AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace

Identifying Employment Opportunities and Providing Support

By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum. According to Tomaino (2011), Roses be successful. “The purpose of supported nesses should employ a team approach in ing another employee with completing a for Autism enables participants to engage employment is to assist individuals with determining workplace accommodations. task, or setting a watch alarm to prompt in numerous facets of business, including disabilities in becoming and remain- Workplace supports can often times be when to take a break. A formal support is marketing, shipping, inventory manage- ing competitively employed in integrat- either formal or informal. An informal typically a company-sponsored program, ment, data entry, website maintenance, ed work settings” (Wehman, Revell & workplace support evolves organically, like an employee assistance program Brooke, 2003, p. 167). and out of the daily workplace activities (Unger, 1999). see Opportunities on page 16

Employment for Persons on the Autism Spectrum: Examination of the State of the Field and the Path to Pursue

By Dianne Zager, PhD, tuck et al. (2012) reported that in the eight with other disabilities. Cimera and Cow- to employment interventions for people Colleen A. Thoma, PhD, years following high school only 53% of an (2009) reported that adults with autism with autism (Standifer, 2009), which has and Samuel M. Fleisher, EdD individuals with autism had worked for were more likely than adults with other created a severe problem in meeting their pay. Adult care and lost productivity from impairments to be denied services because needs. Müller, Schuler, Burton, and Yates unemployment of individuals with autism of the magnitude of their needs, which re- (2003) reported widespread lack of ade- espite evidence of the potential have resulted in substantial costs to soci- quire a greater amount of services. Due to quate training, found VR services were of individuals with autism to ety. The annual cost for caring for the 1.5 communication, cognitive, behavioral, and not meeting the needs of this population, perform competitive jobs, em- million people in the U.S. with autism has social needs that require intensive services and stressed the need for better trained vo- ployment rates for people on been estimated from $35 billion to $60 bil- and result in greater cost, they are less like- cational service providers. Their findings Dthe spectrum remain extremely poor. Ap- lion (Autism Society, 2011), with the life- ly to obtain competitive employment. indicated that counselors often lacked the proximately 75% of adults with autism are time cost to care for a person with autism There has been limited research and training and background to assist persons unemployed or underemployed (Autism at $3.2 million. Two-thirds of these costs insufficient evidence to support the ef- with autism to obtain compatible employ- Society, 2011; Van Laarhoven & Winias- occur after the age of 18 and are directly fectiveness of any particular vocational ment. The lack of expertise in helping in- ki, 2012). In 2013, the U.S. Department related to unemployment. treatment approach for adults with autism, dividuals with autism find and maintain of Labor (2014) reported unemployment Unemployment rates for people with au- resulting in service delivery that is fraught work in the face of their unique challenges for people with disabilities at 11.9%, with tism are significantly higher than for other with widespread lack of understanding of has contributed to persistent high rates of labor force participation for people with disability categories because they face a the employment support needs of this pop- unemployment (Lawler, Brusilovkiy, Sal- disabilities at 18.7%. In fact, only 6% of disproportionately difficult time navigat- ulation. Only a fraction of research articles zer, & Mandel, 2009), which has resulted individuals with autism are actively em- ing work due to their unique cognitive, about autism have examined accessibil- in a critical problem that is negatively af- ployed (Shattuck, Wagner, Narendorf, communication and behavior challenges. ity to employment support. The current fecting employment outcomes. Given the Sterzing, & Hensley, 2011). In an analy- Individuals with autism have markedly lack of knowledge within the vocation-

sis of nationally representative data, Shat- different vocational needs than individuals al rehabilitation (VR) system pertaining see Examination on page 18

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Cindy Alterson, PhD, BCBA, Principal and Program Director Chairman Devereux Millwood Learning Center Dr. Peter D. Beitchman, DSW, LMSW, Chief Executive Officer Joel Bregman, MD, Medical Director and Director of Psychiatry The Bridge The Center for Autism Chairman-Elect Joseph D. Buxbaum, PhD, Director Jorge R. Petit, MD, President Seaver and New York Autism Center of Excellence Quality Healthcare Solutions Group Mount Sinai School of Medicine Vice-Chairman Susan M. Cortilet-Jones, MS, LMHC Barry B. Perlman, MD, Director, Department of Psychiatry Life Skills and College Coaching Specialist/Consultant Saint Joseph’s Medical Center Discovering Your World Secretary Stephen E. Freeman, LCSW The Freeman Group Peg Moran, LMSW, Senior Vice President F●E●G●S Health and Human Services System Lynda Geller, PhD, Founder Spectrum Services, A Cooperative of Independent Treasurer Practices and Organizations, New York, NY Alan Trager, LCSW, Chief Executive Officer Westchester Jewish Community Services Ami Klin, PhD, Director Marcus Autism Center Members of the Board

Harold S. Koplewicz, MD, President Constance Y. Brown, MPA, Vice President, Community & Government Relations Child Mind Institute Institute for Community Living Carmen Collado, LCSW, Assistant Executive Director Cecelia M. McCarton, MD, Founder and Executive Director Jewish Board of Family & Children’s Services The McCarton Foundation The McCarton School (for Autism) Jonathan P. Edwards, LMSW, Training Specialist, Parachute NYC NYC Dept. of Health and Mental Hygiene Judith R. Omidvaran Parent Advocate, New York Alan Eskenazi, MA, CPHQ, CASAC, Vice President Quality Systems and Strategies ValueOptions, Inc. Theresa Pirraglia, Co-Founder and Board Member Donald M. Fitch, MS, Executive Director The Foundation for Educating Children with Autism The Center For Career Freedom John C. Pomeroy, MD, Founding Director Mary Hanrahan, LCSW, Government Relations Specialist Cody Center for Autism and Developmental Disabilities New York Presbyterian Hospital Stony Brook University Medical Center Joseph Krasnansky, LCSW, Vice President and Chief Program Officer Patricia Rowan, LMSW, Consultant and Advocate Lower Eastside Service Center Kid’s Connection Judith R. Omidvaran Parent Advocate, New York Pat Schissel, LMSW, Executive Director Asperger Syndrome and High Functioning Autism Association Debra Pantin, MSW, Associate Executive Director VIP Community Services Alison Singer, President Autism Science Foundation Theresa Pirraglia, Co-Founder and Board Member The Foundation for Educating Children with Autism Richard Swierat, Executive Director Janet Z. Segal, LCSW, Executive Vice President ARC of Westchester Four Winds Hospital Fred Volkmar, MD, Director Giselle Stolper, EdM, Executive Director Yale Child Study Center Mental Health Association of New York City

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Autism in the Workplace 20 Providing Opportunities for Employment 1 Identifying Employment Opportunities and Providing Support 21 When Your Grandchild Has Autism 1 Employment: The State of the Field and the Path to Pursue 22 Becoming an Autism Employment Entrepreneur 4 Jobs That Teach Employees and Employers 23 Improving Employment Outcomes for Individuals with Autism 5 The Daniel Jordan Fiddle Foundation’s “NYC Overload Project” 24 What Employers Need to Know About Asperger’s Syndrome 6 Presenting Yourself at the Interview 24 Creating the Path to Employment 8 An Employer’s View on the Benefits of Training People with Autism 25 Hiring People with Autism: One Small Company’s Success Story 10 My Journey to Independence 26 Utilizing Technology for High School and College Students 12 Finding Positive Vocational Opportunities for Young Adults with ASD 26 Cut Out for Him: A Father on His Son’s Employment Future 13 ABA/Autism Insurance Coverage: Mandates & Self-Insured Companies 27 Disclosing an ASD Diagnosis: There is Another Option 14 Finding the Right Employment for Individuals with Autism 28 Walking a Tightrope of Conflicting Expectations 15 When College is Not an Option 29 Integrating Special Interests & Passions for Successful Employment 17 YAI International Conference: April 28 - May 1 at Hilton New York 30 How (and How Not) to Work with Employees with ASD 19 Workplace Insecurities: Changing the Tide for Adults on the Spectrum 31 The Impact of Language Deficits in the Workplace

Autism Spectrum News Autism Spectrum News Thanks Our Sponsors for Their Support 2014 Theme and Deadline Calendar

Gold Sponsor Summer 2014 Issue: “Autism and Mental Health Services” The YAI Network Deadline: June 5, 2014

Silver Sponsor Fall 2014 Issue: The Daniel Jordan Fiddle Foundation “Exploring Relationships and Social Skills” Deadline: September 5, 2014 Jewish Child Care Association’s Winter 2015 Issue: Compass Project “The Importance of Scientific Research” Deadline: December 5, 2014 Help Support Our Nonprofit Mission Spring 2015 Issue: Become an Honored Sponsor “Addressing the Challenging of Autism Spectrum News Behaviors Associated with Autism” Deadline: March 5, 2015 To Discuss Our Sponsorship Opportunities, Please Contact David Minot, Publisher To Submit an Article or Advertisement (508) 877-0970 • [email protected] Call us Today: (508) 877-0970 or visit www.mhnews-autism.org/sponsor.htm or email [email protected] PAGE 4 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Jobs That Teach Employees and Employers

