1. Achieving Meaningful Employment for Youth on the Autism Spectrum: High School Transition the Project SEARCH Way. A Webcast Hosted by SEDL Funded by NIDRR, US Department of Education, PR# Funded by NIDRR, US Department of Education, PR# H133A080007 1

2. Program Philosophy People with disabilities have the right to choose a path toward education and employment. However, while freedom of choice is given, the right to work is earned. Earning the right to work is dependent upon the student's preparation. Stephen Simon, ADA Quarterly, Fall 1998 2

3. Collaboration and Shared Resources 3 School DD Services Supported Employment Agency Business Vocational Rehabilitation PS copyright

4. Project SEARCH High School Transition Project SEARCH is a one-year, school-to-work program for young people with intellectual and developmental disabilities. Goal of competitive employment Total workplace immersion Internship rotations for career exploration and job skills acquisition Customized job-search assistance 4 4/30/2015

5. Program Description One school year 10-12 students with a variety of intellectual and developmental disabilities Certified instructor and job coaches Immersed in host business culture Rotations through unpaid internships with continual feedback Outcome of employment 5 PS copyright

6. Program Description-Eligibility Criteria 18 – 21 years old Last year of high school eligibility Eligible for Vocational Rehabilitation Appropriate hygiene, social, and communication skills Ability to take direction Access public transportation Pass drug screen, background check, immunizations Desire to Work! 6 PS copyright

7. Annual Project SEARCH Schedule AUG JUNE 1 st Internship Graduate & Begin Work at Site or in Community 2 nd Internship3 rd Internship 3 week Orientation Transition Week Begin PS Program Employment Planning Meetings 2 each internship Job Search intensifies during 2 nd Internship Family Involvement and BAC PS copyright 7

8. A Day in the life of a Project SEARCH Student 8:00 Employability Curriculum 9:00 Internship site 11:30 Lunch 12:15 Internship site 2:00 Review, Plan, Journaling 2:30 Depart 8 PS copyright

9. Total Workplace Immersion High SchoolProject SEARCH Social Environment Many social activities to develop a well-rounded student. Team-building activities and staff meetings that have work-specific purposes. Performance Schools reward effort; alternative strategies are used to achieve success. Employers reward results; look for alternative ways to give employees the skills to perform the job. Dress Code Casual dress code and standards are tolerated. Specific and uniform requirements are in place., including rules about footwear, jewelry, and tattoos. Support Personnel Various individuals available to handle personal and academic problems that may occur. Job Coach and teacher deal with work- related issues in transition to a real work environment. Discipline Administrator addresses issues that could lead to detentions, suspensions, or change of program. Managers handle discipline issues. Documentation, performance- improvement plans, or termination may result. Atmosphere Loud voices and running tolerated; bells indicate change of classes Quiet voices are the norm, and there is the expectation that workers know where they should be at all times. 9 PS copyright

10. Outcome of Employment The Project SEARCH Definition of a Successful Outcome: Competitive employment in an integrated setting Year-round work 20 hours/week or more Minimum wage or higher 10

11. Internships Marketable Skills 4 – 5 hours of day, 910 per year Work/ Social Skills Integrated Cascading skills For the benefit of the student, not the benefit of the host employer 11 PS copyright

12. Nontraditional Jobs Not the “Easiest Jobs” But “Complex and Systematic” 12 © CCHMC 1/3/06 PS copyright

13. Clinical Sterilization 13 © CCHMC 1/3/06

14. 14 Wegmans

15. The Importance of High Expectations 15

16. Emergency Department Technician 16

17. Diaper Drawer Dividers 17

18. High Expectations Lead to Big Changes 18

19. High Expectations Lead to Big Changes 19

20. 2010 Employment Outcomes 20 PS copyright

21. 2010 Employment Outcomes 21 PS copyright

22. Progress to Date 209 current sites 30 in process of implementation 39 states England, Scotland, Australia, and Canada International, secure, online data base (participation is condition of license) Independent model fidelity audits Annual Project SEARCH conference Wide mix of rural and urban locations Huge districts and very small (collaboration) 22 PS copyright

