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Autism Grown Up

Autism Grown Up

职业培训和指导

Morrisville，North Carolina 469 位关注者

Growing up is a part of life, but that doesn't mean there should be a drop-off in resources as we get older.

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Autism Grown Up is a non-profit organization dedicated to thinking across the lifespan with autistic people and their families. We also help professionals, organizations, and communities as they prepare and support the autism community.

网站
https://www.autismgrownup.com
所属行业
职业培训和指导
规模
2-10 人
总部
Morrisville，North Carolina
类型
非营利机构
创立
2019

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  • 查看Autism Grown Up的组织主页
    Autism Grown Up

    469 位关注者

    Community Skills IEP Goal Ideas Category: Interacting with People in the Community Interacting with people in a public community setting often takes a different tenor from the day to day social interactions we might have with the friends, family members, and even colleagues who are most familiar to us. Depending on who we are speaking with and where we are doing it, the norms of a given interaction can shift wildly. To add to the potential confusion, every individual is different and there is no guarantee that any individual will act exactly as you might expect in any particular community interaction. On top of learning what to do to help others feel comfortable, it’s also incredibly important to practice identifying what helps us feel comfortable in potentially crowded community settings. Whether we want to practice navigating how to speak with a cashier, our dentist, a total stranger, or just figure out how to avoid getting overwhelmed sitting on a crowded bus, there is likely to be a specific goal we can identify and work on! Example: Completing a purchase ?? Learn about the process of completing a purchase with a cashier/customer representative across locations and scenarios ?? Role play completing a purchase and all of the steps involved ?? Identify scenarios where someone may have to ask questions, ask for help, use coupons, and communicate other needs ?? During CBI, practice completing a purchase with a cashier across locations and scenarios Access more ideas here: https://lnkd.in/dS5F-MVR

    • 1 - Interacting with People in the Community Goals - Community Skills Goal Starter Ideas
    • 2 - Interacting with people in a public community setting often takes a different tenor from the day to day social interactions we might have with the friends, family members, and even colleagues who are most familiar to us.
    • 3 - Depending on who we are speaking with and where we are doing it, the norms of a given interaction can shift wildly. To add to the potential confusion, every individual is different and there is no guarantee that any individual will act exactly as you might expect in any particular community interaction.
    • 4 - Example: Completing a purchase + Learn about the process of completing a purchase with a cashier/customer representative across locations and scenarios + Role play completing a purchase and all of the steps involved + Identify scenarios where someone may have to ask questions, ask for help, use coupons, and communicate other needs + During CBI, practice completing a purchase with a cashier across locations and scenarios
    • 5 - Check out the full Community Skills Skills IEP Goal Idea Bank on www.AutismGrownUp.com. Cover page of the idea goal bank and the CBI section with a list of ideas.

  • Autism Grown Up转发了

    查看Serena Lowe的档案
    Serena Lowe

    Health & Human Services Public Policy & Advocacy Leader; Civil Rights Subject Matter Expert; Systems Disrupter & Change Agent

    The reorganization of HHS will lead to a reduction in the public health workforce by 20,000 FTEs to 62,000, a consolidation of 28 divisions to 15, and the closing of five of the remaining 10 regional offices for the entire country. In addition, the plan calls for the dismantling of the Administration for Community Living. ACL was created around the fundamental principle that “older adults and people of all ages with disabilities should be able to live where they choose, with the people they choose, and with the ability to participate fully in their communities.” ACL was established in 2013, bringing together the Administration on Aging, Administration on Intellectual & Developmental Disabilities, and the Secretary's Office on Disability Policy for the purposes of assuring a unified, coordinated and elevated focus on the provision of home and community-based services (HCBS) for older adults and individuals with disabilities. In 2014, the Traumatic Brain Injury Act programs and Paralysis/Spinal Cord Injury programs that had previously been overseen by CDC were transitioned to ACL. Later that year, the Workforce Innovation and Opportunity Act of 2014 shifted the National Institute for Disability, Independent Living and Rehabilitation Research (NIDILRR), the Office on Independent Living and the State Assistive Technology Coalitions all under ACL's banner. ACL's Center for Policy and Evaluation has provided policy expertise to ensure that the interests of older adults and people with disabilities are prioritized and protected in federal HHS regulations, policies, and programming. ACL was pivotal to the development and implementation of Section 1557 of the Affordable Care Act, the Federal HCBS Rule, the ACCESS Rule and the updated 504 regulation. Recently, ACL was the primary architect of updates to the Older Americans Act regulations and the first Adult Protective Services regulation. ACL also spear-headed the family caregiving work of HHS which led to the first National Strategy to Support Family Caregivers. ACL leads initiatives supporting states and communities to pilot innovative service delivery models to support older adults and individuals with disabilities to live in their own homes, work and contribute to their communities, and fully engage in community life. For the government to work efficiently and effectively, consolidating programs is an important instrument to be used wisely. That is why several agencies were merged over the years to create a synergistic “bully pulpit” at the federal level advancing the needs of older adults and persons with disabilities. The HHS reorg plan will erode the gains that have been made for the past decade to align aging and disability services, streamline resources across programs, and ensure public policy is informed by the the perspectives of the aging, disability, and caregiver populations. https://lnkd.in/eMW46b54

