ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 1

“Adulting with ASD”: ASD Life Skills Transition to Adulthood Program

Significance

Population and Gaps

Autism Spectrum Disorder (ASD) is a chronic neurodevelopmental condition that affects
individuals in varying degrees, ranging from highly skilled to severely challenged in multiple
areas (Autism Speaks, n.d.; Anderson et al., 2018). The challenges brought on by ASD can
include deficits in social skills, speech, non-verbal communication, attention, executive
functioning, learning, motor coordination, emotion regulation, and problem-solving. Additional
challenges can include the presence of abnormal sensory reactions and repetitive behaviors
(Cleveland Clinic, 2020). About 50,000 individuals with ASD reach adulthood each year
(Anderson et al., 2018) but only 7.5% of students with ASD who were eligible for an
individualized education program (IEP) received services in their transition into adulthood
(Benson et al., 2021). According to the Center for Disease Control (2020), adults with ASD
experience poor postsecondary outcomes such as higher rates of unemployment, decreased
participation in higher education, continuation of living with family, and less opportunity for
social/community activities compared to their same-age peers.
Adolescents and young adults (YA) still need services that will teach, support, and aid in
their functional independence as they transition into adulthood. As Hewit (2011) stated, "There
is a need for more and better services if such individuals [with ASD] are to achieve their full
potential. There is extreme urgency for developing independence and adaptive skills for new
environments before the time for transition occurs" (Hewitt, 2011, pg. 276). Specific skills that
YA and adolescents need for their transition into adulthood include self-determination, creating
and maintaining meaningful routines, creating and achieving goals. Life skills such as household
and financial management, community engagement are also necessary for their transition
(Benson et al., 2021; Kao et al., 2021; Thomas-Costello et al., 2021). Since ASD is a lifelong
diagnosis, symptoms do not disappear with time. As these individuals transition to adulthood,
they need interventions to increase confidence and competence in life skills. Specialized
services are therefore necessary throughout the life course to promote optimal functioning
(Seltzer et al., 2004).
Research shows there are many programs in place for children with ASD and a variety
of existing programs for the YA ASD population, but there are noticeable gaps in programs
targeting life skills needed for adulthood and/or independence. There is some research
regarding successful YA life skills programs, but not specifically for the ASD population
(Kingsnorth et al., 2019). Existing programs for children include sensory-based interventions,
relationship-based interactive interventions, social-skills training, parent-directed and
parent-mediated approaches, and intensive behavioral interventions (Case-Smith & Arbesman,
2008). The services and programs offered to adolescents and YA with ASD within and outside
of occupational therapy (OT) are almost exclusively related to social skills and vocational needs
(Hewit, 2011; Sung et al., 2019). Research has found that strategies such as the use of the
Cognitive Orientation to Daily Occupational Performance (CO-OP) model, sensory integration
approaches, and contextual interventions may increase engagement in daily activities overall
(Weaver, 2015).
The current trend of poor postsecondary outcomes in YA with ASD as well as the lack of
existing programs warrants the development of a program focused on life skills and the
transition to adulthood in this population. The proposed program includes a seven-week
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 2

curriculum focused on self-determination, goal setting and evaluation, meaningful routines, and
adult life skills. The “Adulting with ASD”: ASD Life Skills Transition to Adulthood Program will
contribute to the Healthy People 2020 Disability and Health objective. The program will
“Maximize health, prevent chronic disease, improve social and environmental living conditions,
and promote full community participation, choice, health equity, and quality of life among
individuals with disabilities of all ages (Healthy People 2020, n.d.)”, specifically the underserved
YA ASD population.

Theories and Models

See appendix A for theory/model visuals with examples for application and facilitator
roles.

Person Environment Occupation Model (PEO)

Using the PEO model (Law et al., 1996), the proposed program aims to enable group
members to reach optimal engagement in adulthood and congruence between their person,
environment, and daily activities. By emphasizing life skills of adulthood in the program, each
participant can learn and decide how to best fit those skills with themselves and their
environment.

