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real life image of young adult asians eating fruit while sitting on the floor with a a yoga mat and dumbells

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young diverse adults learning about farming

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Autism and Faith: A Journey into Community

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Autism and Faith: A Journey into Community

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https://www.djfiddlefoundation.org/wp-content/uploads/2016/08/Autism__Faith_final-1.pdf

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Contact:

Nathalie Stanish, M.S.

Program Manager, The Daniel Jordan Fiddle Foundation Transition and Adult Programs at the Center for Autism and Related Disabilities (CARD)

Email: nvr13@miami.edu

Office Phone: (954)262-7776

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Successful Strategies for facilitating Programs for participants with ASD

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artist and student in an art gallery with colorful art

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The purpose of The Daniel Jordan Fiddle Foundation Healthy for Life Signature Program is to teach, discover and implement healthy lifelong lifestyle routines for adults diagnosed with autism to use to enhance their lives through personal health and wellness.

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The Daniel Jordan Fiddle Foundation Adult Autism Signature Programs have been developed and implemented in communities throughout the United States and abroad to open doors for all adult individuals diagnosed with autism to live fulfilling lives with meaningful employment, recreation, health and wellness, residential and lifestyle opportunities that suit their needs and aspirations. The collection of programs presented in this series are meant as guidelines to inspire community-based programs to create their own programs that are suitable and sustainable for the individuals they serve.

The Daniel Jordan Fiddle Foundation and The Daniel Jordan Fiddle Foundation Transition and Adult Programs at UM-NSU CARD share this information as matter of public service and are not responsible for the use or misuse of these materials or any injury relating to these materials and programs.

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The Daniel Jordan Fiddle Foundation Healthy for Life Signature Program is based on The Daniel Jordan Fiddle Foundation Red Ball Programs at the Ridgewood, NJ YMCA and The Daniel Jordan Fiddle Foundation Compass Project Programs at the Jewish Child Care Association (JCAA) in New Work

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The Daniel Jordan Fiddle Foundation Executive Director's Blog

Read Our Blog
Autism For a Lifetime: Finding Joy in the Journey
Stay Inspired!

The Daniel Jordan Fiddle Foundation ENDOWED PROGRAMS

Discover Our Endowed Programs at Prestigious Universities in the United States
Stay Inspired!

the daniel jordan fiddle foundation SIGNATURE PROGRAMS

Learn About Our Innovative Adult Programs and Resources
Stay Inspired!

The Daniel Jordan Fiddle Foundation, the first not -for- profit and only all-volunteer run organization in the United States to focus on adult autism has been blazing trails since 2002. We create paths leading to fulfilling and potential driven lives. Our model programs, resources, and public policy / awareness initiatives are person-centered and derive from the needs and hopes of the diverse population of adults diagnosed with Autism Spectrum Disorder (ASD) and their families.

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The Daniel Jordan Fiddle Foundation for Adult Autism

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DJFF is focused on adult autism resources, endowment funds, and signature programs for all adults diagnosed with Autism Spectrum Disorder (ASD).

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The program is a an eight-week program designed to incorporate themed experiential cooking modules, exercise, healthy diet and lifestyle for participants to incorporate in their daily lives.

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Discussion of what is a protein, carbohydrate, fat, fruit, and vegetable on a healthy plate;

Discussion and participation in exercise types such as yoga, movement, and preferred sports like swimming and softball

Discussion and handouts on how to track participant's healthy weight

Discussion on how to implement dietary restrictions into participant's healthy lifestyle

Discussion of social components in living a healthy lifestyle

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Can be tailored to any adult age group. The most significant point is to have the age group for similarly aged people, thus:

18-25 years

25-35 years

35-45 years

45-60 years

60 years plus

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The staff participant ratio can be 1:8 in general. The staff should have a background in health, fitness and nutrition. Experts can be brought in to enhance the program such a professional trainer, swim instructor or chef/nutrition expert. All experts should be trained with a basic understanding of autism as well as a background of the age and needs of the participants provided by the lead staff.

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Recommend 8-10 participants of similar age category and level of independence

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Grant proposals may be solicited within the local and national grant-giving options. Funding from state sources may be available from individual budgets. It is recommended that participants contribute a nominal fee to participate to encourage their independence and participation in the program.

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Social media, community organizations and programs, religious institutions, and state programs are all methods of recruitment.