By Elise Hahn Felix, LCSW, Bryan did so well that after two months, Shari Abel Saunders, Debbie Sweithelm, Recreation Director, and Valerie Rosen offered him a part-time paid job. Bryan re- JCCA Compass Project marks, “It’s so great. I get to come to work each day at a place where I already made friends and I feel part of the team. I am glad ewish Child Care Association’s when I can put a smile on someone’s face.” Compass Project helps young adults Debbie continues, “These young men with special needs identify career started off first as volunteer interns with and educational directions and fos- stipends and have now become employees, Jter friendships through socialization pro- making a contribution to our community. grams. It also encourages participants to Work should not only be simply a way of pursue their dreams. Compass staff helps earning income, but working to make a dif- clients develop job readiness skills, assists ference, and at the end of the day, making with job development and provides skillful your place in this world.” coaching to prepare them for competitive Recently, a family member of a resident employment and ensure their success in the who had just moved into Somerset was workplace. “We are very pleased to see the so appreciative of how Freddy took the progress of our clients,” says Elise Hahn time to ensure her parent was well cared Felix, Director of the Compass Project. for, she praised Freddy’s kindness on what “And one of the special benefits is to see could have been a stressful day for the that many of our employers gain insight JCCA Compass Project Interns at the Greenburgh Nature Center whole family. and learn from the experience as well.” Jewish Child Care Association is a major nator, “We assessed their skills, interests act with our residents, how they cheer them Restoration Farm nonprofit organization helping vulnerable and abilities and thought they would be up and make their day a little brighter. And children and families of all backgrounds. well-suited to work at Somerset Gardens.” I see how they have added a spark and a Restoration Farm, a beautiful fami- Here are some of their stories: Their jobs were to assist the residents positive dynamic to the recreation team. ly-run organic farm which operates as a Freddy and Bryan work at Somerset Gar- with such daily activities as Bingo, exer- And aside from the business and health CSA (Community Supported Agriculture) dens in Plainview, which is an assisted living cise classes, sing-alongs and dance. Paul care decisions I am required to make on in Old Bethpage, New York has had many facility, and a subsidiary of Chelsea Gardens. Wasser, the Executive Director of Somer- a daily basis, working with JCCA and the interns from Compass over the last several Last year Freddy and Bryan received vo- set, provides a nurturing, supportive work- Compass Project has been one of the best years. Husband and wife, Dan and Caroline cational support at Compass. They did not place environment that enables the clients decisions I have made for the company.” Holmes, also have created a warm and wel- have prior job experience but they wanted to build on their skills and gain confidence. “This is key,” states Elise Hahn Felix. coming environment in which Compass to work. According to Shari Abel Saun- He says, “My goal is to benefit the resi- “Leadership and support from the top set ders, Compass Job Development Coordi- dents and staff. I see how the interns inter- the tone for the other staff.” see Teach on page 33

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The Daniel Jordan Fiddle Foundation’s “NYC Overload Project” Creates Employment for Singer/Songwriters

By Linda Walder Fiddle Elaine Hall, founder of the Miracle Proj- Founder and Executive Director ect, hopes to get celebrities engaged in the The Daniel Jordan Fiddle Foundation project for its next phase, including a group of Broadway stars. “It would be wonderful to add celebrity voices to create and even nvisioning and then creating inno- more professional recording that hopefully vative employment opportunities will lead to more awareness and support,” for adults living with Autism has says Hall. Stayed tuned for this… always been a hallmark of The The Miracle Project is a fully inclusive EDaniel Jordan Fiddle Foundation’s mis- musical theater program for children, teens, sion. Last spring, while attending a perfor- and adults of all abilities. Through shared mance by participants from The Miracle creative experiences with typically devel- Project New York, the seeds of another oping siblings and peers, those with autism new inspiration were planted. and other disabilities grow in confidence The Miracle Project New York group and self-esteem; those without disabilities wrote a funny, satirical original song grow in compassion and understanding. To- about their hectic hometown entitled gether they create an original musical. “NYC Overload.” The big-band Broadway The Miracle Project is the subject of the style musical arrangement is about senso- two-time Emmy award winning HBO doc- ry overload (experienced by many on the umentary “Autism: The Musical,” which autism spectrum) and the sights, sounds, Linda Walder Fiddle at a Recording Session has been shown all over the world. smells (rats, pigeons, honking taxis, pizza with NYC Overload Singer/Songwriters The Miracle Project has received hun- pies) of NYC! After I saw the performance dreds of requests to replicate it in other com- I thought that this song would be a great in community life,” says Vicki Ofmani, ing pop-up art galleries run by people on the munities. The Miracle Project NYC is di- way to enhance awareness. I also felt that a member of The Daniel Jordan Fiddle spectrum, art studio employment, musical rected by Aaron Feinstein, who worked with we could create a first-ever (to my knowl- Foundation Board of Trustees. theater programs, and art mentorship pro- the students to create “NYC Overload.” “We edge) opportunity for these singer/song- The Daniel Jordan Fiddle Foundation grams that benefit adults living with Autism. were able to get professional musicians to writers to professionally record their song was established over a dozen years ago as Says Ofmani, “Now The Daniel Jordan donate their talent to record the track and the and get paid for doing so. the first Autism organization in the United Fiddle Foundation has opened another adults in our program were over the moon “This catchy song also promotes an un- States to focus exclusively on adults. Since door so that singers and songwriters on the about recording live in a studio and getting derstanding about the sensory issues many then it has pioneered opportunities relating spectrum can record their original music paid as working singer/songwriters.” individuals living with Autism experi- to all aspects of adult life and has developed and get paid for it by hopefully sell the CD ence and find challenging as they engage many work experiences in the arts includ- that is being produced.” see NYC Overload on page 35 PAGE 6 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Presenting Yourself at the Interview

By Yvona Fast, MLS Author and Advocate

he employer liked your resume! You have been selected for an in- terview. You are excited but ner- vous because you know that often Tit’s often the candidate who interviews best, not the one with the best qualifica- tions, who gets the job offer. Your goal is to persuade the buyer that you are the best fit for the job they’re trying to fill. Nowhere is this more important than at the interview. Interviews screen out those who don’t fit into the corporate culture. You are being judged on qualities like attitude, appear- ance, confidence, personality, conviviality. This is also your chance to check wheth- er this organization is where you want to use your talents. Does the job fulfill your expectations? Are you compatible with the organization and the other employees?

Body Language Yvona Fast, MLS

For spectrum individuals, issues with abilities, personal traits. List your accom- nonverbal communication and body lan- plishments. Show the employer how your guage often cause problems projecting skills and abilities you bring will solve confidence. Their lack of eye contact sets his or her problems and contribute to the off warning flags in the interviewer’s organization. mind. He thinks, “Boy, I can’t quite place my finger on it, but that guy is weird.” Preparation is Your Best Friend Remember to smile. Believe it or not, that makes a big difference. It makes you There is much you can do beforehand to look self-confident, well-adjusted and hap- make sure you make as good an impression py to be there. Often the interviewer will as possible. Interview skills can be learned make their judgment about the applicant and practiced. Take classes and seminars during the first thirty seconds. in interpersonal communications, public Dress neatly. Take care of personal speaking, and presentation skills. Learn all grooming. Suck on a mint before your in- you can about interview and negotiation terview to make sure your breath is fresh. skills. The more you know about the pro- Try to greet people at the beginning and cess, the more comfortable you’ll be, and end the interview with a handshake. the more confidence you will exude. Look at your interviewer. If you have With a friend, teacher, or mentor, prac- trouble looking in the eyes, look at his tice body language. What’s your handshake nose. Eye contact shows the interviewer like? It should be firm but not aggressive. you are still on the same page. To avoid Practice your answers to common inter- staring, remember to look away occasion- view questions. Tape record your answers, ally. Nod your head at appropriate times and listen for what you sound like. Pay to show you are listening. Don’t interrupt, special attention to the tone and volume of but listen till the speaker is finished. In this your voice. way, you can gather important information Use self-talk to build confidence. In your that will help you formulate better answers home or car, before you go into an inter- and ask intelligent questions. view, tell yourself out loud why you de- Avoid sofas or plush chairs. Sit up serve to get this job. This will help you to straight and keep your feet flat on the act with confidence even when you don’t floor. To convey your interest, lean for- feel like it. If you believe it, so will the per- ward slightly towards the person you are son you are interviewing with. addressing. Keep your hands in your lap, unless you are taking notes. Don’t fold Questions, Questions… your arms; this is perceived as defensive or inaccessible. If you take notes, be sure you There are a million questions that the in- look attentive. terviewer could ask you, so it’s hard to be If you have habits others may find an- prepared for everything. But lists of com- noying, like rocking or shaking your leg, mon questions abound. Prepare for these. If be aware of them and make sure they don’t you are asked a question that trips you up, crop up. don’t be afraid to pause and think about it. If the interviewer starts shuffling papers You might even use a phrase like, “That’s or says something like, “We have a million an interesting concept. Let me think about other candidates to interview,” that is your that,” to give yourself time to digest the clue he/she wants to wrap up. Acknowl- question. If you can’t think of an answer, edge that you realize time is about up. If it’s OK to say so. You can think of ideas you haven’t gotten a chance to ask your and answer in a follow-up letter. questions, do so now but make them brief. Learn the difference between qualifying End by asking what part of your back- questions and those meant to disqualify. ground they would like to hear more about. Know yourself - your skills, talents, see Interview on page 32 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 7 PAGE 8 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