Cognitive Orientation to Occupational Performance (CO-OP)

The CO–OP model (Kraversky, 2020) will be used to teach group members and equip
them with mental strategies to apply to specific, individual situations encountered in adulthood.
The process will guide them through forming a goal, planning, carrying out a course of action to
reach that goal, and evaluating the success of that process. Group members can apply the
“goal-plan-do-check” strategy to any goal they have regarding their transition to adulthood. A
CO-OP chart will be sent home with participants in sessions three through six.

Strength-Based Frame of Reference for Autistic Individuals

This frame of reference is developed from the Self-Determination Theory stating that
there are three psychological needs that, when met, allow an individual to meet their goals and
increase their well-being (Kramer et al., 2020). The focus of this frame of reference is to view
these psychological needs through the lens of an Autistic individual’s strengths and abilities.
When autonomy, competence, and relatedness are maximized, an Autistic individual is more
likely to internalize a behavior and maintain the change with more success (Kramer et al.,
2020). The group facilitators will foster the autonomy, competence, and relatedness of the
participants by first identifying their strengths. Those strengths will then be used to create and
teach strategies for success.

Innovation
This program is interdisciplinary and includes both OT and psychological treatment
approaches. It incorporates psychology by fostering self-determination, ensuring the participants
feel they are capable of being successful adults, and recognizing their strengths and values.
The program is occupation-based and focuses on meaningful life activities, including teaching
important life skills, goal setting, meaningful routines, and strategies to accomplish those goals
and skills.
Another novel aspect of this program is the focus on multiple important life skills needed
for adulthood. Other YA programs only target one life skill such as employment or higher
education (Hewitt, 2011; Sung et al., 2019). This program also teaches about goal setting and
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 3

achievement, which not many programs include. In one group class, YA with ASD can learn a
variety of skills to help them while also learning how to actually accomplish those skills through
goal setting in their own lives. Each week, participants will have an opportunity to talk with and
support their peers by sharing experiences about their goals.

Approach

Needs Assessment, Justification for Program

The Autism Spectrum Disorder Clinic (ASDC) provides services for individuals with ASD
or autism-like conditions and their families. While recognizing that some things will not change
with an ASD diagnosis, the clinic wants to offer tools to aid in clients’ success. The ASDC offers
many services, including ASD comprehensive diagnostic assessment, social skill/recreational
groups, individual/family therapy, parent-child interaction therapy (PCIT), behavior intervention
(Applied Behavior Analysis - ABA), school consultations, early intervention services,
opportunities to participate in research, and parent training. Three social skills groups are
currently being offered biannually to kids, teens, and adults.
Despite many clients’ and psychologists’ desire for services that focus on setting
routines, goals, and life skills for independent living in adulthood, none are currently being
offered. Caregivers have expressed concern about knowing how to help their children transition
and feel they are holding them back as a result. Clients have expressed difficulty with
maintaining routines and knowing what to make goals about during their transition. The focus of
the current YA group is social skills, so a group dedicated to helping YA specifically in their
transition to adulthood would be beneficial and meet the needs of clients and their families.
Specific skills that have been requested and researched to be of great importance are
self-determination, goal setting, and meaningful routines related to adulthood.

Program Details
The proposed program will be offered for current ASDC clients who are adolescents/YA
with ASD. The curriculum will be focused on self-determination, goals, routines, and life skills
needed for transition to adulthood in this population. The program will consist of one-hour
sessions one time per week for seven weeks (seven sessions total) and will be offered once or
twice per year in the fall and/or spring. The program requires two facilitators. These facilitators
will likely be psychology students or OT students with one overseeing psychologist. The clinic
hopes to hire an OT in the near future, who would be the ideal facilitator to take over the
program and collaborate with the psychologist. The program will be marketed through flyers
posted around the ASDC and emails to current clients and their families. See Appendix B for
detailed information about the program curriculum.
Session topics and content include:
● Learning and practicing CO-OP principles including creating a goal and plan, working on
the goal, and checking progress/results
● Identifying personal strengths and how they assist in the transition to adulthood
● Identifying personal values and the role they play in adulthood
● Learning how to maintain a schedule and create meaningful routines
● Learning how to meal plan/grocery shop and maintain finances
● Learning how to navigate the community and keep a clean living space

