Lisa is a 19 year old young woman who has been diagnosed with Autism Spectrum Disorder for a number of years. Her transition goals in her IEP have helped her to be more socially independent, and she is able to make some forays outside of the home without supervision.
Lisa's parents finally divorced last year, and Lisa's brother went into the Army, and it seemed Scott and Marsha could not find anything outside of the kids the keep them together. Lisa misses seeing her dad and often asked when she will get to see him again. It is hard for her to understand why her parents don't live together any longer. It makes her sad and sometimes angry.
Lisa is able to have some supported employment at a local hardware store, and she continues to attend the local school close to Marsha's house. When Scott moved out, he moved to a town nearby and is said to be working odd jobs to pay the bills. Marsha is now working in a local pediatrician's office. The hours are somewhat flexible, and the practice has given her the ability to be with Lisa when needed. It is good that Marsha has close friends who are also able to help with Lisa. She's particularly close to Cindy and has been for the last several years. Cindy is always around, picking up Lisa at her job, taking her home and making sure she has eaten. Cindy would really like to be with Marsha and can see a future for them. Marsha really never thought of herself as bisexual, but not that Scott is finally gone, she has begun to be attracted to Cindy. They have even talked about moving in together.
Lisa loves to be with other young adults at the Clubhouse, a community-based space where people with special needs "hang out." There is a man, Raymond, at the Clubhouse who is a few years older than she, and he keeps trying to get her to do things that make her uncomfortable. He's always touching her on her shoulder and back, and he is often "in her space." She's not sure how to say it or who to say it to, but there's just something especially strange about him. Lisa doesn't like the way the man treats her.
* Find out information about Summit House in Harrisonburg. Who goes there? Why? What are the requirements for attendance?
* Describe typical developmental milestones for a 19 year old.
* Given Lisa's need for adult supervision most of the time, what are the future possibilities for employment for her? Assume that her IQ is 74.
* Given Lisa's atypical development, how might she understand inappropriate physical contact such as that that comes from Raymond?
DECISION POINTS:
Does Lisa find a way to communicate her needs to someone "in charge" at the Clubhouse?
Do Marsha and Cindy move in together?
The Summit House in Harrisonburg, VA is “a community based self-help rehabilitation program designed to assist individuals with their recoveries from mental illness.” 1 The program entails members to be “voluntary participants and contributors” who collaboratively decide on program changes, “carry out the work of the house”, and form meaningful friendships and interactions with one another. The Summit House was established as a “local” community for persons suffering from mental illness which allowed these persons to remain “in their home communities.” 1 The Summit House offers the same “daytime activities and mutual support” that is offered at mental institutions. Some of these activities include work units that are “kitchen, clerical, and maintenance.” 1 Also, there are many opportunities for job support. Through the Summit House, the Department of Rehabilitative Services offers “training, counseling and job placement services to members.” 1 There are vocational advocates and employed members dinners. According to the Harrisonburg-Rockingham Community Services Board, the Summit House provides mutual support for members through social programs encompassing social interaction and social skill development, educating members in “the areas of mental and physical health, medications, and social and personal development,” 1 and wellness advocates, activities, and resources are available to members. The Harrisonburg-Rockingham Community Services Board mandates three criteria which have to be met for attendance in the Summit House, these are:
ReplyDeleteBe a Community Services Board client.
Be 18 years of age or older.
Have experienced the effect of a mental illness. 1
1 Summit House - Harrisonburg-Rockingham Community Services Board. (2011). Harrisonburg-Rockingham Community Services Board. Retrieved November 1, 2011, from http://www.hrcsb.org/services/summit-house
As a 19-year-olds become young adults, their developmental abilities begin to refine. With respect to their physical development, their sexual drive starts to become prominent and their genetalia will be fully developed. A young adult at this time will also reach their full height. Cognitive development in young adults regards the learning of a specific trade, job, or pursuit of a higher education. They are able to "fully understand abstract concepts and be aware of consequences and personal limitations." Young adults are also now able to plan for their future, attain new hobbies or interests, and test their decision-making skills. Emotional development consists of many things, but especially at this time the decision to enter into emotional, sexual, and physical relationships with others and decide or experiment with their orientation. They will start to understand long-term committments with partners, and make a shift from an emphasis on themselves to that of others. Relationships with family and friends will also change. Young adults will also begin to feel things like empathy and invincibility, and also hone their personal values.
