Don’t Flounder: I Can Help

Don’t Flounder: I Can Help

Don’t let school transition lead your young adult into endless hours in front of the TV, video games, withdrawal or depression. When depression hits, your young adult has another clinical diagnosis. This can be prevented. Be proactive.  Review the topics below.

1)Parents, how do you answer these these questions about your son or daughter’s plans for school transition or progress toward life goals? 

2) HOW THE CAPABILITY APPROACH AND BROAD CREATIVE SUPPORT SYSTEM CAN HELP YOUNG ADULTS  w/ASD

3) How Does this Evaluation/Plan Work?

4) What you and young adult will receive with a Capability Approach evaluation. 

5) Who will benefit from the findings of this evaluation?

6) What do others say? Testimonials by School Psychologists who attended two workshops on the CAIS (KAPS CONFERENCE and FAYETTE COUNTY SCHOOLS TRAINING), presented by Jackie Marquette. 7) I am available to help you. ******************************************************************************

1) Parents, how do you answer these these questions about your son or daughter’s plans for school transition or progress toward life goals? 

a) What plans have you made so your son (or daughter)  will have a workable plan that is individualized to his or her needs, applying personal strengths, using talents, moving toward goals and life dreams?  How will you ensure the plan will be implemented?

b) Does your young adult’s plan include vocational and leisure activities anchored weekly to promote his or her emotional stability during this crucial time of change?

c) Does the plan ensure that your daughter (or son) will have exposure to environments of inclusion and the practice of life skills?

d) How will I ensure that you young adult’s adult service providers (i.e. job coach, or Medicaid support) will acknowledge his her challenges and apply individualized supports for the purpose of his enjoyment, experiences, self worth, and increased capability level?

e) Will the implementation of your young adult’s transition plan include individualized strengths and unique capabilities highlighted across all areas of living?

2) HOW THE CAPABILITY APPROACH AND BROAD CREATIVE SUPPORT SYSTEM CAN HELP YOUNG ADULTS  w/ASD The (CA) uses the Capability and Independence Scale (CAIS). The CAIS is a strengths based, progress monitoring tool to identify next step vocational options and life skills in two categories: ‘independence’ and ‘with supports’ The analysis is highly favorable to the student’s needs, challenges, interests/strengths. The recommendations center around the young adult and parental goals and life dreams.

3) How Does this Evaluation/Plan Work? The evaluation examines the student’s support needs across 7 areas of living 35 self determination and life skills by: 1) drawing upon raters who know the individual well (i.e., teachers, therapists, parents, others). rating a) independent and b) capability levels ‘with supports’. identifying four broad creative support areas (environments, people, structure, and visual/tools, etc. on the student’s behalf. (the research is based on conceptual framework of Wolman (1973, 1981) and Deci and Ryan (1985).

4) What you and young adult will receive with a Capability Approach evaluation: 

1) Consumer profile

2) Quantitative and qualitative analysis with findings.

3) Recommendations for vocational and community life outcomes and goals. These possible options are offered as a culmination from the analysis of acknowledging student’s challenges, strengths, and the 4 broad creative support areas that enable higher capability levels and adaptation.

4) Using all of your rich data, I synthesize the information into new next step options with recommendations toward short and long term goals

5) Offer you a transition/crisis treatment plan that can help you work through problems to useful solutions.

6)  The process can be a tool for the young adult in pursuing self determination as a structure in managing challenges in daily living, moving toward goals, self evaluating capabilities, and  practicing skills daily.

5) Who will benefit from the findings of this evaluation? This analysis with recommendations can shed light during transition to help: the student/young adult, vocational rehabilitation counselors, employment specialists, Medicaid providers, adult day training staff, college professors/staff, tudors, mentors, student’s family members, and other advocates.

6) What do others say? Testimonials by School Psychologists who attended two workshops on the CAIS (KAPS CONFERENCE and FAYETTE COUNTY SCHOOLS TRAINING), presented by Jackie Marquette.

-I liked the practicality and usability of the scale.

-The concept is great! ASD students transitioning from high school to post school need many more supports in the community.

-The CAIS appears more practical and useful than other transition/adaptive inventories. -Very thorough, lots of examples and interesting discussion.

-I really liked the structure of rating an individual, ‘independently’ and ‘with supports’.

Endorsement “Jackie provides the blueprint for parents and professionals to move away from a deficit orientation to a celebration of the abilities and strengths of persons with autism and related disabilities.” Barry Prizant, PhD., CCC-SLP, Brown University; co-author of the SCERTS Model (Social Communication)

7) I am available to help you.  I am available by appointment, in person or by phone and skype, to guide you to start your path and facilitate [your son or daughter’s] personal journey to increased capability levels, and personal quality of life with emotional well-being.

To Purchase the Capability Approach Full Evaluation and Plan go to: http://192.169.48.41/~jackie/wordpress/store/products/phone-consultation

OR

Contact me by phone 502.417.6063 or email Jackie@drjackiemarquette.com to inquire about Your option for a consultation.

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More About the Capability Approach

I. What is the Capability Approach (CA) Vocational Evaluation?

The CA is an integrative and comprehensive evaluation to help determine next-step vocational options or supports for college to enable the individual who has ASD or developmental disability.

II. How does this vocational evaluation work? It all starts with the young adult’s personal goals, short and long term, along with his or her own ratings of his ability, and also others who know and can rate the individual’s capabilities. The evaluation breaks down support needs by: -closely examining capability levels quantitatively and qualitatively during  exposure to different settings, -experiences using interests and developing strengths, and -self- expression. This process is examined across all areas of living and provides insights about the individual’s capability in each of the 35 self-determination life skill items.

III. Capability Approach (CA), Vocational Priorities include: *Considering options and making choices, *participating in budgeting and goal setting. *passing tests for employment, education or self-improvement, *problem solving, *accommodating to new situations, *change or challenging events. *following instructions, *evaluating task completion, *accepts redirection or correction by coworker, *exhibits willingness to learn new skills/tasks. *taking responsibility for own health, nutrition, and medication, *maintaining personal hygiene, *interpreting other people’s feelings and emotions, *managing ridicule or peer pressure, *using self talk or relaxation techniques to mange aggressive behaviors. *participating in conversations, *asking for help when necessary, *responding to non-verbal cues, such as gestures and facial expressions.

This in-depth analysis is highly favorable to the individual’s needs, desires, and vocational or higher education goals. No one can fail this evaluation, because it is all based upon individual needs and goals. This final report analysis can be extremely valuable to others who need to understand the student’s  capabilities and challenges. People who would benefit from this information: the young adult, school staff, vocational counselors, job coaches, mentors, community coaches, case workers, adult service providers and the individual’s family.

IV. How the Capability Approach program is different from other transition programs or person centered planning? This transition program is distinctive from others. When broad creative supports are determined and implemented in each of the  35 life skills (in the Capability and Independence Scale), they enable the teen or young adult’s development of interests, strengths, and skills as well as exposure to settings and peers. The by-products of this process has shown to decrease negative behaviors and increase adaptive and capability levels. By identifying each separately and applying in combination on behalf of the individual, good things happen (i.e., employment, improved daily living, reaching life goals and dreams).