An Ideal Model for Transitional Programs for Autistic Youth: Evaluating the High School to Employment Programs for Autistic Youth in Georgetown, TX. By Deron J. Reinders Applied Research Project [email protected] Submitted to the Department of Political Science Texas State University-San Marcos In Partial Fulfillment for the Requirements for the Degree of Master of Public Administration Spring 2016 Abstract Purpose: The purpose of this applied research project is threefold. First, it describes the ideal components of an effective transitional program for youth with ASD transitioning from high school to employment in a community. Second, it assesses the transitional programs from high school to employment for youth with ASD who reside in Georgetown, TX. Third, it provides recommendations for improving the transitional programs for youth with ASD who reside in Georgetown, TX. Methodology: The components of an effective transitional program for youth with ASD transitioning from high school to employment identified in the literature led to the development of a conceptual framework. This framework allowed the researcher to develop an assessment tool designed to gauge the transitional programs for youth with ASD from high school to employment in Georgetown, TX. An assessment is accomplished through the use of a case study approach employing multiple methods. The methods used to collect data include interviews, document analysis, nonparticipation observations of public presentations, and survey research. Findings: Results indicate that the Georgetown Independent School District (GISD) has an outstanding transitional program/process for youth with ASD. There were only a few recommendations for GISD, such as having a self-determination curriculum, having a policy requiring transition meeting facilitators to use person-centered-planning (PCP), and training general education teachers on how to best work with students with ASD. At the state level process, the state agency provides most of the elements identified as best practices transitional programs for this population. Recommendations for the state include having policies to use PCP, video modeling and covert audio coaching for this population, and limiting the number of clients their Rehabilitative Counselors can have on their caseloads. At the community level process, there are several recommendations, as only a few of the agencies offer some of the elements identified as best practices for this population. Several major concerns for the community level process include only 45% of the agencies have specialized case managers to work with this population; 50% of the agencies complete employment plans; 30% of agencies use rehabilitative technology; 44% offer supported employment; 25% offer vocational training; none of the organizations offer a specialized vocational training in a field that has been proven to help this population gain competitive employment; and only 38% collaborate with other agencies to assist this population. About the Author Deron J. Reinders was born in San Antonio, TX. Deron graduated from Southwest Texas State University in 1999 with a Bachelor’s Degree in Criminal Justice and a minor in Psychology. Deron has been employed in several challenging, but rewarding careers in the fields of Juvenile Probation, Job Readiness, and Children Protective Services. Deron is currently employed with Williamson County Juvenile Services as a Preservation Supervisor, where he supervises a team consisting of a Juvenile Probation Officer, Case Manager, and two Therapists who serve juvenile offenders and their families using a multi-systemic approach. Deron is happily married to his wife of 13 years. Together, they have two children, one of which is diagnosed with Autism Spectrum Disorder (ASD). Deron’s research is dedicated to all families with a special needs child who are worried about their child’s future after high school. Deron can be reached via e-mail at [email protected]. Table of Contents Table of Contents…………………………………………………………………………………..I List of Tables……………………………………………………………………………………...V Chapter 1: Introduction ………………………………………………………………..……..1-4 The Challenges of Gaining Meaningful Employment for those with ASD…………………..........1 Purpose Statement…………………………………………………………………………............3 Chapter Overview…………………………………………………………………………………4 Chapter 2: Policy History and Research Setting……...…………………………………....5-27 History of Autism…………………………………………………………………………………5 Federal Laws…………………………………………………………………………………..…23 City of Georgetown……………………………...……………………………..………………...26 Agencies that Provide Transitional Services to the Georgetown Community………..……........27 Chapter 3: Components of Effective Transitional Programs………………………...…..28-80 Chapter Purpose...…………………………………………………….