An Employer’s Perspective on the Benefits of Training People with Autism

By Nadia Haque partments as varied as Pharmacy, Lab Ser- step-by-step job responsibilities requiring Operations Analyst vices, Building Services, Plant Operations, time and patience that staff often finds NewYork-Presbyterian Hospital Paint shop, Storeroom, Upholstery shop, tedious and time consuming. In addition, Westchester Division Grounds and Landscaping, and Food and the interns are incredibly accurate when Nutrition. These are valuable and diverse performing their assigned tasks. In their opportunities for our interns, and they par- experience with the interns, staff noted s part of its clinical mission, ticipate in 3 ten-week long rotations under the interns’ strong work ethic and desire to NewYork-Presbyterian Hospi- the close supervision of our department di- complete assigned duties. tal/Westchester Division (NYP/ rectors and designated staff. While the program’s goal is to increase WD) cares for patients so they The focus of our interns’ work experi- marketable skills for the interns, staff re- Aare prepared to return to their home com- ence is on non-traditional jobs, which are port receiving their own benefits from the munities to lead productive lives. To suc- not the easiest to perform, and are complex program. Through meetings and surveys, cessfully achieve this, patients are given and systematic in nature. We strive to give participating managers and directors stress the necessary tools to be able to work and them marketable skills. As such, our in- the value that individuals with autism bring live. In keeping with this mission, NYP/ terns learn to perform tasks such as system to their department. Because of the individ- WD was pleased when approached by New updates, computer configuration, courier/ ualized needs and concerns of each intern, York Collaborates for Autism to participate delivery services, supply stocking, medi- staff needs to work as a team to make the in a high school to employment transition cation sorting, preparing labels for medi- internship successful, thereby resulting in program for young adults with autism cation storage bins, inventory recording, greater collaboration amongst one anoth- spectrum disorder called Project SEARCH taking lab orders, and creating lab/phar- er. In one department, the interns needed Collaborates for Autism (PSCA). PSCA macy packages. They are closely guided, checklists to assist them through step-by- was created by New York Collaborates for coached and supervised by the department step tasks. Once staff saw how useful the Autism in partnership with NewYork-Pres- staff, in addition to the mentoring they re- checklists were for the interns, they are byterian Hospital (NYPH), ARC of West- ceive from their classroom instructors and now used by the entire department, with chester and Southern Westchester BOCES Nadia Haque job coaches. They are also coached on the unexpected benefit of improved effi- (SW BOCES). Now in its third year on our building communication, teamwork and ciency and accuracy. campus, we have discovered that employ- evaluated for their independent employ- collaboration skills which are essential for By working in a real work site, manag- ees gain as much from this partnership as ment and skills. Once determined, they future employment. ers have identified areas where the interns the interns. receive classroom training from South- The benefits of having a Project need additional support. While the interns With our numerous clinical and non-clin- ern Westchester BOCES, and job coaches SEARCH intern are quickly apparent. are able to accomplish the assigned tasks, ical departments, NYP/WD is an ideal lo- from ARC of Westchester work with them While each individual with autism is their social skills are lacking and they hesi- cation to host this training program and on expectations, rules, and skills of a work unique, our interns have proven to be task tate to ask for help. Staff continues to work expose interns to many different work en- environment. When the interns arrive at the oriented, independent, highly motivated, with the job coaches on these areas. vironments so that they can explore a vari- job site, they receive additional practical, punctual in attendance, and team play- ety of career paths. The student interns are area-specific training. Interns work in de- ers. They are eager to perform repetitive, see Training on page 38 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 9 PAGE 10 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

My Journey to Independence

By Jay Mikush more. I also keep in touch with peers from CIP in the Melbourne area through social media such as Skype and Facebook. y name is Jay Mikush, and I am 23 years old. When I was Independent Living Skills first diagnosed with Asperg- er’s Syndrome (AS) at the age After attending CIP, I moved back to Mof six, I had many challenges interacting North Carolina, and I now live in my own with other children. Over the years, I have apartment with a roommate. I am working learned how to be more social with all sorts with a life coach from the iCan House who of people. is helping me with budgeting, cooking, and I am proud to have been born and raised other skills. I feel that I have improved in in wonderful Winston-Salem, North the financial area because I do not spend Carolina. After I graduated from high as much on things that I want, such as a school, I enrolled in the College Intern- $100 iTunes gift card. I generally focus on ship Program’s (CIP) Brevard Center, things that I need such as groceries or gas. a post–high school program for young Now I am much more cautious with spend- adults with AS and other learning differ- ing my money. ences. During this time I also attended Brevard Community College in Mel- Job Skills bourne, Florida where I learned how to Jay Mikush at his internship at Baer Air in Melbourne, Florida. live independently. Jay participated in flight school and was placed in his internship I have a job coach from a service called After I graduated from high school, I while attending the CIP Brevard program. Vocational Rehabilitation who is assisting found out about CIP and its services from me in seeking a full-time career in the avi- my parents. At first, I was not terribly ation industry once I complete my associ- interested in going because I could not Social Skills are—enemies. Now I am able to say “no” ate’s degree in aviation management. imagine being away from home. Howev- in potentially dangerous situations. er, when I arrived and got used to being If I were to choose one of the most crit- I have made a lot of friends through DJ away from home and knowing everyone ical skills that I improved upon within the the iCan House (www.icanhouse.org), a and how the program worked, I got accus- last few years, it would be social skills. I place for young adults with AS and social I own and operate a professional mobile tomed to it and realized it was a helpful had the biggest issue with not being able challenges in Winston-Salem, where I do DJ (disc jockey) business and do many environment to live in. I had many friends to say “no” to peer pressure. This occurred many things with friends in my spare time types of parties and events throughout the at Brevard and I participated in a variety mostly in high school where it caused me such as visiting amusement parks, going to city, county, and state. My long-term goal of activities, including bowling and going to get in a lot of trouble with my friends, movies, biking, swimming, attending the to the beach. which I now identify for what they really local fair, bowling, mini golfing, and much see Independence on page 34 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 11 PAGE 12 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Finding Positive Vocational Opportunities for Young Adults on the Spectrum

By Terri White, MPS independent members of society and in the The challenge is complex on all sides. Director of Vocational Services workplace through life and social skills They include knowing your intern, having New York Institute of Technology coaching and vocational training. your intern understand that he/she has to be Finding the right career field and position productive and responsive to the requests for these young adults is not an easy task, of the supervisor, finding what you think is ach year 50,000 students on the but is a key predictor of success or failure the right placement among your resources autism spectrum reach 18 years of their future lives. According to a second- and with the employer you think will give of age. They are at a crossroads. ary analysis of the National Longitudinal him/her the best opportunity to succeed. Should they continue their educa- Transition Study (NTLS2), data revealed, That has always been difficult in the tra- Etion at their high school? Is pursuing a two “…whether the child graduated from high ditional choices of entry level positions in or four-year college degree an appropriate school, whether the child received career most common fields, with the exception of pathway to the world of work and inde- counseling during high school, and whether computer competencies, video production, pendent living? Or should they enroll in a the child’s school contacted postsecondary clerical/office work and the arts. In these vocational program to receive job specific vocational training programs or potential fields, within your local community, you training? Many are not ready to enroll in employers were the significant factors as- may have limited opportunities in having a degree bearing program or a vocation- sociated with participation in employment” suitable positions available. Again, it is al certificate program. Those that are not (Chang, Cheung , Li, & Tsai, 2013; p. quite a challenge. quite ready to move into either the world 1832). Having a paid employment experi- Although there is a dearth of informa- of work or higher education may consider ence either during high school or shortly tion on effective job training strategies, the at transition program. thereafter is another key predictor of em- first randomized clinical trial of vocational Without some sort of intervention, the ployment after leaving high school. training as an intervention to increase the employment statistics for students on the In years past, the philosophy was that employability of young adults on the au- autism spectrum are rather grim. Most of these young adults will have to conform tism spectrum yielded promising results these numbers are anecdotal in nature. The and meet the expectations of society and (Wehman, Schall, McDonough, Kregel, et highest employment rates from these re- Terri White, MPS businesses in general. Through the years, al., 2014). Graduating high school seniors ports are somewhere around 34% to 56% experience has shown, combined with the on the autism spectrum were randomly as- (Howlin, Goode, Hutton, & Rutter, 2004; Technology’s (NYIT) Central Islip Cam- ever-increasing recognition within our so- signed to a 9 month intensive vocational Eaves & Ho; 2008). Other reports suggest pus in Long Island, NY, has been invest- ciety of the many disabilities that exist, training program or “a business as usual” the employment rate for individuals on the ed in the placement of young adults with that having a disability is not a predictable control group, meaning they received the autism spectrum is less than 10% (Taylor Autism Spectrum Disorders (ASD), which marker of failure in the workplace. These traditional transition services provided by & Seltzer, 2011). What are effective inter- includes Asperger’s Syndrome or High job placements are opportunities to provide the school and the office of vocational re- ventions to prepare students on the spec- Functioning Autism, and Learning Dis- a positive experience for intern and employ- habilitative services. Employers participat- trum for employment? abilities in employment internships. VIP er, as well as a stepping stone towards a fu- ing in the study included a hospital, a Since 1987, the Vocational Independence prides itself on giving these young adults ture that conforms to young adults with an Program (VIP) at the New York Institute of the tools necessary to become successful, ASD as a beneficial part of the workplace. see Vocational on page 31

