Advanced Training: ASD Capability and Adaptability and Tools To Measure Them

Advanced Training: ASD Capability and Adaptability and Tools To Measure Them

lightbulb2The purpose of this training is to offer these tools to professionals who want to use the Capability Approach Model in their work. Individuals ideal for the Capability Approach Assessment may include: occupational and speech therapists, special education teachers, school psychologists, transition consultants etc., who work with students or clients who have autism.

The advantage of a professional having this advanced training in the Capability Approach (CA) is to provide a much needed service to the tremendous void of services and supports to people with ASD. Students in school transition and young adults with their families are floundering and sometimes in despair waiting for direction and solutions that minimize barriers and offer practical solutions to continued adult learning, social emotional growth, and interdependence.

Training OBJECTIVES and REQUIREMENTS:

OBJ ONE: To understand the purpose of the Capability Approach.

OBJ TWO: To recognize how increasing an individual’s predictability within a his world of change and crisis can enable emotional stability and adaptation.

OBJ THREE: To use each of the Two Assessment Tools as part of the CA to gather significant qualitative and quantitative data.

Obj FOUR: To synthesize data from the Capability Approach tools, in order  to design next step options based upon integration of Broad Creative Support strategies that address individual challenges, and work toward goals.

 

ACTIVITIES

OBJ ONE: To understand the purpose of the Capability Approach.

Activities:

1) Identifying the 28 attributes Capability Approach

2) Understanding the differences between the Traditional Perceptions vs. the Capability Approach Perceptions toward ASD service and supports.

3) Understanding Personal Development and the relationship to ASD Self Determination

Quality of life in daily living

Has associates or friendships

Participated in Leisure/exercise

Has Interests/strengths identified

Access to Employment training or college

Supports to communicate thoughts and preferences effectively.

Opportunities to practice self care and self advocacy skills

4) The Capability Approach to Individual’s Outcomes:

Health and well being,

nutritional health,

Social emotional capability,

Development of positive or internal change,

Self acceptance and self worth,

Increased Capability with support across all areas of living.

5) The Capability Approach and Positive External Outcomes

Group Change: School and organizational programs,

Family: improved well being and functioning,

New Policy development: positive organizational change/ supporting individuals with ASD,

Societal gains: contributing member (pays taxes or is a producer: job (self employment) artist.

OBJ TWO: To recognize how increasing an individual’s predictability within a his world of change and crisis can enable emotional stability and adaptation.

1) Understanding ASD and Unmet Needs

Education

Income (job)

Transportation

Support and Companionship

Community participation vs living in isolation

Choice and control over life

Opportunity to learn and practice life skills,

Options for healthy living

Safety and protection from bullying or exposure to violence

2) Combining Traditional Supports with Broad Creative Supports

VR Employment Services

Housing (HUD)

Medicaid Waivers

SSSI/SSDI

Supported Living

People supports (acknowledging challenges)

Technical Assistance –tools strategies,

Structure

Environmental support

OBJ THREE: To use the two assessment tools as part of the CA to gather significant qualitative and quantitative data.

1) Understanding the Overall Capability Approach process.

Conducting the Capability Approach Interview

Considering Family Priorities (Use Marquette’s Transition Priority Index (TPI)

Determining individual’s unmet needs.

Identifying Individual’s Personal Interests & Enjoyment in Activities

Evaluating the individual’s Ability (independent levels) and Capability (with supports) using Marquette’s The Capability and Independence Scale (CAIS)

Determining individual’s strengths using the The Capability Approach Strengths Scale (CASS).

Gathering Quantitative data and qualitative data from interview & anecdotal feedback on CAIS, CASS, and TPI instruments

Analysing quantitative and qualitative data.

Synthesising into next step action steps, options to consider, and recommendations toward meeting short and long term goals

Offering a process to work though problems to resolutions by Using the Transition/Crisis Treatment Plan (TCTP). 

Offering a user-friendly practical tool in daily practice, the Capability Approach Scale (CAS) to monitor individual’s progress. The CAS is helpful to service providers and family members.

Obj FOUR: To  synthesize data from the Capability Approach tools, to design next step options based upon integration of Broad Creative Support strategies that address individual challenges, and work toward goals.

1. The participant will review and previous Capability Approach assessments and participate in activities of gathering data, analysis, and synthesis of options and recommendations.