Goals and Objectives

ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 4

Goal 1: After participation in 7 sessions, group participants will report increased

self-determination from baseline through a pre- and post-measure.
● Objective 1a (process): Facilitators will deliver a program consisting of a 7-week life skills
curriculum that will have at least 3 participants.

● Objective 1b (process): Program facilitators will utilize the Autism Strengths-Based

approach throughout the program to help facilitate participant competence and
autonomy.

● Objective 1c (process): Program facilitators will provide a session summary handout to

participants’ caregivers following each session so caregivers can help continue the
development of self-determination at home.

● Objective 1d (outcome): After 2 sessions, participants will identify 3 or more personal

strengths that will help them during their transition to adulthood.

● Objective 1e (outcome): After session 2, participants will independently verbalize one

action plan to utilize their strengths in their transition to adulthood.

Goal 2: Program participants will demonstrate the improved ability to set and accomplish goals
related to adult life skills.
● Objective 2a (Process): Staff members will educate participants on the use of the
CO-OP model (goal-plan-do-check) and practice the approach with the participants.

● Objective 2b (Process): Staff members will provide handouts and education about
SMART goals and the CO-OP model to group members in 4/7 sessions.

● Objective 2c (Outcome): By the end of 6 sessions, each participant will be able to

independently write a SMART goal related to their transition.
● Objective 2d (Outcome): After sessions 3-6, participants will independently utilize the
CO-OP goal-plan-do-check method provided on their handouts.
Goal 3: Participants will demonstrate improvement in their ability to create and engage in
meaningful routines related to adulthood.
● Objective 3a (Process): During session 4, staff members will educate participants on the
use of routine strategies such as visual schedules and calendars.
● Objective 3b (Outcome): At the end of the 4th session, participants will create a written
or visual routine with no more than one verbal cue.
● Objective 3c (Outcome): By the end of the program the participants will independently
engage in a meaningful routine, utilizing learned strategies, 4/7 days per caregiver
report.
Problems and Alternatives
There is a lot of information in the curriculum and sometimes it may be difficult to fit it all
in within time constraints. It is important that the group facilitators focus on what life skills the
group participants want to focus on and make those the priority of the group sessions, even if it
means leaving other skills to be learned another time. In the group format, there can be
excessive and distracting conversation that takes away time from the actual group curriculum.
Using redirecting strategies and group facilitation skills will be necessary to stay on task. This
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 5

may be especially applicable in adhering to a one-minute time limit for “check-ins.” Another
potential problem is that the majority of participants may want to focus on a certain life skill,
while another participant feels they are already proficient in that life skill. Participants proficient
in any of the skills can be encouraged to share with the group how they have been successful.
All participants will reap benefits from the session with opportunities to provide peer support as
well as opportunities to learn from fellow group members’ experiences.

Evaluation of Program and Measurement of Objectives

Several measures, both quantitative and qualitative, will be utilized throughout the
program to measure objectives and evaluate the program as a whole. The ARC
Self-Determination Scale will be utilized in the first and seventh session as a quantitative
pre-post measure to measure participant progress in self-determination. A facilitator survey will
be administered at the end of the program to measure whether the program was implemented
as directed. A caregiver report survey will be administered at the end of the program to measure
caregiver perspective on participant improvement in engaging in meaningful routines. A
participant survey will also be administered at the end of the program to collect participant
perspective on personal improvements in self-determination, goal setting, and routine
engagement. Program data will be kept throughout the program (each session, 4th session, 6th
session, end of program) to indicate whether participants created goals and a visual
schedule/routine.