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For more information, call 631.348.3354 or visit nyit.edu/vip A2795/0213 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 13

ABA / Autism Insurance Coverage: Mandates and Self-Insured Companies

By Bryan Davey, PhD, BCBA-D President, Highland Behavioral Chief Clinical Officer, Ensure Billing

et me start out by saying that I am trained as a Behavior Ana- lyst. Following my coursework and practicum experience, I had La solid foundation to begin my career working with individuals with various diagnoses, including Autism Spectrum Disorders (ASD). My training however was focused, and rightfully so, on the principles and procedures that define Ap- plied Behavior Analysis (ABA). I was not trained in public policy, insurance man- dates, issues related to professional licen- sure, how insurance carriers operate with respect to ABA, or how to file a claim for reimbursement. In 2001 and 2007, Indiana and South Carolina became the first states to pass meaningful Autism insurance reform. Bryan Davey, PhD, BCBA-D Fast forward to 2014, and thanks to the efforts of advocacy groups, parents, and professionals, 34 states and the District children are affected by an ASD. Employ- of Columbia have adopted Autism insur- ers and healthcare consultants in trying to ance reform. These reforms in one way or calculate the costs of providing a benefit, another include ABA as a covered benefit erroneously multiply 1 in every 88 cov- for specific state regulated health plans. ered lives in their plan by some average Further, over this same time frame many cost of treatment. This calculation, which self-insured companies have adopted ABA is often a very large number, is inflated and ASD coverage. Based on this move- for several reasons. Two of those reasons ment, behavior analytic practitioners were include: 1) Not every individual with an thrust, willingly in most cases, into a realm ASD will access the benefit; and 2) Not that they were not familiar. every individual with an ASD who does I, along with several of my colleagues access the benefit will utilize the maxi- across the nation, spend considerable mum dollar amount. This can be demon- amounts of time attempting to understand strated by comparing those who need the realities of life after insurance reform, Focused ABA (e.g., assessment and treat- not to mention the potential impact of ment of problem behavior) at 10-25 hours the Affordable Care Act. What is clear per week, to those requiring Comprehen- at this point is that each state is unique. sive ABA (e.g., intensive early treatment) Some states pass legislation without an- at 26-40 hours per week. If the assump- nual dollar limits (e.g., Alaska, California, tion is that every individual affected by Massachusetts), while other states have an ASD will access 40 hours a week of dollar limits based on age (e.g., Arizona, treatment at a cost of thousands of dol- Missouri, Delaware). Some states have lars per week, then companies will end up age limits (e.g., Kansas, Louisiana, Rhode believing that coverage is not financially Island) and others do not (New York, Ore- feasible. In reality, there are more accu- gon, Wisconsin). For the state reforms that rate ways to calculate a cost estimate. define ASD and/or ABA as a behavioral When specific variables such as percent health benefit, and subsequently impose of access, utilization of authorized ser- age limits and monetary caps on treatment, vices, and recipient’s age, are used in the carriers are pressed to understand how the analysis, a more accurate and often less mental health parity law will be interpret- expensive cost are estimated. ed and enforced by state insurance regu- Once a cost is estimated and a company lators. Further, each state’s reforms may decides to move forward, the benefit must or may not impact large and small group be defined. While I cannot cover all of the plans or state employees. Finally, no state- aspects this process involves, I will touch based reform directly impacts self-insured on two areas for your consideration. First, companies. cost share or copays. A company must re- Self-insured companies are governed alize that by requiring a copay to access by the Federal Employee Retirement ABA treatments, the use of those services Income Security Act, or ERISA as it is might be impacted. If you think about an commonly known. This means that state individual who receives treatment 3 times reforms do not typically impact the plans per week with a $50 copay per visit, very offered by these companies. The premise quickly a family’s expenses equal $150 of being self-insured is that the company per week or $600 per month. For many funds its healthcare cost from within, so families, a copay in this amount could when deciding to add any benefits they render a benefit financially unusable. are sensitive to cost increases. One in- Second, the plan must define who pro- teresting phenomenon in the self-insured vides treatment. Does the plan adopt the research, is the data reported by Center for Disease Controls (CDC) that 1 in 88 see Insurance on page 35 PAGE 14 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Finding the Right Employment for Individuals with Autism Spectrum Disorder

By Michael J. Cameron, PhD, BCBA-D individual, I recommend the below process excel in physical work such as farm work, Chief Clinical Officer be put into action in order to find the best construction, or the lumber industry. Pacific Child and Family Associates opportunity for the person at hand: Many individuals with ASD or other disabilities find their jobs through many 1. Assess the individual by taking a of the same means as people without dis- ocating a place of employment is strength-based approach abilities. Job search engines like Monster, one of the most prevalent chal- Career Builder, Craigslist, and so forth, are lenges for an individual with Au- 2. Find the job based on the person’s common places to narrow down and locate tism Spectrum Disorder (ASD). strengths and interests a possible job. Another excellent way to LIn fact, according to a study conducted in seek out a job is through family, friends, 2010 by the Bureau of Labor Statistics, 3. Analyze the job and acquaintances. These are sometimes only 21% of all adults with disabilities the best ways to finding a job where the in- participated in the labor force as com- 4. Prepare the individual dividual may already have experience with pared with 69% of non-disabled adults the company, such as a local supermarket, (www.autism-society.org/about-autism/ 5. Prepare the employer and other employees library, or school. What is most important facts-and-statistics.html). This is a truly is connecting the assessment of the person alarming statistic, and with a projected 6. Expand upon growth with a fitting job and having a compassion- 625% increase in adults (over the age of ate culture willing to offer jobs to open up 22) with ASD in the next 16 years, these Start with a strength-based approach – or opportunities for individuals. unemployment numbers will rise if the cur- Michael J. Cameron, PhD, BCBA-D the notion of identifying a person’s talents Once you have a good sense of the anal- rent trend continues. and abilities and utilizing or building upon ysis of the person and what the job may be, What we must remember is that these in- ment program models and in employment them for growth. This method of pinpoint- it is important to break down the scope of dividuals with ASD require valuable work opportunities. What is unique about the ing what a person is good at or enjoys and the job so you can begin priming the in- experience to round out purpose and sig- American culture, however, is its techni- connecting that to an employment oppor- dividual. I encountered a situation recent- nificance in their lives while being able to cal and corporate culture, which results in tunity harnesses success for both the indi- ly that is a great example of how to break earn a meaningful wage, just as individuals specialized employment opportunities for vidual and the employer, just like it does in down the context and social circumstances without disabilities do. individuals with disabilities. This isn’t the the workplace for employees who are not to best prepare the person. The individual To approach this escalating matter, there same case with areas outside of the United disabled. Through thorough assessment, I with ASD involved, Ethan*, had the op- are ways for individuals to find employ- States where people with disabilities are have seen many individuals with ASD have portunity to work at an organic farm. The ment fitting for each and every person. incorporated and accepted into the work- unique and differing skills that can carry farmer was open to having Ethan work on The importance of a responsive and ac- force more – oftentimes employed in less over into the workplace. For instance, if the farm, but Ethan’s parents were unsure cepting culture to address this need is im- technical and more diversified jobs. a person has good motor skills, they may if their son would be beneficial. I went to perative in order to develop opportunities, For parents, clinicians, teachers, and be great in the area of fashion (assembling the farmer and asked what tasks Ethan and fortunately, there is a growing interest loved ones of individuals with ASD who garments) or jewelry making. An individ- among the population in effective employ- are looking for employment options for the ual with great upper strength would likely see Finding on page 22 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 15

