A growing number of children and young adults are being identified with Asperger’s syndrome and related conditions, all of whom experience significant difficulties acquiring and using functional and necessary social-communication skills as well as employing skills related to impairments in executive functions and self-regulation.

Executive Summary

The purpose of this project is to pilot a service delivery model for children with Asperger’s syndrome and related conditions, and their families, that would bridge various agencies within the region to address social-communication skills and executive functions that predict success in life settings (e.g., vocational, recreational, and post-secondary outcomes). A group of adolescents will be identified and targeted for intervention. The identified children and young adults will be seen individually and in small groups under the supervision of a certified speech-language pathologist. Graduate students majoring in communication sciences and disorders will be direct service providers and will collaborate with county Departments of Human Services, the Center for Independent Living, the Department of Vocational Rehabilitation, parents, and the applicable school personnel for identification and delivery of services. The 2007 calendar year will be used to validate an existing “toolbox” to be used by the identified population. This “toolbox” is analogous for a skill set necessary for success in life settings for a population of individuals challenged by functional communication skills and executive function deficits. Planning for and implementing service delivery, in addition to debriefing progress will be handled through a minimum of four “retreat” days that will include representation of all agencies involved. The intent of each retreat is to identify and document sustainable solutions through empirically supported best practices. The collaboration team will serve as advisers for the development of an information website, assist with reviewing the Children’s Long-Term Care Functional Screen, contribute to parent training to ensure sustainability, and inservice local and regional employers, in addition to other tasks yet to be determined.

Background

Lack of functional communication skills negatively impacts independent living including participation in social and vocational opportunities. Individuals with Asperger’s syndrome and related conditions often demonstrate a limited repertoire of recreational activities, fail to engage socially with family and friends, and experience significant difficulty obtaining and maintaining employment. In the workplace, individuals with Asperger’s syndrome and related conditions evidence a wide range of inadequate interaction skills and impairments of executive functions. This population demonstrates great potential for acquisition of new skills and modification of negative behaviors that limit their interactions. Inequities in service delivery across a variety of settings has prompted families to seek viable and sustainable options for meeting the communication needs of these children and young adults, particularly as they transition to independent living.

From 2001 until 2005, in west-central Wisconsin, a large number of children and young adults have participated in direct services through small groups and family support through Sacred Heart Hospital in Eau Claire, Wisconsin. As funding sources have changed these services are currently not accessible to most families, as they would need to pay out of pocket. The fracture in service delivery has created a barrier to employment for many young adults in the region.

Method

Eight to twelve adolescents with Asperger’s syndrome and/or related conditions will be identified.  A collaborative team of service delivery agencies will contribute to the development of a ‘toolbox’ of skills necessary for success in employment and life experience settings.  Services will be provided at the University of Wisconsin – Eau Claire, Center for Communication Disorders during three instructional terms.  These sessions will target the development of skill sets identified by the collaborative team to increase social communication skills, executive function, and self-regulatory behaviors. 

Specifically, this project will:

• Identify a group of 8-12 adolescents with Asperger’s syndrome and related conditions
• Identify a group of agencies (i.e., the collaborative team) needed for contributions to a ‘toolbox’ of skills
• Specify the components of the ‘toolbox’ and accompanying resources
• Hire university speech-language pathologist to coordinate direct service component
• Provide direct services to adolescents identified
• Identify and collect data on outcomes for each service delivery period
• Train district DVR personnel
• Develop an informational website
• Develop a “Functional Communication Profile”
• Utilize existing ASPIRE parent support group to reach additional parents
• Plan inservice training for regional employers and Chamber of Commerce
• Evaluate this phase of the pilot

Expected Outcomes

• Provision of a system of collaborative service delivery options for adolescents with Asperger’s syndrome and/or related conditions for the development of functional social-communication skills necessary for success in vocational, recreational, and educational life settings
• Heightened parent and community awareness of Asperger’s syndrome and related conditions and improve the tools available to these groups for facilitating success in life settings
• Increase in the early and appropriate diagnosis and understanding of Asperger’s syndrome and related conditions as it relates to eligibility for services and funding and identification of services
• Documentation of the plan and services, demonstrate success and continued challenges, and make recommendations for subsequent funding
• Integration of program participants with non-disabled peers in educational, social, and vocational settings

Contact For More Information

Angie Sterling-Orth, Project Co-Director
sterliaj@uwec.edu