Personnel and Resources

The program will require two facilitators (psychology student, OT student, psychologist,
and/or eventually an OT). The student facilitators will not be compensated because they are
volunteering their time and expertise as part of educational requirements. The psychologist and
OT will be compensated for their time and will need to participate in an additional one hour of
training, supplementing the hours already required to run the program. The training will consist
of instruction on facilitating the curriculum and running the program as a whole. Following
training from the program developers, the psychologist and/or OT will then train the student
volunteers on the program, since the students change year to year. The group will be held in an
ASDC conference room that is already supplied with chairs and a large table. Group facilitators
will be responsible for reserving a clinic conference room for the duration of the group. Supplies
necessary for the program activities and handouts will include printer paper, printable program
handouts, printer ink, pencils, and colored pencils. Equipment such as computers and/or tablets
with internet access, already owned by the clinic, will also be needed for session activities. For
marketing purposes, flyers will be included in the printing costs. Effort and resources to send
emails to clients will be included in the psychologist's salary. Curriculum documents including
handouts, worksheets, assessments, and instructions will be provided in a Google Drive folder.
In the Google Drive, documents will be sorted in folders by session and can be easily
downloaded and/or printed. See appendix C to see the itemized budget.

Sustainability
The curriculum given to the ASDC will be complete with everything the facilitators will
need to implement the program. It will include all handouts as well as a description of each
session and what will need to be done and discussed. Since a YA group class is already a part
of the ASDC, the group with the new curriculum should be able to be implemented without
issues. The clinic is planning on hiring an OT who will take over the group as well as other
responsibilities, but before then they will continue their doctoral psychology student and OT
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 6

internship program to facilitate the group. The lead psychologist over the group classes will be
trained on the curriculum so they can continue to train each volunteer to ensure correct
implementation. Once the clinic hires an OT, the OT can collaborate with psychology and OT
graduate students.
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 7

References and Literature Cited

Autism Speaks. (n.d.). Autism Statistics and Facts. Autismspeaks.org.

https://www.autismspeaks.org/autism-statistics-asd

Anderson, K. A., Sosnowy, C., Kuo, A. A., & Shattuck, P. T. (2018). Transition of individuals with
autism to adulthood: A review of qualitative studies. Pediatrics, 141(4).
https://doi.org/10.1542/peds.2016-4300i

Benson, J. D., Tokarski, R., Blaskowitz, M. G., & Geubtner, A. (2021). Phenomenological study
of the transition process for adolescents with intellectual and developmental
disabilities. American Journal of Occupational Therapy 75(3), 7503180040.
https://doi.org/10.5014/ajot.2021.044289
Case-Smith, J., Arbesman, M. (2008). Evidence-based review of interventions for autism used
in or of relevance to occupational therapy. American Journal of Occupational Therapy.
62(4), 416–429. https://doi.org/10.5014/ajot.62.4.416
Cleveland Clinic (2020, December 29). Autism spectrum disorder (ASD): Causes, symptoms,
treatment & outlook. Clevelandclinic.org.
https://my.clevelandclinic.org/health/diseases/8855-autism.
Healthy People 2020 (n.d.). Disability and health. Healthy People 2020.
https://www.healthypeople.gov/2020/topics-objectives/topic/disability-and-health.)

Hewitt, L. E. (2011). Perspectives on support needs of individuals with autism spectrum

disorders. Topics in Language Disorders. 31(3), 273-285.
https://10.1097/TLD.0b013e318227fd19

Kingsnorth, S., Rudzik, A. E., King, G., & McPherson, A. C. (2019). Residential immersive life
skills programs for youth with disabilities: A case study of youth developmental
trajectories of personal growth and caregiver perspectives. BMC Pediatrics, 19(1).
https://doi.org/10.1186/s12887-019-1793-z

Kramer, P., Hinojaosa, J., & Howe, T.S. (2020). A strength-based frame of reference for autistic
individuals. Frames of reference for pediatric occupational therapy (4th ed.). Wolters
Kluwer.