When College is Not an Option

By Nicholas A. Villani ondary education to assist them to orga- 2. Civil Service Jobs at State or Local President nize, prioritize, and plan their academic Levels - Both state and local govern- Career and Employment Options, Inc. work. And what is rarely presented to these ment have what is known as a 55a or students while in high school is that there 55b waiver that enables someone with are other types of post-secondary alterna- a disability to be given access without ollege is generally considered the tives that are highly technical in their for- necessarily meeting the requirements best path to a successful career, mat with significantly better employment of passing the civil service tests. but the classes and structure of outcomes. Schools providing Associates in college can present a daunting Occupational Sciences often have signifi- 3. MTA, Long Island Railroad (LIRR) Cchallenge to individuals on the spectrum. cantly higher placement rates with better and other municipal jobs - Often con- The description of a “good job” might in- salaries than students graduating with a BA sidered difficult to access, we consider clude factors of salary, stability, and the in Liberal Arts. those organizations to be very frater- ability to grow; such jobs are not reserved During the last year, I have been explor- nal, but with both persistence and new only for college graduates. ing options that are viable opportunities for changes in laws these jobs can be ac- Some of the more stable, high paying qualified students that did not necessarily cessible. jobs are within businesses or organizations follow the traditional college route. There that do not require college or at least the were five areas of occupational categories 4. Union Jobs - They are still most sought traditional college route. Instead, those that met the criteria of a “good job.” They after as they offer higher pay, a unique jobs may require a specific skill or trade, can offer individuals on the spectrum even support system, and better benefits than consistency in performance, willingness more stability as they are highly structured non-union jobs. One can consider a job to work diligently at assignments requir- and have the characteristics of organiza- within the specific trade of a union, or ing a different kind of skill and employee. tional support and structured jobs. also consider jobs within the support Guidance counselors often are not trained systems of those union members. or find themselves in political disagree- Nicholas A. Villani 1. Federal Jobs - One of the places to look ment with a parent if they recommend any- is USAJobs, the website for jobs in the 5. Utilities - Water Authority, Long Is- thing other than traditional college as the college to quickly drop out without a de- federal government (https://help.usa- land Power Authority (LIPA - now post-secondary option. Also, high schools gree. They have failed in the new academic jobs.gov). Looking there does not nec- PSE&G), National Grid, Verizon, Ca- are given high marks based upon their col- arena not necessarily because they are inca- essarily ensure that the person would blevision and other like utilities. They lege entrance rates, so traditional college is pable but because of changes in the support find a job, however, it is a resource for can offer stability, good pay, and ex- generally recommended. system and environment. Many families someone to begin the process of put- cellent benefits. But what are the options? Post-second- are not even told about the post-second- ting in their name and resume toward ary options we consider “stable and typical ary supports that ACCES/VR can provide one of the jobs listed. There are jobs All of these jobs still require persistence outcomes” like traditional college are not through 790x, which are post-secondary, for people with and without degrees. in the pursuit, good career skills (resume, necessarily stable nor provide the outcome non-academic support services. These ser- There is also a page for individuals expected. Many students enter traditional vices can be used by students in post-sec- with a disability to peruse. see College on page 34

C Spectrum Services

A Cooperative Private Practice Offering an Array of Specialized Services

Spectrum Services provides child and adult diagnosis, family and couples therapy, pragmatic language and social groups, specialized individual skill-building therapy, cognitive behavior therapy (CBT), trauma focused therapy and EMDR, dialectical behavior therapy approaches,mindfulness work, college coaching and transition support, psychoeducational, neuropsychological, and speech & language testing, vocational support, family support, and educational consulting for individuals and families affected by Autism Spectrum Disorders and related conditions.

Lynda Geller, PhD, Founder and Psychologist The Asperger Syndrome Training & Employment Partnership (ASTEP) Rahimeh Andalibian, PsyD, Psychologist focuses on employer education and training, and advises employers on how to recruit Ronni Aronow, MA, MS, College Transition Consultant and manage employees with Asperger Syndrome. www.asperger-employment.org Jaime Black, PsyD, Psychologist Karen Chin, PhD, Psychologist Asperger Syndrome and High Functioning Autism Association (AHA) Katherine Cody, PsyD, Individual and Family Therapy provides support programs, conferences, activities, a hotline and reliable, up-to- David A. Cooperman, MD, Psychiatrist date information for individuals and families. www.ahany.org Peter DellaBella, MD, Psychiatrist Valerie Gaus, PhD, Psychologist Career and Employment Options, Inc. (CEO) provides transition supports for Debora Harris-Thivierge, BCaBA students in special education and job placement services for students and adults Rhea L. Hooper, MA, CCC-SLP, Speech and Language Pathologist with Asperger Syndrome and other disabilities. www.ceoincworks.com Carole Kornsweig, MA, CCC-SLP, Speech and Language Pathologist Stephen Migden, PhD, ABPP, Independent Educational Consultant Mitchell Nagler, MA, LMHC, Mental Health Counselor The Elija Foundation provides advocacy support, educational outreach and Michele Robins, PhD, Neuropsychologist comprehensive workshops in Applied Behavior Analysis for educators and family Shuli Sandler, PsyD, Psychologist members. www.theelijahfoundation.org Patricia Schissel, LMSW, Social Worker Leslie Sickels, LMSW, Social Worker Contact us through www.spectrumservicesnyc.com for clinical services. Ilene Solomon, PhD, Neuropsychologist Nancy Waring Weiss, MS, CCC-SLP, Speech and Language Pathologist Please visit www.aspergercenter.com for articles of interest for families and Beth Yurman, PsyD, Psychologist adults with Asperger Syndrome.

www.spectrumservicesnyc.com • 303 Fifth Avenue, Suite 1003, New York, NY 10016 PAGE 16 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014 Opportunities from page 1 networking skills are fundamentals which not only familiarize an individual on the receiving and fulfilling orders and cus- spectrum with their own abilities, but en- tomer service. Informal supports include courage the self-determination and self-ad- prompting, reminders, advice and/or guid- vocacy so vital to a burgeoning work envi- ance, while formal supports include an em- ronment during career development. ployment specialist. An important consideration for an em- Organizations like Roses for Autism ployee with ASD is the individual’s de- are proof and inspiration that success can cision of whether or not to disclose a happen when proper supports are in place. documented disability and request accom- Students on the autism spectrum can be modations. These decisions require asking productive, valued employees of many big-picture questions. Assessing an indi- corporations. Companies need to apply vidual on the spectrum’s adaptability to a such supports so that more individuals with “neurotypical” workplace and, conversely, autism get the opportunity to be successful assessing a “neurotypical” workplace’s in the workplace. adaptability and tolerance of the needs of a “neurodiverse” employee, is precisely the Interventions: Forming an area in which so many work environments Alliance in a New Workplace fail to evaluate. These conversations are ones that take time and patience on both What are some of the necessary steps to sides, and mark the beginning of a nuanced support individuals on the spectrum in a and unique consideration of an employee workplace less prepared than the example with ASD to the work environment. Career above? Focus is required in addressing and Raul Jimenez II, MST Amy Greenberg, BA counselors can provide essential support identifying current obstacles already ex- in communicating work areas of difficul- isting for individuals with ASD within the application process, acclimating to new job needed in a current job market. Such as- ty, such as: social communication, sensory job market. Further, the implementation of routines, communication, and lastly, navi- sessment tools include: An identification of sensitivities, processing and organizational key strategies for an employee’s integra- gating social interactions with supervisors niche career interest, personality type, sen- abilities, and behavior management. Simi- tion into a new work community, and how and co-workers (Muller, Schuler, Burton, sory sensitivities, and intervention needs larly, identifying if and where an employer to effectively manage and encourage new & Yates, n.d.). Some individuals report dif- in the practice of social skills, eye gaze, shows themselves fit for demonstrating ac- growth and participation in such a work ficulties in creating a professional resume, greetings, introductions and interviewing ceptance of diversity, providing non-man- environment once hired, is integral. As while others face difficulties in job inter- techniques (Johnston-Tyler, n.d.). Synthe- agement tracks for promotion of technical future employers continue to become edu- viewing and phone contact and follow up, sizing how an individual’s unique talents, workers, focusing on merit as a primary cated on disability in the workplace, voca- and report a generalized feeling of being interests, and needs align with current oc- criteria for promotion, allowing flexibility tional advocates and coaches can provide overwhelmed throughout the entire job ap- cupations through job matching, is a great in work hours, ability to telecommute, and a crucial and highly empowering service plication process. With these struggles in means for approaching the job search in a outlining consistency in daily job duties in aiding, organizing, and acclimating in- mind, a vocational coach or “job coach” way that is career-minded, well defined, and schedules can provide immeasurable dividuals with ASD to the world of work. can assist in making such processes seem and ultimately, rewarding. Johnston-Ty- relief and clear understanding for a newly Obstacles faced by job-seeking partic- less arduous. Creating tools and strategies ler’s suggestions to develop an “elevator hired employee (Johnston-Tyler, n.d.). ipants with ASD have been grouped into before the job search can help differentiate pitch” of job interests, revise resumes, four major categories: Mastering the job an individual’s work strengths, as they are practice interviewing techniques and build see Opportunities on page 38 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 17