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All participants are required to sign a release form that holds the program organizer harmless for any matters related to the program, including transportation. Please use your program’s designated forms, as they have been specifically developed. Additionally, consider having participants sign a photo/video release form.

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This is a community-based program. Public and private transportation may be required and must be arranged independently of the program. If possible, the program should create a list of transportation resources available in the area.

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The purpose of The Daniel Jordan Fiddle Foundation Horticulture and Farming Signature Program is to learn through hands-on experience the foundational elements of starting and sustaining an agricultural enterprise that will provide potential employment opportunities and, in addition, enhance the well-being of the participants through nature.

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The Daniel Jordan Fiddle Foundation Horticulture and Farming Signature Program is based on The Daniel Jordan Fiddle Foundation GHA, Inc. Signature Program at Carolina Farms and The Daniel Jordan Fiddle Foundation Boston Higashi School Herb Field Signature Program.

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The program could be an 8-12 week program (or longer) designed to expose participants to farming through experiential visits to working farms, garden centers, and agribusinesses, as well as hands-on creation of a farming, greenhouse, or other agriculturally based enterprise as a means of ongoing employment.

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Visits to farms, nurseries and other community agricultural enterprises;

Determine a specific agricultural focus (refer to individual program materials enclosed);

How to sustain the endeavor;

Roles, responsibilities and training;

Support and Job Coaching;

Employment and Job Skills Ongoing

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Similarly aged individuals and skill levels.

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The recommended staff participant ration can be 1:8 in general. The staff should have a background in basic gardening and agriculture. Experts should be part of the program, and all should be trained with a basic understanding of autism as well as a background of the age and needs of participants provided by the lead staff. It is also recommended that job-coaching and other job training padlets, such as CARD Job SEEKers be a part of the curriculum for this program.

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Recommend 8-10 participants of a similar age category and level of independence.

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Grant proposals may be solicited within the local and national grant-giving options. Funding from state sources may be available from individual budgets. It is recommended that participants contribute a nominal fee to participate to encourage their independence and participation in the program.

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Social media, community organizations and programs, religious institutions, and state programs are all methods of recruitment.

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All participants are required to sign a release form that holds the program organizer harmless for any matters related to the program, including transportation. Please use your program’s designated forms, as they have been specifically developed. Additionally, consider having participants sign a photo/video release form.

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This program was piloted at residential programs for adults. If the program is community-based, public and private transportation may be required and must be arranged independently of the program. If possible, the program should create a list of transportation resources available in the area.

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The purpose of The Daniel Jordan Fiddle Foundation Life Skill Learning Through Animal Care Signature Program is to cultivate the acquisition of life skills through animal care thus empowering personal agency for participants to care for their own needs as they have learned to care for animals. In addition, caring for animals develops skills that can be used in jobs relating to animal care.

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The purpose of The Daniel Jordan Fiddle Foundation Art Training, Exhibition and Employment Signature Program is to provide studio art instruction leading to an exhibition of the art works created potential sale of those artworks at the exhibition and potential employment in community -based stores and galleries. In addition, artists may also attain employment as studio instructors.

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The Daniel Jordan Fiddle Foundation Arts Unbound Studio and Exhibition Program located in South Orange, New Jersey and The Daniel Jordan Fiddle Foundation VSA Arts Program located in New Brunswick, New Jersey.

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The program is an 8-10 week program designed to provide participants with studio art experience culminating in an exhibition of their artworks and potential sale of said artworks in a gallery setting. In addition, there may be an opportunity for said artworks to be sold in community stores and galleries in a pop-up or permanent opportunity. Participants may potentially attain employment as studio instructors or store/gallery employees.

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Studio instruction in a fine or graphic art form by an art studio professional

Planning and hanging an art exhibition in a gallery setting of the art works of participants

Creating a pop-up exhibition of the art works in a community store or gallery

Art studio instructor training

Employment training as a gallery employee

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Can be tailored to any age group. The most significant aspect is that the classes are offered to all levels of art experience. Class size should be limited to 6-8 participants maximum to allow for individual support and attention.

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The lead staff member should be an individual with experience in teaching the art instruction being offered (painting, sculpture, graphic art, pottery, etc.) and they should also be experienced in working with individuals diagnosed with autism. It may also be helpful to have one or two studio assistants who are special needs art teachers in training to assist with the class. If there are prior program participants diagnosed with autism who want to train as a studio assistant, that is also feasible. (also could be peer mentors)

As a separate or additional aspect to the program, participants may benefit from visiting art galleries or other community settings for expert training leading to employment. Autism training should be required for all experts who engage with participants.

