Academic Research: Collaborating to Support Participation in Recreational Activities of Children with Autism Spectrum Disorders

Potvin, M-C., Prelock, P.A., Snider, L. (2008). Collaborating to support meaningful participation in recreational activities of children with autism spectrum disorders. Topics in Language Disorders, 28 (4), pp. 365-374.

This article describes the process by which the application of family-centered care and teaming principles can maximize the participation of children with ASD in recreational activities.

View the Academic Research article abstract – Collaborating to Support Participation in Recreational Activities of Children with Autism Spectrum Disorders.

Website: Parent Training and Information Centers and Community Parent Resource Centers

This website presents contact information for centers that provide training and information to families of infants, children, adolescents, and young adults from birth through age 26 with all types of disabilities (physical, cognitive, behavioral, social, and emotional). This information and training helps parents participate more effectively with professionals in meeting their child’s education needs.

View the Multimedia database – Parent Training and Information Centers and Community Parent Resource Centers.

Website: The PACER Center

PACER Center (Parent Advocacy Coalition for Educational Rights) works to connect parents in order to enhance the quality of life of children and young adults with disabilities. PACER Center provides individual assistance, workshops and trainings, and releases publications to help families make decisions about education and other needed services for their loved one with a disability.

View the Website – The PACER Center.

Academic Research: Peer Relationships and Social and Recreational Activities among Adolescents and Adults with Autism

Orsmond, G.I., Krauss, M.W., Seltzer, M.M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders. 34 (3), pp. 245-256.

The authors investigated the relationships and social participation of 235 adolescents and adults with autism who live at home and found that the prevalence of friendships and relationships was consistently low for all of the people studied. However, the existence of peer relationships and social participation appeared related to individual characteristics (i.e. being younger, having less impairment in social interaction skills, having greater functional independence). Environmental characteristics (i.e. participation of mothers, number of services received, inclusion in integrated settings while in school) appeared to have less of an impact on having or not having relationships or social participation.

Read the Academic Research article abstract – Peer Relationships and Social and Recreational Activities among Adolescents and Adults with Autism.

Guide: Life Journey through Autism

This guide is designed to provide parents, teachers, and other education professionals an introduction to the transition to adulthood. Subjects included in this guide—applicable laws and regulations, the transition planning process, finding a job, finding a post-secondary education opportunity, helping plan out details on life skills and future planning (i.e. living arrangements; lifestyle decisions)—constitute an overview of the many issues that parent, teachers, and professional may need to consider during this process.

Download the Guide – Life Journey through Autism: A Guide to Transition to Adulthood (PDF).

Fact Sheet: ASD and the IEP

This presentation/fact sheet provides a basic overview of the ways in which the Individual Education Plan framework can be used by educators to support students on the autism spectrum. This overview includes a discussion of characteristics of autism that can affect the ability to educate a student; reflecting characteristics of autism in the present levels of performance and identification of needs for the student; developing goals and objectives that address the need of the student; identifying appropriate services and supports in the most appropriate setting for the student to access the curriculum; discussing transition planning; and addressing any special/other factor that may come into play when helping a student access the curriculum.

Download the Fact Sheet – ASD and the IEP (PDF).

Website: Oakland University Center for Autism Research, Education and Support

The Oakland University Center for Autism Research, Education and Support (OUCARES) provides programs for teachers, individuals, and their families living with Autism Spectrum Disorder (ASD). Using a multifaceted approach consisting of professional development training, research in autism education and dialing living, and providing family support services, OUCARES works to improve the quality of life for individuals on the autism spectrum and their families. Over the past three years, this organization has served more than 750 families.

Visit the Website – Oakland University Center for Autism Research, Education and Support.

Toolkit: Age Appropriate Transition Assessment Kit

This guide, geared towards educators, explains what a transition assessment is and why it is important in the transition planning process and in defining goals and services to be included in an adolescent’s Individual Education Plan (IEP). It provides a rough guide to thinking of the types of instruments and questions that can help facilitate the transition assessment and it includes a list of considerations that educators should make in developing an age appropriate transition assessment as well as a list of possible assessment methods.

View the Toolkit – Age Appropriate Transition Assessment Kit.

Multimedia: Writing Postsecondary Goals Video Resources

This web activity provides people who identify themselves on the autism spectrum another opportunity to think about what they want to do after they finish high school. This activity includes an employment and post-secondary goal work-sheet and an online tutorial to support the person on the spectrum in completing the activity.

View the Multimedia – Writing Postsecondary Goals Video Resources.

Fact Sheet: Autistic Access Needs: Notes on Accessibility

This document contains several recommendations to accommodate people with autism spectrum disorders during events, programs, and activities.

Download the Fact Sheet – Autistic Access Needs: Notes on Accessibility (PDF).