YAI International Conference: April 28-May 1, 2014 at Hilton New York

By The YAI Network the people we support live the life they bone, Director, Carbone Clinic, later that day from 1:30-4:30 p.m. desire and deserve.” Among the high- Tuesday, April 29, 9 a.m.-noon; and lights are: Jose A. Martinez-Diaz, Professor • A special session for family care- he many challenges confronting and Associate Dean, Florida Institute givers on April 30, 5:30-7:30 p.m., the field of developmental dis- • Thorkil Sonne, President, Specialis- of Technology, School of Behavior with Dr. Tamar Heller, Professor and abilities require new perspec- terne USA, will discuss “The Power Analysis in Florida, Thursday, May 1, Head, Dept. of Disability and Human tives and approaches. YAI’s In- of Difference” on Monday, April 28 9 am-3 pm. Development; Director, Rehabilita- Tternational Conference, “Designing the as part of the keynote session from 9 tion Research and Training Center on Future,” will explore innovative models a.m.-noon. Specialisterne USA assess- • Dr. Jill Krata, Manager of Clinical Aging with Developmental Disabili- and solutions on April 28-May 1, at the es trains and employs individuals with Services, YAI Autism Center, and ties, University of Illinois at Chicago New York Hilton Midtown, 1335 Avenue autism as consultants in IT and other Dr. Valerie Gaus, Clinical Psycholo- of the Americas. tech sectors. gist, on positive psychology, Tuesday, For more information and to see the full More than 25 sessions and extended April 29, 1:30-4:30 p.m. conference brochure, visit yai.org/confer- workshops on autism will provide attend- • Moira Lewis and Brooker Lozott, ence2014. Questions? Contact Abbe Wit- ees with access to hands-on training and Marcus Autism Center in Georgia, • Dr. Stephen Shore, Assistant Pro- tenberg at [email protected] or leading experts. “Unfolding of autism spectrum disor- fessor of Special Education, Author, 212-273-6472. “The issues confronting us as a field der symptoms in the first year of life, Adelphi University, is among the Special conference rate at the Hilton are real, diverse and complex,” said April 28, 1:30-4:30 p.m. panel to present on the power of New York is available until April 9, 2014. Matthew Sturiale, Interim CEO of YAI. collaboration, Wednesday, April 30, Call 212-586-7000 and use group code “Change is a necessity, not a choice. It • Expanded behavior analysis work- 9 a.m.-noon. He also will participate YAI. The special rate also applies to week- is time to work more effectively to help shops featuring Dr. Vincent J. Car- in a new Self-Advocacy Summit, ends, based on availability.

Be part of the solution.

NYC the future Register at for people with disabilities yai.org/conference2014 4/28 – 5/01

DESIGNING Advertise Your Organization or Event in Autism Spectrum News!! Promote Your Vital Programs and Services for the Autism Community And Reach Our Over 90,000 Readers Across the Nation! See Page 43 for Details PAGE 18 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014 Examination from page 1

juxtaposition of evidence that people with autism can successfully sustain employ- ment when provided with adequate sup- port and reports showing the inadequacy of employment support, there exists today a dire need to provide information on ev- idence-based approaches that can be em- ployed in the delivery of employment train- ing and support for individuals with autism.

Universal Design for Transition

One approach that offers appropriate evidence-based practices available for pre- paring adults with autism for employment is Universal Design for Transition (UDT). The principles and practices of UDT have been shown to be highly effective in pre- paring persons with disabilities for transi- tion to work (Scott, Saddler, Thoma, Bar- tholomew, Alder, & Tamura, 2011). The UDT approach can provide the overarch- Dianne Zager, PhD Colleen A. Thoma, PhD Samuel M. Fleisher, EdD ing philosophy and framework for employ- ment preparation and support, serving as a guide to move individuals toward identify- 2009; Zager & Alpern, 2010). Essentially, to increase motivation) (Rose & Meyer, tholomew, & Scott, 2009). For example, a ing and attaining employment goals. the goal of UDT is to enable all individuals 2006). In UDT, employment tasks are scaf- person who wants to work in a hospital lab UDT principles recognize that individ- to obtain and sustain employment in com- folded so that participants can enter tasks needs skills in measuring liquids (math), uals are different in how they learn and munity-based settings by ensuring that the at their own level. Assistive technology using lab equipment (science), and reading acquire skills, how they interact with oth- work environment is maneuverable, man- plays a significant role in UDT as it offers skills to identify the appropriate materials er people and with their environment, and ageable and satisfying for all users. The multiple avenues for information presenta- to use as well as to match the test with the how they are able to demonstrate knowl- UDT model was created by building on the tion, acquisition, task completion, and ex- patient (reading/English). edge or skill mastery. UDT-based instruc- Universal Design principles of (1) multiple pression of knowledge. Goals are accom- tion modifies and adapts learning activities means of representation (i.e., varied ways plished through concrete presentation of Elements of Effective rather than trying to change the individual. to present information that needs to be information related to individual interests Employment Intervention The UDT framework offers instruction that learned); (2) multiple means of expression and needs. Through UDT’s framework, is designed to prepare individuals for em- (i.e., alternative methods of assessment to knowledge and skills needed in jobs are The following elements should be fea- ployment, taking into account their learn- demonstrate skills and knowledge learned); made meaningful through real world tasks, tured throughout employment intervention ing characteristics, abilities, interests, and and (3) multiple means of engagement so that curriculum content can be mastered challenges (Thoma, Bartholomew, & Scott, (i.e., connecting work to personal interests in real work environments (Thoma, Bar- see Examination on page 42 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 19

Workplace Insecurities - Changing the Tide for Adults on the Spectrum

By Melanie Goldberg, LMSW adults on the spectrum, ages 18-35, who been laid off or “downsized.” High levels Caring Commission are legally independent; parents of young of dissatisfaction or discomfort were also UJA-Federation of New York adults with ASD in that same 18-35 age seen in the more than half of those working bracket who are legally independent; and who quit their positions, paid or unpaid. legal guardians of young adults with ASD Drilling down further into these figures, t some point, most of us will who are not independent and require super- the report found that characteristics typi- find ourselves writing a resume, vision under legal guardianship. Not sur- cally associated with ASD contributed to going on an interview and, prisingly, the results clearly showed that an individual getting fired or laid off. Spe- hopefully, fielding a job offer. work opportunities held the most potential cifically, respondents reported that “social AWe’ll spend most of our adult lives wak- to foster independence and inclusion of mistakes” were the most predominant rea- ing up, enduring some kind of commute, this unique population. sons behind losing a job, followed by an performing a series of tasks, returning inability to “work fast enough,” “stay or- home — only to repeat the process again Work Experiences, ganized,” or “get along with others.” One- the next day. And most of us won’t think Neither Happy Nor Secure fourth of the young adults reported they twice about it. For many, work is a sim- were let go because “people didn’t under- ple and inevitable concept. For individu- More than 200 individuals with ASD, stand or were uncomfortable” with their als with autism spectrum disorder (ASD), parents, and legal guardians responded autism. Social issues were also reported however, work is neither simple nor inevi- to the survey. Of the independent young by a large majority of independent young table. Instead, it represents a million small adults with ASD who completed the sur- adults with ASD as the reasons for why interactions that require constant thought, vey, the vast majority (87 percent) reported they could not obtain employment today. accommodation, and perseverance. that they worked in the past year (either Finally, additional key findings included UJA-Federation of New York is the paid employment, internships, or volunteer a lack of structured activity, an inability to largest local philanthropy in the world, placements) and, most were working in find meaningful ways to spend their time, caring for all New Yorkers in need and full-time employment of 30 hours or more and difficulties in accessing services and strengthening the Jewish community in Melanie Goldberg, LMSW per week. Of these respondents, nearly half navigating systems as the largest barriers New York and in 70 countries around reported dissatisfaction with their job be- to achieving life goals after high school. the world. Part of this work includes in- Working with the Autism Science Foun- cause “they didn’t make enough money,” creasing the inclusion and independence dation, a survey was created in the spring “weren’t able to use their skills,” or “were Dream Big and Bold of families and individuals with special of 2012 and distributed to explore the broad not working in a field that interested them.” needs. Because UJA-Federation is com- needs of young adults on the spectrum and Two-thirds (64 percent) of the respond- UJA-Federation supports a network of mitted to reducing the barriers that exist to specifically identify obstacles to obtain- ing independent young adults with ASD nearly 100 agencies that focus on poverty, for young adults with ASD to enjoy op- ing and maintaining employment. Using who reported working in the past year had, health, aging, special needs, strengthening portunities that are available in main- the Interactive Autism Network (IAN) at some point, lost a paid job or internship. Jewish life, and more. Relying on the data stream settings, two years ago we started national online registry, UJA-Federation Seventy percent of these respondents who to map out a comprehensive plan. reached out to three sub-groups: young lost jobs had been fired, and, 43 percent had see Insecurities on page 35 PAGE 20 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Providing Opportunities for Employment