  • 查看Autism Grown Up的组织主页
    Autism Grown Up

    469 位关注者

    ?? Free TOOLKIT: Advocacy for Caregivers Toolkit Parents advocating for their children is nothing new and is certainly not limited to parents of autistic children. But parents of autistic children face unique challenges attempting to navigate many things that come their way. For example, their advocacy may be a lifelong endeavor, their child/loved one has different needs than other autistic people, and they need to consider working along with their child in their own self-advocacy. ?? What's Inside: + Common advocacy needs in the community, at school, acceptance, and for services + Advocating with an autistic person in mind - our goal is to support parents and caregivers as they represent their child's voice rather than be their child's voice + Parent rights at school + Encouraging self-advocacy + Transition to adulthood + Decision-making options into adulthood + Advocacy self-assessment + Advocacy next steps for yourself Access it here: https://lnkd.in/eaU6j7aa

    • 1 - FREE RESOURCE Advocacy for Caregivers Toolkit - Screenshot of the cover page
    • 2 - Screenshot of the Common Areas for Advocacy section
    • 3 - Screenshot of the My Caregiver Advocacy | Self-Assessment section
    • 4 - Screenshot of the Advocating with an Autistic Person in Mind section
  • 查看Autism Grown Up的组织主页
    Autism Grown Up

    469 位关注者

    Identifying College Programs of Interest One unfortunate reality that many Autistic students face in the transition from high school to college is that college environments are not universally well-equipped to meet Autistic needs, and even colleges that are equipped do not always make it obvious that those programs exist or where to find them! But where does that leave us as individuals? How do we know what program is right for us? While some people might feel comfortable diving into the available options right away, one helpful starting point when we are not sure where to begin is to start with some of the common needs that Autistic students have when navigating a college living environment and see which ones most resonate with you or the person you are supporting. ? Basic Accommodations ? Support for the Transition to Postsecondary Education ? Individualized Services ? A Belief in the Individual ? A Sense of Authentic Belonging Access the full blog post here: https://lnkd.in/etAq8GCt

    • 1 - Identifying College Programs of Interest
    • 2 - Support for the Transition to Postsecondary Education While many colleges will offer some coursework to help with managing this transition, it is also true that the rule by and large for college is that they count on you to manage the incoming workload and executive functioning challenges and will not necessarily reach out to offer help. If you are worried about how the change in structure and workload from high school will impact your executive functioning, it may be helpful to seek out programs that are more actively conscious about supporting students through that transitional period and working on making sure they build up the skills they need.
    • 3 - A Belief in the Individual College is no small investment. When we go to college, it is because we have long-term goals that we want to meet. Going to college, especially when facing a myriad of challenges and potential obstacles, is a significant act of self-investment and belief! Which makes it all the more frustrating when colleges don’t take their openly Autistic students seriously, or try to define Autistic students by what they feel those students can do rather than what those students want to do. While some people are incredibly resilient and can persist through such an environment, others may feel they need the support of a college environment that is on the same page as them.
    • 4 - A Sense of Authentic Belonging College is not just a place of learning, it is a community with lots of different interests and affinity groups, people, and opportunities. One unfortunate reality that many Autistic students face when entering college is feeling like they must choose between being their authentic self and having access to that community. While it is always up to each individual how much and under what circumstances they would choose to mask, it is understandable that for many prospective Autistic students the choice between perpetual masking or losing a sense of belonging can be an unfair and upsetting dilemma.
    • 5 - Read More On Our Blog with a screenshot of the blog post, website link: www.AutismGrownUp.com
  • 查看Autism Grown Up的组织主页
    Autism Grown Up

    469 位关注者

    For many parents and caregivers, part of the role is serving as one or one of few available emergency contacts and acting as the backstop for a wide variety of potential issues that can come up. The thought of not being able to be there when needed can be incredibly stressful! One thing that can help mitigate this stress is to find other caregivers facing a similar dilemma and forming an emergency network of contacts. If you ever find yourself unable to respond to a call or otherwise incapacitated there is already a backup option in place. While no system is perfect, a little bit of insurance can go a long way toward making us all collectively feel better.

    • 1 - Community Safety: Create an Emergency Support Network List
    • 2 - For many parents and caregivers, part of the role is serving as one or one of few available emergency contacts and acting as the backstop for a wide variety of potential issues that can come up.
    • 3 - While we may be happy to exist in that role and help however we can, there is still an associated stress of that moment when help is needed but we simply aren’t in a position to do anything, or perhaps not even to receive an alert that something is wrong.
    • 4 - The thought of not being able to be there when needed can be incredibly stressful! One thing that can help mitigate this stress is to find other caregivers facing a similar dilemma and forming an emergency network of contacts.
    • 5 - If you ever find yourself unable to respond to a call or otherwise incapacitated there is already a backup option in place. While no system is perfect, a little bit of insurance can go a long way toward making us all collectively feel better.

