare the 
child for their future. 



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The closer you get to graduation, you need to 
re-evaluate your plan 

 

Prioritize skill acquisition! 


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Consider using accommodations to get 
around hard to learn skills 

 

 

 

Counting money 

Debit Card 

Cleaning products 

Non-toxic, all-purpose 
wipes 

Cooking on a stove 

George Foreman grill, 
microwave 




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Transition Practices 

3. Take advantage of inclusive experiences 

 

The best way to learn acceptable social skills is 
from peers! 

 

More inclusive experiences may lead to greater 
community inclusion 



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Transition Practices 

4. Provide a variety of community based 
experiences 

 

The best place to learn skills is where you will need to use 
them! 

 

Exposure to the community increases the child�s 
experience base, as well as the experience base of your 
community members. 



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Transition Practices 

5. Assist in the coordination of �seamless� 
transition to new resources and service 
providers in the community 

 

Throughout the child�s high school career, build 
resources and relationships. 

 

Don�t wait until May! 


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Choosing Providers 

Families need to be proactive in choosing 
providers and services 

�Talk with other consumers 
�Talk with employees from the agency 


Consider experience, training, caseload of 
staff, do they seem to care? 


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Make Employment a Priority 

�That�s why we become educated (IDEA) 
�More money! 
�Greater sense of independence 
�Integration in the community 



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Post-Secondary Education 

Higher Education Act of 2009 states that an 
individual with a disability (including 
intellectual), otherwise qualified for 
admittance into a University, may NOT be 
discriminated against. 



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Post-Secondary Education 
Opportunities in KY 

�SHEP Program through HDI, UK 
�Kelly Autism Program at WKU 
�Developmental Disabilities Clinic at EKU 


 

Every University has a Disability Resource Center that 
can assist the child 


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Building Opportunities for 
Happiness and Well-being 


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Use special interests as a jumping off point for 
skill development, motivation, and friendship 
building 

 

 


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Questions to ask parents 

 

What special interests does your child have? 

 

Are there activities that your other children 
participate in? 


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Special Interest example 

�As a young adult, some of the happiest days of 
my life were working in equipment design 
where I had to figure out how to design 
things.� 

---Temple Grandin 

Accomplished author, speaker, animal activist, 
and woman with ASD. 


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Don�t forget to encourage development of 
leisure skills or hobbies! 

 

http://www.indiana.edu/~nca/leisureed/leisure.
html 


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What about making friends? 

Encourage parents to speak with teachers or 
counselors about students the child might be 
friends with 

 

As the child gets older, encourage participation 
in organizations associated with special 
interests 


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Getting Older 

As the child enters middle school, and moves on 
to high school, social situations may get more 
complicated! 

 

Explicit instruction may be needed. Like any 
other skill, use evidence based practices to 
teach social skills. 


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Social narrative example 

Taking a date to a dance can be fun! You can dance and hang 
out with your date. To get a date, you have to ask a 
person on the date and they have to say �Yes�! Lots of 
people are nervous that someone will say �No�. It�s okay 
to be nervous or sad if someone says �No�. You can say 
�Would you like to go to the dance with me?�. If the 
person says �No�, it�s okay. You can say back, �That�s okay, 
thanks!�. Then, you should walk away. There are lots of 
people you can ask to the dance. It will be fun to go with 
someone else! 


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Boyfriends and Girlfriends! 

While people with ASD may have difficulties 
with social interactions, a romantic 
relationship/ intimacy may still be desired. 

 

Autism doesn�t affect hormone production! 

 

 


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Dave and Lindsey 

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�Both successful, professional 
adults diagnosed with ASD 
�Met at an autism 
conference in 2005 


http://www.glamour.com/magazine/2009/02/theyre-autistic-and-theyre-in-love#ixzz1Dwsriveh 

�I�m so lucky to have found him,� she says. �When I�m 
with him, I forget about my challenges.� 

 


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Bringing it all together�. 

Self-
actualization 

Esteem 
needs 

Belonging and 
love needs 

Safety needs 
Physiological needs 

Self 

Determination 


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Shoot for the moon. Even if you 
miss, you�ll land among the stars. 

moonstars_noao.jpg

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Autism Speaks. (2011). Transition Tool Kit. Retrieved: 3-23-11 from 
http://www.autismspeaks.org/community/family_services/transition.php 

Baker, B & Brightman, A. (1994). Steps to Independence: A Skills 
Training guide for Parents and Teachers of Children with Special 
Needs. Maryland: Paul H Brookes Publishing Co. 

Full Life. (2007). Self determination. Retrieved: 4-18-11 from 
http://www.fulllifehawaii.org/selfdetermination.html 

Protection and Advocacy. (2008). Guardianship. Retrieved: 4-11-11 
from http://www.kypa.net/drupal/?q=taxonomy/term/132 

Wehman, P., Datlow Smith, M. & Schall, C. (2009). Autism & the 
Transition to Adulthood Success Beyond the Classroom. Maryland: 
Paul H Brookes Publishing Co. 

Yussman (2010). Special Needs Trusts: When and How to Use Them. 
Kentucky Bar Association 

 

 


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Questions? 

 

Contact info: 

Jennifer Bobo, LCSW 

jlbobo02@louisville.edu 

 

 

Kentucky Autism Training Center 

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Center contact info: 

 

Telephone: (502) 852-2467 or 

800-334-8635 ext. 852-4631 Fax: (502) 852-7148 E-mail: katc @ louisville.edu 

https://louisville.edu/education/kyautismtraining 

 


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KATC Wants Your Feedback! 

 

Please take 3 minutes to complete 

the web-based evaluation at: 

www.surveymonkey.com/s/ 

KATC_WORKSHOP_2010_2011 


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Stay Connected to the KATC 

Visit or web site: 

 www.louisville.edu/education/kyautismtraining 

 

Join our listserv send a note to 
katc@louisville.edu 

 

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