|
| Teaching Practical Money Management and Budgeting Skills to Teenagers and Young Adults With Autism |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Elizabeth Martineau (Nashoba Learning Group) |
| CE Instructor: Elizabeth Martineau, Ed.S. |
| Abstract: Money Management Skills are critical to the independent functioning of adults with developmental disabilities with at least one study identifying the presence of money management skills as the critical differentiator of whether people with developmental disabilities were successful in community placement. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn money management, budgeting and related daily living skills in preparation for adulthood. However, because these teenagers are still challenged learners, skills must be taught using lessons designed specifically for their needs. These skills must also be closely tied to Vocational programming so that students learn the relationship between work and funds available. NLG has developed a series of linked skill building programs to teach practical money management, budgeting and related daily living skills. Symposium will review teaching methods and procedures and data on student skill acquisition. |
| |
| Overview of Nashoba Learning Group Money Management Curriculum |
| ELIZABETH MARTINEAU (Nashoba Learning Group) |
| Abstract: Money Management Skills are critical to the independent functioning of adults with developmental disabilities with at least one study identifying the presence of money management skills as the critical differentiator of whether people with developmental disabilities were successful in community placement. There has been some research on procedures for teaching specific sub skills to adults with autism. However, no research has appeared on teaching an integrated set of money management skills to teenagers or adults with autism. This presentation provides a profile of Nashoba Learning Group and our population of learners; the rationale for teaching money management skills to teenagers with Autism; the specific skill prerequisites required for students to learn money management skills; and, an overview of NLG's Practical Money Management curriculum. Skills included in each major category of Job Skills, Holding a Job, Banking, Budgeting and shopping are outlined. |
| |
| Training Students With Autism in Job skills and Time Recording Skills |
| HEATHER M. REGO (Nashoba Learning Group) |
| Abstract: In order to be productive adults, students with autism must learn job skills before the age of 22, when the intensive teaching they require is available through their educational placement. Nashoba Learning Group has developed a Vocational Training Curriculum that provides job skills training in simulated and actual work sites for our teenage and young adult students. In this presentation, we first provide an overview of our Vocational Training Program. Next, we describe teaching procedures for the skills of recording time worked and calculating pay owed. Next, case studies and data on student skill acquisition of these skills is presented. These skills provide a critical linkage between Vocational Training and NLG's Practical Money Management curriculum as students link earning money with the ability to purchase items and services they need. The presentation leads into the next in the symposium. |
| |
| Teaching teenagers With Autism Banking and Budgeting Skills |
| HEATHER M. REGO (Nashoba Learning Group) |
| Abstract: Banking and Budgeting are critical life skills that allow adults with autism to gain autonomy and increased independence. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn banking and budgeting skills in preparation for adulthood. In this presentation, specific skill requirements and teaching procedures are presented including adaptations to account for differences in degree of impairment between students. Task analysis primed with verbal description of task requirements and then with verbal or textual prompts for specific steps are used. Prompts are faded and then supervision is faded systematically. Case studies and data on successful skill acquisition by 2 teenage students is presented. |
| |
| Managing a Budget- Teaching Shopping and Budgeting Skills to Teenagers With Autism |
| CHANELLE HUME (Nashoba Learning Group) |
| Abstract: Shopping and budgeting are critical life skills for adults with autism. These skills must be taught before age 22 while individuals have access to intensive educational services. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn shopping and budgeting and related daily living skills in preparation for adulthood. In this presentation, teaching procedures are detailed , including adaptations required to accommodate more impaired learners. Students are provided with a verbal and textual overview of task requirements and components. Then, task analyzed teaching using prompts that are systematically faded is used to teach the steps involved in each skill. The scope of activity is also gradually increased as the student demonstrates independence at each level. Data is presented on 2 teenagers with autism who have mastered shopping and budgetting skills for vocational "pay" received with the scope encompassing a set of items and activities purchased each week at school. |
|
| |