………………………….28 Introduction to the Mode Assessment Tool……………………………………………….……..28 Conceptual Framework…………………………………………………………………….…….28 High School Level Process……………………………………………………………….…..31-59 Individual Education Program/Transitional Planning……………………………………………32 Family and Other Support Systems………………………………………………………………38 Interagency Collaboration………………………………………………………………………..39 Self Determination…………………………………………………………………………….....44 Inclusion in Regular Education Classes…………………………………………………….........47 Independent Living Skills……………………………………………………………………..…50 Vocational Education and Training………………………………………………………………51 Work Internships/Paid Employment……………………………………………………......……55 State Level Process…………………………………………………………………………...59-74 Eligibility Requirements……………………………………………………………...…….........59 I Rehabilitation Counselors.………………………………………………………………….........61 Employment Services……………………………………………………………………….........63 Rehabilitation Technology Services…………………………………………………………...…65 Supported Employment…………………………………………………………………………..68 Interagency Collaboration…..…………………………………………………………………....72 Community Level Process……………………………………………………………………74-79 Specialized Vocational Education and Training (VET)…………………………………….........75 One Stop Career Centers…………………………………………………………………..……..76 Follow-up Support…………………………………………………………………………...…..78 Chapter Summary.....…………………………………………………………………………….79 Chapter 4: Methodology……..…...……………………………………………………….81-102 Chapter Purpose……………………………………………………………………………….…81 Case study…………………………………………………………………………..……………82 Operational Table…………..…………………………………………………………………….82 Interviews…...……………………………………………………………………………………92 Interview sample…………………………………………………………………………............93 Document Analysis…………………………………………………………………...………….94 Documents for High School Level Process………………………………………………………95 Documents linked to the Elements for the State Level Process………...………………………..96 Survey……………………………………………………………………………………………97 Survey Sample…………...……………………………………………………………...……….97 Community Based Organizations and their Locations………………………………….……….98 Non-participation Observations of Public Presentations………………………………………..100 Respondent Protection………………………………………………………………………….102 Chapter Summary………………...………………………………………………………….….102 Chapter 5: Results…..…………………………………………………………………….103-169 Chapter Purpose………………………………………………………………………………...103 II High School Level Process…...……………………………………………………………103-129 Family and Other Supports………………………………………………………………..........109 Interagency Collaboration………………………………………………………………………112 Self-Determination…...…………………………………………………………………...…….115 Independent Living Skills……………………………………………………………...……….118 Inclusion in General Education Classes…………………...……………………………………120 Vocational Education Training………………………………………………………………....125 Work Internships/Paid Employment…...……………………………………………………….127 State Level Process………………………………………………………………………...129-148 Eligibility Requirements…………...…………………………………………………………...129 Rehabilitation Counselors………………………………………………………………………133 Employment Services…………………...………………………………………………………135 Rehabilitation Technology Services……...……………………………………………………..141 Supported Employment…………...…………………………………………………………….143 Independent Living Skills………………………………………………………………………145 Interagency Collaboration………………………………………………………………………145 Community Level Process…………………………………………………………………148-170 Surveys Completed and Participation Rates…..………………………………………………..148 Eligibility………………………………...………………………...……………………...........149 Case Manager………...…………………………………………………………………………152 Employment Services……………………………………………………………………...........154 Specialized Vocational Education Training………...………………………………………......160 Rehabilitation Technology……...………………………………………………………...…….160 Supported Employment…………………………………………………………………………162 Independent Living Skills…….………………………………………………………...………163 One Stop Career Centers…...……………………………………………………………...........164 Interagency Collaboration…….……………...…………………………………………………165 III Follow-up Services…………………………………….…………………………………….….167 Chapter Summary………...……………………………………………………………………..169 Chapter 6: Conclusion and Recommendations……..…………………………………..171-179 Chapter Purpose………………………………………………………………………………...171 Summary of Research…………...……………………………………………………………...171 Recommendations………………………………………………………………………………172 Limitations to the Study…………………………………………………………………...........179 Suggestions for Future Research…………….………………………………………………….179 References………………………………………..……………………………………………..180 Appendix………………………………………………………………………………………..188 A: Interview Questions………………………………………………………………………….188 B: Survey Questions…...………………………………………………………………………..191 C: E-mail to Community Based Organizations……………………………...………………….199 D: Exemption E-mail from Texas State University’s Review Board……………………………200