Family-Centered Transition
Planning for Students with
Autism Spectrum Disorders
The University of New Hampshire Institute on Disability and the University of
Maine Center for Community Inclusion and Disability Studies are collaborating on
a two-year project to demonstrate a family-centered transition planning model
for students with autism spectrum disorders (ASD). Young adults with autism
spectrum disorders frequently transition from high school to adult life lacking
the skills and supports needed to participate as full members of their
communities. The resulting social isolation and dependency on families or
intensive disability support services has been identified as a serious social
problem, compounded by a significant increase in incidence of ASD diagnosis in
recent years.
The family-centered transition planning model has three components, designed to
empower families and transitioning students to take a leading role in the
process of transition planning:
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The first component involves a series of up to six structured training
sessions. Families will learn: (a) practical strategies for implementing
family-centered planning, (b) to identify and utilize a variety of adult
service options, (c) to use networking strategies, and (d) to negotiate and
advocate effectively while building partnerships with service providers.
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The second component is facilitating plan development with the individual
families following training. A Planning Facilitator will assist transitioning
students with ASD and their families to form a group of supportive individuals,
including school and adult service representatives and conduct 2 – 3 planning
meetings held at the family’s home or other chosen location to develop a plan
for meaningful community participation following high school, including
employment and/or postsecondary education.
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The third component is facilitation of career exploration activities – such
as job shadowing, volunteer work experiences, or investigating colleges – with
the student, family and school, in accordance with each plan. Full-time
Planning Facilitators in NH and ME will assist with planning facilitation and
career exploration for about 8 months for each family following the completion
of SPECS training.
The Family-Centered Transition Planning project will enroll 40 youth between the
ages of 16 and 18 from collaborating high schools in New Hampshire and Maine,
and one parent for each youth enrolled. Twenty of the individuals and families
will be selected to receive the training and support in the first year. The
remaining twenty will receive it in the second. Data will be collected at enrollment and
after 12 months to measure the impact of Family-Centered Transition Planning
using self-report surveys and interview-based surveys. Record review will
examine the quality of the transition objectives on the high schools' IEP using
a document analysis checklist. Semi-structured interviews with students and
families will explore their transition experiences using qualitative
methods. Results will be disseminated through publications and conference
presentations.
Funding Source:
A collaboration with the University of New Hampshire Institute on Disability (UCED).
Funded by the U.S. Department of Health and Human Services, Health Resources and
Services Administration (HRSA) grant number R40MC15597.
Funding Period:
September 1, 2009 through August 31, 2011
Contact Person(s):
Alan Kurtz, M.Ed., Project Coordinator
University of Maine
Center for Community Inclusion and Disability Studies (UCEDD)
5717 Corbett Hall
Orono, ME 04469-5717
207/581-1262 (V)
800/203-6957 (V/TTY)
alan_kurtz@umit.maine.edu
David Hagner, Ph.D., Project Director and Principal Investigator
University of New Hampshire Institute on Disability
56 Old Suncook Rd. Suite 2
Concord NH 03301
david.hagner@unh.edu
Lucille Zeph, Ed.D., Co-Principal Investigator
University of Maine
Center for Community Inclusion and Disability Studies (UCEDD)
5717 Corbett Hall
Orono, ME 04469-5717
lu.zeph@umit.maine.edu
Links:
