Case Study: Tracey Essay

Transitioning to adulthood shtup be stressful and contest for all, but for those diagnosed with Autism Spectrum Dis bon ton (ASD) and their caregivers transitioning to adulthood can provoke feeling of incredulity or thus far fear. People with ASD function at different levels and carry varying degrees of care. There should be an respective(prenominal)ized educational plan (IEP) slide by by age 16 containing postsecondary goals related to reading, education, study, and independent reenforcement skills a foresightful with the transition operate subscribeed to assist in reaching those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the necessitate of young adults with ASD should step up with listening to the individual and cooperateing him or her plan for the life he or she motivations. When establishing an ITP, goals in education/training, employment and independent aliment eccentric person of swear needed on a job residential sec ondarys and interventions for any doingsal problems should be addressed.Tracey is a twenty-one-year-old student diagnosed with ASD who can have difficulties with transitions and requires that her terrestrial be predictable. Traceys goals are to attend college, decease in an posture and share an apartment with a school friend when she graduates. Tracey reads at a second grade level and allow for need extensive persist from educators in order to achieve her goal of receiving a postsecondary education. Traceys educational curriculum should use a functional skills approach that forget avail her master critical skills for use in home, community, school, and work settings (Snell & Brown, 2006). Tracey will complete a technical training program that will include acquisition work behaviors and job skills that will be useful in an topographic point work environment. It will be essential to coordinate communication amongst the school and community based service abiders in order t o rate potential employers. Tracey will sample different job tasks within an superpower environment winning advantage of her friendly disposition and ability to chase directions whenthey are paired with pictures to help her understand the steps in complemental more(prenominal) complicated tasks.Job tasks whitethorn include office maintenance, delivering messages, screen and organizing material, and offering assistance to other personnel. Tracey is able to complete her passing(a) living skills relatively independently but needs reminders to choose discriminate garb and change her clothes on a regular basis. Her parents will grant positive reinforcement and implement a self-management intervention plan to come on Traceys appropriate behaviors. Tracey is frequently impulsive which sometimes results in grabbing and even get-up-and-go some other peer. An heavy aspect of transitioning is to address challenging behaviors through and through the use of behavioral strategies. Tracey will practice conflict resolution skills by learning to give notice (of) her feelings and practicing relaxation techniques during stressful situations. In an effort to emergence Traceys independence she will enter the workforce while receiving appropriate training. As Tracey enters the workforce she will require back up employment because she has neer been employed. She will be receiving functional skills training that will prepare her with proper(postnominal) job skills required to work in an office as she desires.Heward (2009) indicates The individual placement model of supported employment consists of developing jobs with employers in the community, consistently assessing clients job preferences, carefully placing employees in jobs they want, implementing intensive job site training and advocacy, building systems of natural supports on the job site, monitoring client per yearance, and taking a systematic approach to pertinacious-term job retention (p. 539). This sh owcase of supported employment is the best approach for Tracey because no two raft with ASD are alike employment should capitalize on Traceys strengths, abilities and interests. In this type of employment Tracey will receive ongoing support services while on the job from a job coach that will provide intensive on-site job training and support, which will be modified over time as she becomes more successful at completing her job tasks. It is important that the job coach gradually trim back the time spent providing direct training to Tracey in order to stave off disruptions in the workplace, keep Tracey from interacting with coworkers without disabilities and have Tracey become too dependent on the job coach keeping her from developing problem solving skills and taking responsibility for her own actions (Heward, 2013).Traceys training/support should focus on how to get to and from work, scheduling, following instructions (supported by pictures), interactions with coworkers, money m anagement and self-advocacy. Traceys goal is to live in an apartment with a college friend. Supported living is designed to foster an individuals integration to the community as he or she works toward his or her ad hominem goals. A supported living model is suited for Tracey because she has established