  • Community Skills IEP Goal Ideas Category: Transportation Access to transportation can be one of the most transformative tools a person can have when it comes to accessing community resources, and included among all the potential barriers to that access are the skills one must learn to identify different types of transportation and how to use the options that are available in one’s own community. Some students or clients may benefit from practicing the specific procedures associated with a given transportation option while others may benefit more from practicing how to interpret the options presented by a given transportation choice to reach a variety of different potential destinations. As always a good starting point is to communicate with your student about what transportation currently looks like for them, and determining realistic steps forward from there. Example: Transportation Options ?? Learn about transportation options available in the local community ?? Research how to use transportation options ?? If buses available, search for bus schedules and routes ?? Map out bus schedules and routes, identify locations of interest along the way ?? Calculate costs of using transportation options ?? Compare and contrast using transportation options ?? Locate how to access each transportation option and determine how to use them Access more ideas here: https://lnkd.in/dS5F-MVR

    • 1 - Transportation Safety IEP Goals - Community Skills Goal Starter Ideas
    • 2 - Access to transportation can be one of the most transformative tools a person can have when it comes to accessing community resources, and included among all the potential barriers to that access are the skills one must learn to identify different types of transportation and how to use the options that are available in one’s own community.
    • 3 - Some students or clients may benefit from practicing the specific procedures associated with a given transportation option while others may benefit more from practicing how to interpret the options presented by a given transportation choice to reach a variety of different potential destinations.
    • 4 - Example: Transportation Options + Learn about transportation options available in the local community + Research how to use transportation options + If buses available, search for bus schedules and routes + Map out bus schedules and routes, identify locations of interest along the way + Calculate costs of using transportation options + Compare and contrast using transportation options + Locate how to access each transportation option and determine how to use them
    • 5 - Check out the full Community Skills Skills IEP Goal Idea Bank on www.AutismGrownUp.com. Cover page of the idea goal bank and the CBI section with a list of ideas.

  • ?? Free TOOLKIT: Financial Planning Toolkit Financial planning is one of those intimidating topics - and can often lead to more questions than answers! In this toolkit, we cover the basics around financial planning, outline some resources out there that you can pick and choose based on your needs, interests, and goals. ?? What's Inside: + What Does Financial Planning Look Like? + Financial Planning Self-Assessment + Guardianship + Supported Decision-Making + Public Benefits + Housing + ABLE Accounts + Special Needs Trusts + Letter of Intent + Working with a Financial Planner Access it here: https://lnkd.in/emC5nM2g

    • 1 - FREE RESOURCE Financial Planning Toolkit - Screenshot of the cover page
    • 2 - Screenshot of the What Does Financial Planning Look Like? section
    • 3 - Screenshot of the Assess Where You Are Now section
    • 4 - Screenshot of the Public Benefits section

  • Troubleshooting to Support Executive Functioning at Home One reality of practicing any skill is that things don’t go right all the time, and we sometimes need to address a particular challenge or issue that comes up. Executive functioning is no different, and sometimes in the process of working on executive functioning skills we discover we need to address a particular challenge before we can make meaningful progress. Here are a few examples of common situations that can arise, and some starting strategies for addressing them moving forward. ? Tasks Seem to Go Wrong ? Can’t Fit Tasks Into Schedule ? Trouble With Decisions ? Can’t Complete a Given Task Independently ? Personal Friction ? Difficult Situations Access the full blog post here: https://lnkd.in/ecGPGtez

    • 1 - Troubleshooting to Support Executive Functioning At Home
    • 2 - Tasks Seem to Go Wrong One of the trickiest parts of managing a whole routine is when we are still struggling with the basics of the task at hand! We all have our day-to-day tasks that we find more challenging than others, and the tasks that go wrong can have an impact on everything else we can do that day! There are a number of different strategies that we can use to address this issue, including using adaptive thinking to consider what we might do when a given task goes wrong and trying working memory tools to offer reminders of what to do for a particular task. The most crucial thing is that a given task does not feel like a huge stumbling block to the rest of our day, whatever support we may need to make that happen!
    • 3 - Can’t Fit Tasks Into Schedule Sometimes the challenge of our day-to-day schedule isn’t so much completing the tasks at hand but completing them in a reasonable timeframe to get on with the rest of our day! When we are struggling to fit all of our tasks into a schedule there are a number of different approaches we can try. We can give ourselves more time by waking up earlier or rearranging our schedule. We can try breaking down our schedule into individual time segments. We can move some tasks to earlier or later in the day. And if our schedule is so full that none of those things are possible we can consider the possibility that we are overcommitted and need to reduce our workload!
    • 4 - Trouble With Decisions Sometimes the hardest part of doing what we need to do in a given day is deciding what we need to do! If the person you are supporting is running into trouble with decision makin, there are a number of strategies worth trying! One way to help can be narrowing down the decisions so that there is less information to process at once. Alternately, offering a decision in a different setting than it was first offered can sometimes make processing easier. Finally, it is important to treat deferral as a decision in its own right, and to respect the self-advocacy of the person we are supporting when they ask us to make a choice whenever that is possible.
    • 5 - Read More On Our Blog with a screenshot of the blog post, website link: www.AutismGrownUp.com

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