Kraversky, G. D. (2020, July). Cognitive orientation to daily occupational performance (CO–OP)

Approach: Evidence-based, occupation-centered intervention for children. American
Occupational Therapy Association.
https://www.aota.org/~/media/Corporate/Files/Publications/CE-Articles/CEA_July_2020.p
df

Kao, K., Coster, W., Cohn, E. S., & Orsmond, G. I. (2021). Preparation for adulthood: Shifting
responsibility for management of daily tasks from parents to their children. American
Journal of Occupational Therapy. 75(2), 7502205050.
https://doi.org/10.5014/ajot.2020.041723
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 8

Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The
person-environment-occupation model: A transactive approach to occupational
performance. Canadian Journal of Occupational Therapy, 63, 9-23.
https://doi.org/10.1177/000841749606300103

Thompson-Costello, P. J., Traub, M., Sweeney, E., Schrier, M., & Dau H. R. (2021). Portraits of
joy: The lived experiences of young adults with Autism expressed through
photovoice. American Journal of Occupational Therapy 75(2), 7512505155p1.
https://doi.org/10.5014/ajot.2021.75S2-RP155
Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development
in adolescents and adults with autism. Mental Retardation and Developmental
Disabilities Research Reviews, 10(4), 234–247. https://doi.org/10.1002/mrdd.20038
Sung, C., Connor, A., Chen, J., Lin, C.-C., Kuo, H.-J., & Chun, J. (2019). Development,
feasibility, and preliminary efficacy of an employment-related social skills intervention for
young adults with high-functioning autism. Autism, 23(6), 1542-1553.
https://doi.org/10.1177/1362361318801345
Weaver, L. L. (2015). Effectiveness of work, activities of daily living, education, and sleep
interventions for people with autism spectrum disorder: A systematic review.  American
Journal of Occupational Therapy, 69(5), 1-11. https://doi.org/10.5014/ajot.2015.01796
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 9

Appendix A

Theory/Model Visuals

Person Environment Occupation (PEO) Model

Cognitive Orientation to Daily Occupational Performance (CO–OP)

Cognitive Orientation to Daily Occupational Performance (CO–OP)

Definition Example related to adult

life skills program

Goal What do I want to do? Grocery shopping

Plan How am I going to do it? -Take inventory of groceries

needed at home
Tools, actions, etc. necessary to -Prepare grocery list
reach that goal -Decide budget for buying
groceries
-Decide what grocery
store(s) to visit
-Decide method of
transportation to get to/from
store
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 10

Do Do it! Go to the grocery store and

buy groceries

Check How well did my plan work? Do I Did I get all my needed
need to revise my plan? groceries within my
budget?

Strengths-Based Frame of Reference for Autistic Individuals

Autonomy Competence Relatedness

Facilitator Provide Focus on Foster an

Role interventions or individual environment of
group activities that strengths of respect and give
align with and help participants and opportunities for
develop participants address areas participants to
chosen goals and that need further relate to and
values within adult support support one
life another

Example Participant Participant Participant feels

related to independently reaches the goal valued as a group
Group creates goals they created for member and
based on own themselves displays
interests and values competence and
related to adult life autonomy as they
skills interact with others
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 11

Appendix B

Program Curriculum

*Session 4-6: Based on participants’ specific goals, session outlines can be modified so some
activities can be the focus for the entire session, while other activities can be eliminated or
addressed later.