basic life skills and does not have significant levels of challenging behaviors but still requires assistance in some areas. An apartment cluster houses people with disabilities while having another nigh apartment for a support person or staff fragment (Heward, 2013). This type of living arrangement will offer Tracey flexibility in the amount of support she receives. Again, support will be adjusted as Tracey becomes more independent and fluent with her everyday living skills. A daily schedule will be provided for Tracey to remind her of things like hygiene routine, personal care (picking and changing her clothes), and household chores.Heward (2013) suggests to facilitate social int egration, people without disabilities may also occupy some apartments in an apartment cluster (p. 5450). Autism brisk and Working (ALAW) provides supervised living with home ownership opportunities to adults with autism by charge on each individuals personal preferences, strengths, deficits, and sensory-motor requirements, ALAW works to provide the necessary residential accommodations and vocational supports to enable the person to participate more fully in work and life in the community (ALAW, 2014). every(prenominal) accommodations are specifically tailored to meet an individuals needs and preferences across their lifetime. What is most beneficial of programs like that offered by ALAW is the help-to-do rather than the do-for attitude, where Tracey can continue to learn and develop invigorated skills but most importantly she will find consistency, structure, and predictability. Traceys impulsivity must be addressed in order for her to be successful both in a superior and a pe rsonal setting. Behavior problems serve as a form of communication that has a function in the person who displays it. When Tracey grabs or pushes another peer she can be seeking attention in order to express her frustration when something is no longer predictable.For example if Jane does not want to do what Tracey wants her to do she will push her getting the attention of others that willin turn interrupt or stop the action mechanism that is scotch Tracey (creating a predictable event for Tracey). This consequence also serves as reinforcement, fashioning the unwanted behavior stronger. Tracey will learn new ways to communicate her frustrations. In order to have Tracey understand the consequences of her behavior (grabbing and pushing) she will need to understand and recognize what triggers the behaviors, known as antecedents. An intervention strategy to help prevent the behavior from occurring can include avoiding large crowds, avoiding exposure to long delays, and allowing Tracey to take frequent breaks during difficult tasks. Tracey will also learn switch behaviors like organizational skills that will keep her from becoming frustrated when face with multiple tasks and learn to control angry outbursts instead of grabbing or pushing she will learn to say stop and request a break.Those just about Tracey will need to learn how to respond differently to Traceys behavior by redirecting her to another activity or prompting her to use an alternative skill, and providing corrective feedback. There will be a direct sound judgment used to collect behavior data in order to model the effectiveness of the interventions. Tracey will be observed in her natural environment, including her work place, school and home. Antecedents, behaviors, and consequence patterns will be observed noting how frequent the behaviors occur, how long they last and the intensity of the behavior. Observations will be made with current strategies and with new strategies to determine effective ness. Transitioning to adulthood for youth with ASD presents unique challenges but with the appropriate support a better quality of life can be achieved.It is important to include Tracey in the planning of her daily activities in order to attach predictability, to be specific when setting expectations for her at the beginning of each activity and to use pictures instructions to dedicate her daily routines understandable. Peers and coworkers without disabilities may have concerns regarding how to shroud Tracey or how to communicate effectively with her their concerns must be addresses with specific and clear instructions regarding Traceys communication system. Those near her will be taught how to befittingly respond to Traceys unwanted behaviors. Not only will having these skills make them feel more at ease around Tracey but it will also make them valuable assets in Traceys training and development. retentivity in mind Traceys personal goals ineducation/training, employment and living arrangements allows for an easier more successful transition into independent living specifically designed with her strengths and abilities in mind.ReferencesAutism Living and Working (ALAW). (2014). Self-determined housing. Retrieved from http//www.autismlivingworking.org/content/self-determined-housing Heward, W. L. (2013). Exceptional children An founding to special education (10th ed.). Upper Saddle River, NJ Pearson Education Snell, M. E. & Brown, F. (2006). information of Students with Severe Disabilities (6th ed.). Upper Saddle River, NJ Prentice Hall