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Recommend 6-8 participants of similar age category and level of independence.

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Grant proposals may be solicited within the local and national grant-giving options. Funding from state sources may be available from individual budgets. It is recommended that participants contribute a nominal fee to participate to encourage their independence and participation in the program.

# data[].attributes.body
Social media, community organizations and programs, religious institutions, and state programs are all methods of recruitment.

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All participants are required to sign a release form that holds the program organizer harmless for any matters related to the program, including transportation. Please use your program’s designated forms, as they have been specifically developed. Additionally, consider having participants sign a photo/video release form.

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This program was piloted at residential programs for adults. If the program is community-based, public and private transportation may be required and must be arranged independently of the program. If possible, the program should create a list of transportation resources available in the area.

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Adults with autism desire to date and relate, and the purpose of The Daniel Jordan Fiddle Foundation Dating and Relating Signature Program is to provide opportunities and support as individuals navigate interpersonal relationships.

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The purpose of the program is to help faith communities foster a welcoming environment for adults with autism to participate in worship, social events, and community service endeavors assisted by congregational and clerical support.

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The Daniel Jordan Fiddle Foundation collaborated for many years with the UJA Federation of New York for a variety Ignition Grant Programs that were facilitated by the Hilibrand Autism Symposium and the shared trailblazing vision to create a world where all individuals live the lives they desire, importantly including forming meaningful relationships with others. The first Daniel Jordan Fiddle Foundation Ignition Grant Recipient in 2011 was the JCC in Manhattan's Adaptations program geared to adults in their 20s and 30s. The program created four different social support groups for adults on the spectrum. The focus of these groups was to learn about sexuality, dating, and intimate relationships guided by professional staff in a supportive and safe setting.

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The Daniel Jordan Fiddle Foundation Life Skill Learning Through Animal Care Signature Program is based on two of our longtime programs: Agape in Cicero, Indiana that was founded by Cheryl and Dawn Miller focusing on therapeutic horsemanship; and PAWS for Autism in Waldwick, New Jersey that was founded by Kathy Santo focusing on dog training and care.

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The program is a 12 week program designed to incorporate life skill learning through the care of animals. The animals in our model inspirations are horses and dogs but the program can be adapted to a variety of domestic and farm animals. Through experiential assignments in the daily care of animals, such as food preparation, grooming, exercise, and animal training, participants learn to translate these skills to their own self-care. In addition, the skills acquired in animal care can become a means for ongoing employment for instance on farms or in pet stores.

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Module 1: Animal Care and Engagement

Daily animal care: feeding, grooming, and maintaining proper nutrition

Structured playtime to support animal well-being and interaction

Participation in veterinary visits to build hands-on experience and confidence

Riding instruction opportunities (e.g., horseback riding, dog training)

Sensory integration activities

Module 2: Building Fundamental Self-Care Skills Through Animal Care

Learning self-care through animal care routines

Developing personal grooming habits

Understanding and applying basic nutrition concepts

Building skills in scheduling daily activities

Encouraging recreation, leisure, and downtime planning

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Can be tailored to any age group. The most significant aspect is that the classes are offered to similarly aged participants. Class size should be limited to 6-8 participants who must have comparable experience engaging with the animals in the program.

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The lead staff member should be an individual with experience in teaching animal training and care (horses, dogs, etc.). It may also be helpful to have one or two assistants who have specific autism experience to assist in life skills development.

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Recommend 6-8 participants of similar age category and level of independence

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Grant proposals may be solicited within the local and national grant-giving options. Funding from state sources may be available from individual budgets. It is recommended that participants contribute a nominal fee to participate to encourage their independence and participation in the program.

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Social media, community organizations and programs, religious institutions, and state programs are all methods of recruitment.

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All participants are required to sign a release form that holds the program organizer harmless for any matters related to the program, including transportation. Please use your program’s designated forms, as they have been specifically developed. Additionally, consider having participants sign a photo/video release form.

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This is a community-based program. Public and private transportation may be required and must be arranged independently of the program. If possible, the program should create a list of transportation resources available in the area.