ReplyDeleteGrowth and Development, Ages 18 and Over-What Parents Need to Know. Advocates for Youth. Retrieved November 3, 2011, from http://www.advocatesforyouth.org/parents/157?task=view
There are programs established to meet the needs of people with lower IQ’s and comorbid disabilities. One program is Project SEARCH. Project SEARCH is a “High School Transition Program is comprised of a one-year internship program for students with disabilities, in their last year of high school.” 1 When Lisa is in her last year of attending High School, age of 21, she could participate in Project SEARCH. This project requires “an extensive period of training and career exploration, innovative adaptations, long-term job coaching, and continuous feedback from teachers, job coaches, and employers.” 1 Past employers, post high school graduation, have included: “Fifth Third Bank, Medtronic, Cargill, 3M, the US Department of Education, the US Department of Labor, the US Department of Health and Human Services, Kaiser Permanente, the National Health Institute, and the University of Rochester Medical Center.” 1 Project SEARCH’s website also notes that these students are “eligible for Vocational Rehabilitation and the local/state Developmental Disability agency” 1 in their home states. Another program is called Ken’s Krew. Ken’s Krew provides an initial “screening & Skills Assessment” that “networks with local school districts, state employment agencies and other service organizations to identify potential candidates by assessing skills and potential to work independently in a workplace setting.” 2 The program aslo provides a “One-On-One Paid Training” 2 for employment at The Home Depot or CVS. If training is completed the individual is matched to a job based on “abilities and skills with employer needs” and employment is given by The Home Depot and CVS Caremark stores. After being employed, Ken’s Krew participants are given “On-the-Job Support” and “Continuing Education.” 2 Lastly, Ken’s Krew provides social skills, networking, family involvement, and community connections to its members. Therefore through an organization like Ken’s Krew, Lisa could continue working in the repair store environment. There are also links provided on the Virginia Department of Rehabilitative Services website, the following link provides access to employers and contacts throughout Virignia - http://www.vadrs.org/essp/esolist.aspx. Being that Lisa is still attending high school, her school counselor or special education teacher could help her navigate through resources and implementing a transition plan that allows for adult supervision in Lisa’s future employment.
ReplyDelete1 HIGH SCHOOL TRANSITION MODEL. (2010). Welcome to Project | SEARCH. Retrieved November 1, 2011,http://www.projectsearch.us/index.php?option=com_content&view=article&id=52&Itemid=57
2 Ken's Krew Inc. - Home. (n.d.). Ken's Krew Inc. - Home. Retrieved November 1, 2011, from http://kenskidsinc.org/
Unless Lisa's parents have sat down and expressly talked about sex and other sexual matters, it is highly unlikely that Lisa understands what Raymond's intentions are. Even if she has been educated about sex, Lisa still may not understand that this contact was specifically sexual. Lisa is aware that her body has undergone changes, but might be unaware that her emotional and possibly sexual levels are "in a state of flux." Because of this, it can be "particularly stressful for a child who dislikes change and finds their own emotions confusing."
ReplyDeleteSex education and children and young people with an ASD. The National Autistic Society - Autism and Asperger Syndrome. Retrieved November 3, 2011, from http://www.autism.org.uk/living-with-autism/communicating-and-interacting/sex-education-and-children-and-young-people-with-an-asd.aspx
Lisa’s needs have been communicated with someone “in charge” at the Clubhouse. However, Lisa did not directly communicate them. Lisa was confronted another friend recently and yelled, “I do not like people being close to me.” She then proceeded to say, “Why are you weird like Raymond? Get away from me! Don’t touch me”. Lisa’s friend was upset that Lisa had yelled at her. The friend then was confronted by someone “in charge” because she was hysterically crying. This girl told the person “in charge”, in few words, what had happened. Nonetheless, the few words included Lisa not liking Raymond and touching. The person “in charge” is now aware of Lisa’s needs.
ReplyDeleteCindy is already in Lisa's life a lot, it seems, so it's assumed Lisa likes her. While we agreed we have reservations because a gay relationship between her mother and Cindy might freak Lisa out or be something she couldn't comprehend, we're not exactly sure Lisa would even realize that it 1. was a gay relationship or 2. realize that a gay relationship is or isn't "acceptable". As it stands, Lisa does not have a love interest in her life - in fact, she highly disliked the fact that Raymond was touching her. Perhaps it would be good for Lisa to see her mom and Cindy intimately; they could explain to Lisa that they're "very close friends" and want to be around each other a lot. This would teach Lisa that sometimes it is okay to want to be around female friends a lot. I'm not sure Lisa knows about sex or other things, so she probably wouldn't see anything wrong with it. Cindy could gradually hang around the house and stay over for weekends before she moves in, that way Lisa could get acclimated to her being at home without it being a huge change.
ReplyDeleteQuestions from Khalid's group:
ReplyDelete1) What aspects of ASD would make it difficult for Lisa at her current job?
2) How could the dad being out of the picture affect Lisa's ability to develop relationships with men?
3) Where could Lisa find other friends her age if she continues to feel uncomfortable around Raymond?