Session 1: Welcome and Introduction (1 hour)

● Session description: Introduce group, adulthood, and self-determination. Talk about
general goals and administer baseline self-determination testing.
○ Introduction (10 minutes): Introduction to group and group members, adulthood,
and self-determination
○ Discussion (10 minutes): Discuss general goals relating to adulthood and what
participants want to get out of the group
○ Pretesting (40 minutes): ARC self-determination scale
● Session objectives:
○ Facilitators will deliver a program consisting of a 7-week life skills curriculum that
will have at least 3 participants.
○ Upon completion of this session, participants will vocalize what they want to get
out of their participation in the group.
● Materials needed:
○ Found in the Google Drive folder:
■ ARC Self-Determination Scale Procedural Guidelines (for facilitators-
resource for administering and scoring the assessment)
■ ARC Self-Determination Scale (one copy per participant)
■ Self Determination PDF (one copy per participant)
○ Found in the clinic:
■ Pencils

Session 2: What are your strengths? (1 hour)

● Session description: Following the Autism Strengths-Based approach, help participants
to identify their personal strengths and how they can utilize them to reach their goals in
their transition to adulthood.
○ Check in (5-10 minutes; 1 minute per person): name, feeling, fun question
○ Activity (20 minutes): Strengths drawing, incorporating strengths into a drawing
○ Activity (20 minutes):Strengths vs struggles worksheet
○ Discussion (10 minutes): Action plan to utilize personal strengths in transition
● Session objectives:
○ Program facilitators will utilize the Autism Strengths-Based approach throughout
the program to help facilitate participants’ competence and autonomy.
○ Program facilitators will provide a session summary handout to participants’
caregivers following each session so caregivers can help continue the
development of self-determination at home.
○ Upon completion of this session, participants will identify 3 or more personal
strengths that will help them during their transition to adulthood.
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 12

○ Upon completion of this session, participants will independently verbalize one

action plan to utilize their strengths in their transition to adulthood.
● Materials needed:
○ Found in the Google Drive folder:
■ Strengths vs Struggles worksheet (one copy per participant)
■ Strengths Drawing Example (beach scene-one copy to show participants,
optional)
○ Found in the clinic:
■ Blank printer paper (one per participant)
■ Colored pencils
■ Pencils

Session 3: What is important to you? (1 hour)

● Session description: Participants will identify values that are important and not important
to them. They will decide if they are living the values they want to and how they can
shape their adulthood to match their values. Participants will be taught the CO-OP model
and begin writing goals using the CO-OP process.
○ Check in (5-10 minutes; 1 minute per person): name, feeling, fun question
○ Introduction (5 minutes): Introduce values
○ Activity (15 minutes): Values sort, Actions and goals chart in relation to values
○ Discussion (15 minutes): Discussion about values in relation to actions
○ CO-OP (15 minutes): Introduce CO-OP and Goals
■ https://icancoop.org/pages/the-co-op-approach
■ https://www.aota.org/~/media/Corporate/Files/Publications/CE-Articles/CE
A_July_2020.pdf
● Session objectives:
○ Staff members will educate participants on the use of the CO-OP model
(goal-plan-do-check) and practice the approach with the participants.
○ Staff members will provide handouts and education about SMART goals and the
CO-OP model to group members in 4/7 sessions.
○ After sessions 3-6, participants will independently utilize the CO-OP
goal-plan-do-check method provided on their handouts.
● Materials needed:
○ Found in the Google Drive:
■ Value Card Sort (cut out in advance- one copy per participant)
■ Values and Actions Worksheet (one copy per participant)
■ Week 3 CO-OP Chart (one copy per participant)
■ CO-OP Description Article
○ Found in the Clinic:
■ Pencils

Session 4: Life Skill: Get it Done (1 hour)

● Session description: Give participants the opportunity to practice scheduling, discuss
strategies for scheduling, and apply learned strategies to their own routines.
● Check in (5-10 minutes; 1 minute per person): name, discuss previous week’s
CO-OP chart
● Activity (25 minutes): Toglia weekly calendar activity
● Discussion (10 minutes): Reflect on activity experience, education on strategies
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 13