By L. Lynn Stansberry-Brusnahan, PhD, pre-vocational employment opportunities University of St. Thomas in Minnesota existing throughout the school and com- and Debra Cote, PhD, munity. Starting early in adolescence, per- California State University, Fullerton son-centered planning is utilized and the project connects families with post-sec- ondary options and resources such as the ntegrated work experiences enhance Division of Vocational Rehabilitation. the quality of life for those living Teachers are engaged in this project as they with ASD, reduce financial strain on play an integral role in implementing tran- aging parents, and contribute to the sition programming and providing access Ieconomic development of communities. to general education and extra-curricular A lack of supports and low expectations activities related to students’ interests/ca- can result in sheltered work experiences, reer goals. Inclusion in general education unemployment, and underemployment classes is an important focus, because when for people with ASD. Levy and Per- students with disabilities are not active in ry (2011) found the average percentage their schools, employers, families, and the of individuals with ASD who find work larger community have trouble envisioning is 24% with job status and stability typ- them as potential workers, thereby rein- ically low (Barnhill, 2007; Eaves & Ho, forcing low vocational expectations (Swe- 2008; Howlin, Alcock, & Burkin, 2005). deen, Carter, & Molfenter, 2010; Test et An analysis of the National Longitudinal al., 2009). Additionally, inclusive classes Transition Study-2 data found only 27.9% L. Lynn Stansberry-Brusnahan, PhD Debra Cote, PhD and extra-curricular activities provide ca- of youth including those with autism were reer possibilities, opportunities to develop employed (Carter, Austin, & Trainor, College, (c) Autism Society of Minnesota, (http://www.letsgettoworkwi.org/). Exec- skills, and access to connections that open 2011). Another study put the percentage and (d) Specialisterne Midwest. utive Director Beth Swedeen reports that doors to job or volunteer experiences (Wag- of youth with developmental disabilities this project implements practices that ele- ner, Newman, Cameto, Levine, & Garza, employed in integrated jobs with com- Wisconsin Board for People with vate community expectations and employ- 2006). The schools are identifying oppor- petitive wages at only 14.2% (Simonsen, Developmental Disabilities ment outcomes for youth with disabilities. tunities for inclusion and participating in 2010). In this article, we highlight four WI-BPDD’s project promotes working with models such as co-teaching in general edu- initiatives, among the many emerging The Wisconsin Board for People with school sites and communities to implement cation classrooms to support students. across the nation, working to provide Developmental Disabilities (WI-BPDD) a coordinated set of evidence-based prac- Community awareness and involvement employment opportunities for individ- is dedicated to improving the indepen- tices that expand competitive employment is a second focus of the project. By engag- uals with disabilities. These include: (a) dence, productivity, and integration of in integrated settings. ing the broader community and decision Wisconsin Board for People with Devel- people with developmental disabilities Participating school sites create school- opmental Disabilities, (b) Minnesota Life through projects such as Let’s Get to Work wide opportunity maps to identify paid and see Providing on page 36 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 21

When Your Grandchild speech, his delay in development, the eerie way he wouldn’t look at me. And they al- Has Autism ways said the same thing: give it time, his older brother Joey is talking for him; he is fine, he is fine, he will be fine. ’m always struck at the number of Jack was nearly three when we moved to grandparents who turn up at the pub- New Hampshire, and my in-laws followed lic reading I have been doing since from Lake Carmel about a year later. By publishing my book. During the dis- that point it was well understood that Jack Icussion afterwards they usually ask similar was not fine. questions; “I have a granddaughter with Before long they started taking some of autism. What should I do when she flaps the other kids to sleep at their house, to her hands?” or, “Why do the tags on his teach them meatball-making and sing them sweater bother him so much?” to sleep in the small guest room. But not One time I met a tall slender man with Jack. One time they drove down the drive- thick white hair in Barnes & Noble. He way with Jack’s brothers Joey and Charlie talked to me for almost ten minutes about waving from the backseat of their Saturn his twelve-year old granddaughter’s while he stood next to me, turning the bright blue eyes, her fear of the dark, and same Little People figure over and over in her obsession with Teenage Ninja Mu- his hand. I couldn’t help but feel as though tant Turtles. And then he looked straight Jack with his Grandparents some invisible line had been drawn; them, at me and asked if I thought she would but not him. They would never understand ever get married. I never feel like I have enough time to only one diagnosed with Autism Spectrum him, never be able to handle him. Whether they go by Grandma and Grand- answer these questions the way I would Disorder. (Yes, that’s right: there are twen- And who could blame them? At that time pa or Nana and Pop or Meme and Bumpa, like, so I stammer and stumble through ty grandchildren. When we all get together Jack was a total flight risk, adept at picking they all ask about sensory integration and something meaningless and disjointed. we total well over thirty. I don’t even have locks and slipping silently out the door. He weighted blankets and self-stimulation: Then I pack up the extra books and my autism and I get overwhelmed.) only knew about a dozen words. He threw the buzzwords that weren’t around when black pen and walk to my car feeling un- Back when we were in the process of giant tantrums and woke several times a they had small children. They are hungry finished, incomplete. Jack’s diagnosis, we lived in Buffalo, NY night. The truth is, they were as heartbro- for knowledge and yearn to connect with My husband Joe is the youngest of six and Joe’s parents lived in Lake Carmel, ken as we were. They longed to connect their sometimes spinning, oftentimes silent children in a large Italian family, and out of NY - a six hour drive away. Over the phone grandsons and granddaughters. twenty grandchildren, my son Jack is the every week I would describe Jack’s lack of see Grandchild on page 28 PAGE 22 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Becoming an Autism Employment Entrepreneur

By Marjorie Madfis a teen fashion store or toy store. My vision Founder and President was not just creating a job for my daughter, Yes She Can Inc. but starting a career for many young wom- en. If I wanted to have an impact on more than a handful of people I needed to have a ast fall, after a 30 year career in business model that either could scale up, corporate marketing, I joined the or that could scale out. Scaling up would ranks of a handful of other parents mean that I would have to create more and social service agencies in a stores in more locations, finding more Lnew movement referred to as autism em- used merchandise and more store manag- ployment entrepreneurship. I founded Yes ers. Scaling out meant that the marketplace She Can Inc. as a nonprofit dedicated to would need to absorb my well trained developing job skills and employment op- staff so that I could keep adding fresh first portunities for young women with autism time workers to my employment ranks. spectrum disorders. Of course this meant that I would always have an inefficient workforce. I also did Channeling a Passion not want to create a sheltered workshop. I wanted to have an inclusive integrated My daughter, who is almost 18, has al- workplace where people with and without ways loved American Girl dolls. She has Dani helping to set up store displays ASD would work together. been and is excessively brand loyal having I never wanted to be a retail empire started her collection at age 3 with a Bitty building a chain of resale shops. Further- Baby as a gift, and now (I hate to admit it) American Girl Place” she has always said. store: the merchandise for sale, the doll more, I realized that there could be girls has 8 American Girl dolls. She loves read- I thought given her passion perhaps she hair salon, the cafe, and the library, (and and women who might not be interested in ing the story books about a 10-year-old girl could actually have a job at the store - IF. they used to have a performance theater). American Girl dolls - really, I know. They in a particular time in history as well as If she could take the train to Grand Central The twist would be that the merchandise might be interested and skilled in software the contemporary advice books about car- and then walk to the store – without being we would sell would be previously owned coding or Legos or dog walking. So rather ing for your body and your emotions. She abducted. If she could handle 20 hours a for resale. And that there would be many than think of the business as a single doll knows each historical doll’s outfits and she week of work in a highly stimulating retail jobs that she and young women like her resale shop, I thought of it as an incuba- makes up personas for her “girls of today.” environment – where everything she sees could do. And I knew there would be de- tor with a portfolio of businesses for skill She spends hours on the website playing she wants. If American Girl would even mand for the product. building where we would “spin off” people games and studying the catalog. hire her - with a job coach. I also wanted to make sure that there to other businesses. Years ago I had wondered how to chan- But what if she couldn’t and they would be opportunity for employees to Last November I launched Yes She Can Inc. nel this passion and expertise into a fu- wouldn’t? So I thought about creating the develop skills that they could transfer to ture for her. “My dream job is to work at same environment that she loves in the other jobs with other companies - perhaps see Entrepreneur on page 38