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The program length can be tailored to funding and needs, but it is recommended that 10-12 weeks would be optimal. Program designers may decide to offer one, all, or some of the following groups:

The Social Learning Support Group geared towards young adults with good communication skill who will learn to practice navigating social situations such a body awareness, self advocacy, dealing with anxiety, conversation skills and developing friendships.

The Girlfriends Group geared towards young women who explore bonds of friendship through laughter, tears and advice-sharing  with the goal of forming a strong network of girlfriend friendship resulting in healthier, happier and more successful friendships.

The Dating Group geared toward adults in their late 20s, 30s and 40s or beyond, but should be tailored for age appropriateness. Participants will learn how to create a dating profile, explore issues such as boundaries, dating etiquette, safety, and conversation tips, all led by professional staff.

The Dating Socials Group geared towards developing confidence and experience in real-life settings, the group will participate in social events and mingling opportunities.

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This publication, Autism and Faith: A Journey into Community, is a collaborative booklet of The Boggs Center on Disability and Human Development at Rutgers Robert Wood Johnson Medical School, Autism New Jersey (formerly COSAC), and The Daniel Jordan Fiddle Foundation. This publication aims to support families and congregations in including individuals with autism in their faith communities. The booklet contains articles by family members, theologians, pastors, rabbis, people with autism, and professionals, along with real-life stories from families who participated in an autism and faith survey. It provides facts about autism, religious education, strategies for supporting families, tips for lay leadership, and a listing of religious and public resources.

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Meaningful ways to open the doors to faith communities

Value of faith

Inclusive faith practices

Ministry and services

Creating sanctuary

The person in the pew

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Adults throughout the lifespan in age-appropriate groupings with similarly aged congregational peers. Participants with autism do not have to be current congregational members, but they must reside in areas served by the congregation.

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Led by a licensed social worker from the congregation or congregational staff, with support from lay leaders and members of the congregation. It may also be helpful to include one or two assistants who have experience working with individuals diagnosed with autism.

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Class size should be limited to 15–20 participants with similar needs and levels of participation. Approximately half of the group may be individuals diagnosed with autism, allowing for the use of a buddy system to encourage peer support, social interaction, and shared learning experiences.

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Social media, congregation bulletins, announcements at services and other congregational events, community organizations and programs are all effective methods of recruitment.

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All participants must sign the appropriate and required release forms provided by the Congregation, and may consider having participants sign a photo/video release form.

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This is a community-based program, public and private transportation may be required and must be arranged independently of the program. Carpooling with congregational members may be an option; however, this should only occur with appropriate releases and approvals required by the Congregation. If possible, the program should create a list of transportation resources available in the area.

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Social Learning Support Group

Practice navigating social situations

Build body awareness and self-advocacy skills

Learn strategies for managing anxiety

Develop conversation skills

Foster and maintain friendships

Girlfriends Group

Explore and strengthen bonds of friendship

Share experiences through laughter, tears, and advice

Build trust and emotional connection

Develop a supportive network of friendships

The Dating Group

Create and refine a dating profile

Learn about personal boundaries

Understand dating etiquette and expectations

Discuss safety in dating

Practice conversation and communication skills

The Dating Socials Group

Build confidence in real-life social settings

Gain experience through structured social interactions

Participate in social events and group outings

Practice mingling and conversational skills in natural environments

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For the Social Learning Support Group, Girlfriends Group, and Dating Socials Group, participants should include adults across the lifespan, organized into age-appropriate groupings who share comparable communication skills. Peer mentors should be similarly aged to participants in their group.

For the Dating Group, participants should primarily include adults in their late 20s, 30s, 40s, and beyond, with group composition thoughtfully tailored to ensure age appropriateness and similar communication skill.

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The lead staff member should be a licensed social worker with experience in evidence-based social skills interventions and dating coaching. It may also be helpful to have one or two assistants who have specific autism experience.

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Participants should have comparable communication skills.

Each group should have no more than 10 participants and an even number of participants is recommended. For the dating groups it is suggested that there are 10, l2 or 14 participants who will be pre-screened by professional staff for acceptance into the program.

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Social media, community organizations and programs, religious institutions, and state programs are all methods of recruitment.

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All participants are required to sign a release form that holds the program organizer harmless for any matters related to the program, including transportation. Please use your program’s designated forms, as they have been specifically developed. Additionally, consider having participants sign a photo/video release form.

# data[].attributes.body
This is a community-based program. Public and private transportation may be required and must be arranged independently of the program. If possible, the program should create a list of transportation resources available in the area.