23. High School Transition that Works: Lessons Learned from Project SEARCH By Maryellen Daston, Erin Riehle, and Susie Rutkowski Paul H. Brookes Publishing Co., Inc. 23 For more information go to: http://projectsearch.us/

24. www.NYC4A.org Ilene Lainer Executive Director New York Collaborates for Autism www.nyc4a.org 24

25.  The Project SEARCH Model has been enhanced by New York Collaborates for Autism, in partnership with NYP’s Center for Autism and the Developing Brain, to create a framework for employment tailored to people with autism. It is called the Project SEARCH Collaborates for Autism Curriculum Framework for Employment (P.S.C.A.)  P.S.C.A. includes components included in other Project SEARCH programs but includes methodologies, programming and strategies targeted to better serve people with autism.  In 2013, New York Collaboration for Autism will be selecting 4 sites at which to disseminate this model and will provide a grant to support such dissemination. 25

26. What is autism? www.NYC4A.org Autism is a group of complex disorders of brain development. There is no biological test for autism that will confirm a diagnosis. Instead, the diagnosis is based on behavioral observations. Autism is a life long disorder. ASD is a highly variable disorder and looks very different in each person. Autism affects a person’s development. It may result in more limited or different life opportunities and this may also cause abnormal development. The DSM 5 is changing the name of autism, PDD-NOS and Asperger Syndrome to Autism Spectrum Disorders. (I may refer to all of these as “autism” or ASD during this talk.) Many people with autism also have other conditions including attention deficits, difficulties in motor coordination or sleep, gastrointestinal disturbances, intellectual disability, sensory challenges, and/or seizures. 26

27. How does ASD manifest itself? www.NYC4A.org A person with autism may have abnormal development in a number of areas including: social interaction verbal and nonverbal communication repetitive behaviors or severely restricted interests 27

28. Children with autism become adults with autism. www.NYC4A.org Cute? 28

29. Children with autism become adults with autism. www.NYC4A.org Indecent exposure? 29

30. How do we help our How do we help our children with autism become happy competent adults with autism? www.NYC4A.org Promote independence Maintain high expectations Highlight strengths while working to provide support to minimize deficits 30

31. Why do we need an enhanced Project SEARCH model for people with ASD?  People with ASD may have hidden deficits and/or hidden strengths. Understanding the person’s profile is key to success. ( This does not mean that everyone with ASD has a superior area of skill.) Before Now 31

32. Why do we need an enhanced Project SEARCH model for people with ASD?  Sensory sensitivities may require a modification or matching of the learning and working environment. Overstimulating Quieter, Systematic, Teamwork 32

33. Why do we need an enhanced Project SEARCH model for people with ASD?  Generalizing skills learned requires multiple opportunities across various environments and contexts. Morning E-mail Classroom Work 33

34. Why do we need an enhanced Project SEARCH model for people with ASD?  P.S.C.A. Model emphasizes a teaching and work style that minimizes talking and increases visual supports in the training process and on the job to increase independence.  Technology has proven to be very useful. 34

35. P.S.C.A.-Enhanced Program Components 35

36. Project SEARCH Collaborates for Autism Dissemination  The Project SEARCH Model has been enhanced by New York Collaborates for Autism, in partnership with NYP’s Center for Autism and the Developing Brain, to create a framework for employment tailored to people with autism. It is called the Project SEARCH Collaborates for Autism Curriculum Framework for Employment (P.S.C.A.)  P.S.C.A. includes components included in other Project SEARCH programs but includes methodologies, programming and strategies targeted to better serve people with autism.  In 2013, New York Collaboration for Autism will be selecting 4 sites at which to disseminate this model and will provide a grant to support such dissemination. 36

37. www.NYC4A.org Ilene Lainer Executive Director New York Collaborates for Autism www.nyc4a.orgtism www.nyc4a.org 37

38. High School Transition that Works: Lessons Learned from Project SEARCH By Maryellen Daston, Erin Riehle, and Susie Rutkowski Paul H. Brookes Publishing Co., Inc. 38 For more information go to: http://projectsearch.us/