● Activity (10 minutes): Written or visual personal daily routine

● CO-OP Chart (2-5 minutes): SMART goal either based on scheduling or routines
to focus on in the upcoming week
● Session objectives:
● After sessions 3-6, participants will independently utilize the CO-OP
goal-plan-do-check method provided on their handouts
● During session 4, Staff members will educate participants on the use of routine
strategies such as visual schedules and calendars.
● Upon completion of this session, participants will create a written or visual routine
with no more than one verbal cue.
● Materials needed:
● Found in the Google Drive folder:
○ Toglia weekly calendar
■ Only need the blank calendar page and the to-do list page (pages
1 and 4) (one copy per participant)
■ There are 3 levels of difficulty to pick from, pick according to group
majority ability, pick medium level if questioning
● Level 1 Toglia Weekly Calendar (easiest)
● Level 2 Toglia Weekly Calendar (medium)
● Level 3 Toglia Weekly Calendar (hardest)
○ Scheduling Strategies Handout (one copy per participant)
○ Blank daily Schedule Page (one copy per participant)
○ Visual schedule example
○ Week 4 CO-OP Chart (one copy per participant)
● Found in the clinic:
○ Pencils
○ Colored pencils
○ Blank printer paper (one copy per participant)

Session 5 : Life Skill: Meals and Money (1 hour)

● Session description: Participants will learn how to plan a meal and create a grocery list.
Participants will also learn about the importance of a budget and basics on how to create
and maintain one.
○ Check in (5-10 minutes; 1 minute per person): name, discuss previous week’s
CO-OP chart
○ Meal planning (25 minutes)
■ Activity: Meal planning- plan 3 meals, look up recipe and ingredients
■ Discussion: reflect on activity
○ Financial management (25 minutes)
■ Activity: Budgeting activity- $300 to spend per month
■ Discussion: reflect on activity
○ CO-OP Chart (2-5 minutes): SMART goal either based on meal planning or
budgeting to focus on in the upcoming week
● Session objectives:
○ After sessions 3-6, participants will independently utilize the CO-OP
goal-plan-do-check method provided on their handouts
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 14

○ Upon completion of this session, participants will have a written ingredient list for
a meal of their choice.
○ Upon completion of this session, participants will adhere to the budget during the
activity with no more than 1 verbal cue.
● Materials needed:
○ Found in the Google drive folder:
■ Basic Grocery List Handout (one copy per participant)
■ Budget tips handout (one copy per participant)
■ Budget Activity Worksheet (one copy per participant)
■ Week 5 CO-OP chart handout (one copy per participant)
○ Found in the clinic:
■ Computers, tablets and/or smart phones
■ Blank paper (one copy per participant)
■ Pencils

Session 6: Life Skill: Home and Go (1 hour)

● Session description: Educate participants on home management including average
frequency of chores. Educate participants on use of public transportation.
○ Check in (5-10 minutes; 1 minute per person): name, feeling, discuss previous
week’s CO-OP chart
○ Household Maintenance (20 minutes)
■ Activity: Guess the frequency of household chores
■ Discussion: Reflection on activity
○ Transportation (30 minutes)
■ Activity: Route planning activity
■ Discussion: reflection on activity and public transportation tips
○ CO-OP Chart (2-5 minutes): SMART goal either based on household
maintenance or transportation to focus on in the upcoming week
● Session objectives:
○ After sessions 3-6, participants will independently utilize the CO-OP
goal-plan-do-check method provided on their handouts.
○ ​After participation in 6 sessions, each participant will be able to independently
write a SMART goal related to their transition.
○ Upon completion of this session, participants will make a successful plan to get
from one destination to another with minimum verbal cues.
● Materials needed:
○ Found in the Google Drive folder:
■ Frequency of chores handout (one copy per participant)
■ Route Planning Activity (one copy per participant)
■ Handout: Public Transportation Tips (one copy per participant)
■ Week 6 CO-OP Chart handout (one copy per participant)
○ Found in the clinic:
■ Computer, tablets, and/or smartphones
■ Blank printer paper (one copy per participant)
■ pencils

Session 7: Wrap up (1 hour)

ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 15

● Session description: Summarize what has been discussed during the group as a whole,
answer any final questions and administer post program self-determination testing.
○ Check in (5-10 minutes; 1 minute per person): name, feeling, discuss previous
week’s CO-OP chart
○ Discussion(15 minutes): Summary, final thoughts, next steps, questions, wrap up
○ Post-testing (40 minutes): ARC self-determination scale
● Session objectives:
○ By the end of the program the participants will independently engage in a
meaningful routine, utilizing learned strategies, 4/7 days per caregiver report.
○ By the end of this session, participants will verbalize one valuable thing they
learned during the program that will help them in adulthood.
○ By the end of the session, participants will verbalize their perceived
self-determination compared to baseline
● Materials needed:
○ Found in the Google Drive folder:
■ ARC Self-Determination Scale Procedural Guidelines (for facilitators-
resource for administering and scoring the assessment)
■ ARC Self-Determination Scale (one copy per participant)
○ Found in the clinic:
■ Pencils
ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 16

Appendix C

Grant Budget Form

Budget Item Cost

Space (e.g., rent or reservation fees)

The groups will be held in the clinic so space requirements No Cost

will not need to be included in the budget

Supplies (e.g., materials, printing costs)

Printing Paper - 1 pack of 500 sheets $16

Program handouts Included in the supplies cost

Printer ink- 1 black ink cartridge $20

Pencils- 30 pack $5

Colored Pencils- 120 count $25

Equipment (e.g., tablets, computers)

Tablet/Computers In-kind Contribution

Marketing (e.g., flyers, advertising)

Flyers Included in the supplies and

personnel costs

Emails to clients Included in the personnel cost

Personnel (e.g., salary with % time/effort, hourly wage,

benefits, consultant fees)

OT (2 hrs/wk x7wks at $35/hr) $490

Psychologist (2hrs/wk x 7 wks at $45/hr) $630

Psychology and/or occupational student volunteers In-kind Contribution

Training Personnel: $160

1 hour for training from program developers OT ($35),
Psychology ($45)
1 hour for training student volunteers: OT and Psychologist
will then train student volunteers)

Total Requested $1,346

ASD LIFE SKILLS TRANSITION TO ADULTHOOD PROGRAM 17

In-kind contributions:

Volunteer facilitators: The groups will be run by doctoral psychology students from the University
of Utah, donating their time and expertise.

Tablets or computers: These will be provided for free by the clinic.

Justification:

The program will require two facilitators (psychology student, psychologist, and/or
eventually an occupational therapist) who are the most qualified to facilitate the program. The
student facilitators will not be compensated because they are volunteering their time and
expertise as part of educational requirements. The psychologist and occupational therapist will
be compensated hourly based on their profession’s average salaries in the state of Utah. The
facilitators will need to participate in an additional one hour of training in order to ensure the
program is facilitated correctly. This hour will also be included in their hourly pay. The group will
be held in an ASDC conference room that is already supplied with chairs and a large table,
requiring no extra cost. Supplies necessary for the program activities and handouts will include
printer paper, printable program handouts, printer ink, pencils, and colored pencils. There are a
lot of activities and important handouts involved to foster education and generalization for the
group participants that will need to be printed. Pencils and colored pencils will be required to
engage in activities. Handouts and activities will be created or downloaded at no cost and
provided in a Google Drive folder for the group facilitators to access. Equipment such as
computers and/or tablets with internet access, already owned by the clinic, will also be needed
for session activities but will be donated at no cost. For marketing purposes, flyers will be
included in the printing costs. Effort and resources to send emails to clients will be included in
the psychologist's salary. Since eligible program participants will be current ASDC clients,
marketing does not need to extend outside of the clinic and current clients/families.