Eric London, MD

Psychiatry Practice Specializing Find what your girl loves: historical dolls, Girl-of-the-Year and My American Girl in Autism Spectrum Disorders dolls, outfits, accessories, furniture, pets, books and crafts. It's a small store with a BIG mission! Director, Autism Treatment Research Lab, Institute for Basic Re- 157 South Central Avenue, Hartsdale, NY 10530 search Hours: Wed - Fri 11-5, Sat 10-5, Sun 10-4 Scientific Advisory Board, Autism Science Foundation Phone: (646) 833-8315 Website: www.GirlAGain.com Co-founder, National Alliance for Autism Research Parent of son with autism Operated by a non-profit dedicated to developing job skills and employment opportunities for young women with autism spectrum disorders. 4131 Richmond Avenue (609) 921-0332

® Staten Island, New York 10312 We are always seeking donations of gently used American Girl merchandise. Contact Marjorie Madfis, President of Yes She Can, Inc. at (914) 428-1258

Finding from page 14 by talking through the responsibilities do not understand ASD or what to expect. wanted. Because of his new job, addition- and having Ethan recite them aloud. Through education, co-workers can under- al opportunities were generated for Ethan. would be fulfilling – which included weed- stand whom the individual is, the best way It is important for individuals to identify ing, watering plants, waiting on people • We practiced video self-modeling to to communicate with them, and things to these potential effects and take action to- who visited the farm, retrieving eggs, and record Ethan performing the tasks, do or not do. While some people might be ward them. other farm tasks. This allowed me to build such as taking a plant out of a pot and rude or socially ostracizing, managing ex- Matching the strengths of an individual an inventory to go back and begin working pre-soiling, and I played the video pectations through education helps prepare to a job opportunity and preparing both the with Ethan. Ethan and I began simulation back to Ethan so he would become all parties involved. individual and co-workers can set the stage work with borrowed materials from the confident in his abilities. As the person becomes more involved for success and support a person with ASD. farm, including: in their employment, there are many pos- Although awareness and implantation of • With talking photo albums, we in- itive effects and side effects as a result. In this approach currently is low, I have seen • Imitating tasks that Ethan would be serted photos of the farm into sleeves Ethan’s case, he made social connections this process effectively executed with the performing on the farm to familiarize and put them in the talking photo al- on the farm so that when he went into the support and help of the individual’s family, him with the processes and allow him bum to get a sense of the other peo- community, people recognized him and clinicians and loved ones. to feel comfortable. ple employed. greeted or spoke with him. This allowed *Name has been altered to protect privacy. Ethan confidence and comfort within the • I took video of the farm to familiarize Once the individual is comfortably pre- community to grow. While now receiving For more information about Pacific Ethan with the land, tools, people and area. pared to being working, the co-workers a paycheck, Ethan learned how to manage Child and Family Associates, please vis- and employer need to be prepared as well. money, use ATM machines, make depos- it http://pacificchildandfamily.com, email • We used narrative-based instruction It is safe to assume that many co-workers its or withdrawals, and save for things he [email protected], or call (855) 295-3276. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 23

Improving Employment Outcomes for Individuals with Autism

By Marcia Scheiner 15.7% below the 687,958 who applied in requirements? How much training Executive Director 2009. In 2011, state VR agencies report- would they need, and is the employer Asperger Syndrome Training ed 175,441 cases closed with a successful capable of providing that training? and Employment Partnership employment outcome. At the 2012 level of Vocational Rehabilitation Counselors, • Workforce diversity: Does the can- that is only 1.5 placements a year per didate bring some form of diversity n 2013, a study published by Pro- counselor. to the job that will enhance the work fessor Paul Shattuck, then at Wash- At the Asperger Syndrome Training & environment and work quality of the ington University, reported on the Employment Partnership (ASTEP), we entire company? Diversity of back- outcomes for young adults on the believe the unemployment crisis in the au- ground, life, and work experiences Iautism spectrum. From Shattuck’s study, tism community is the result of: causes all of us to bring different per- we learned that just over half (53.4 per- spectives to solving the same problem. cent) of the young adults on the autism • Lack of knowledge by employers of spectrum surveyed had ever worked for the talents and skills individuals with • Regulatory/legal compliance: Does pay outside the home, within the first autism can bring to their workplace; the company need to meet certain eight years after leaving high school. governmental imposed requirements Only about one in five (20.9 percent) • Concern by employers about the types or guidelines to employ individuals young adults with an autism spectrum of accommodations they will need to within certain classes (ie: women, mi- disorder (ASD) worked full-time at a make for employees with an ASD; norities, people with disabilities)? Do current or most-recent job. According to key customers require the company to Shattuck, these employment rates were • Uncertainty by employers about how meet supplier diversity requirements significantly less than peers with other Marcia Scheiner to find and successfully integrate indi- along these same dimensions? [Note: disabilities. Yet, in spite of this disheart- viduals with autism into their organi- In 2013, the US Office of Federal ening news, Shattuck found that 35% zations; and Contract Compliance Programs im- of young adults diagnosed with an ASD reau of Labor Statistics reported that the plemented a guideline for all federal were obtaining some form of post-sec- US had 117,500 Vocational Rehabilita- • A need to develop a person AND em- contractors and subcontractors that ondary education. If young adults with tion Counselors, with an expected growth ployer focused approach to placing in- their workforce must have 7% of em- an ASD are obtaining greater levels of rate in such jobs of 20% over the next ten dividuals with disabilities into appro- ployees be persons with disabilities. education than ever previously experi- years. Yet, while the number of people priate, competitive employment. A company qualifies as a federal con- enced, why do their employment pros- with disabilities (including autism) con- tractor or subcontractor if they have a pects continue to be so poor? tinues to grow, the number of applicants In large Fortune 1000 companies, the hir- contract with the Federal government Many individuals with disabilities look for state vocational rehabilitation pro- ing decision includes a number of variables: or an agency of the Federal govern- for employment support with their state’s grams is dropping - 579,305 individuals ment for $10,000 or more.] Vocational Rehabilitation (VR) agency. applied in 2011, down 12.3% from the • Quality of candidates: Could the per- For 2012, the Department of Labor’s Bu- 660,517 people who applied in 2010, and son being considered meet the job see Outcomes on page 37 PAGE 24 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

What Employers Need to Know About Asperger’s Syndrome: Accommodating Managers and Professionals on the Spectrum

By Barbara Bissonnette a person to participate in the interviewing very little about the autism spectrum. Principal process, or to perform his job. Myths and stereotypes remain. Asperger’s Forward Motion Coaching As I have seen repeatedly in my practice, Syndrome tends to be associated with ec- workplace accommodations can mean the centric geniuses who work in high technol- difference between a person keeping or ogy or engineering. Autism is associated here is increasing evidence, albeit losing a job. This is especially true for peo- with Dustin Hoffman’s character in the anecdotal, that autism is now on ple with Asperger’s Syndrome. For many movie Rain Man. the radar screens of employers. who are college-educated and in salaried Many organizations require that an em- Last year, SAP, the giant software positions, autism is a hidden disability. ployee who discloses a disability provide Tcompany, pledged that in the next few years The characteristic difficulties with inter- proof of a medical diagnosis. Dave is typ- 1% of its workforce will be individuals on personal communication appear to be atti- ical of individuals I work with who are in the autism spectrum. The announcement tude problems, and are treated accordingly. middle-management or professional jobs. generated widespread publicity. SAP’s Minor misunderstandings can quickly es- “I’m afraid that if I told my employer that message was a positive one: utilizing the calate into disciplinary actions or firings. I have autism, it would ruin my career,” he specialized abilities of autistic individuals. Even those who manage to avoid sticky said. “I don’t know what I’ll do if I need an Also fueling awareness is that so many social situations may be ostracized or bul- accommodation.” people today know of someone who is on lied for being different. The workplace is This is an excellent example of why the the autism spectrum. As a human resources unforgiving of those who are judged as not term Asperger’s Syndrome should not go director recently told me, “Five years ago, being team players. away. It clearly differentiates these individ- if you mentioned Asperger’s Syndrome, Sometimes, the most important accom- uals from those who are on the Kanner’s I wouldn’t know what you were talking modation to result from a disclosure of end of the continuum. The autism spec- about. Now, I can name several people Asperger’s Syndrome is understanding. It trum as defined in the DSM-5 is so broad who have it.” allows managers to reconcile how an em- as to be impractical, particularly when de- Despite this, employers are often unsure ployee who is obviously smart and skilled fining necessary workplace supports and of how to manage these employees, particu- Barbara Bissonnette can have so much difficulty interacting accommodations. larly the highly capable individuals who are with other people. It is also critical that employers be edu- in mid-manager or professional jobs. They The protections provided by the Ameri- Now that Asperger’s Syndrome is no cated about Asperger’s Syndrome. Under- are too high-functioning to need the services cans with Disabilities Act (ADA) are vital longer in the Diagnostic and Statistical standing brings patience and acceptance. of an on-site job coach/trainer, yet they often for those on the autism spectrum. The ADA Manual of Mental Disorders (DSM), some This does not mean that employers should face significant challenges in the workplace. prohibits employers from discriminating individuals wonder whether this under- tolerate inappropriate or offensive conduct. There may be a pattern of repeated job loss- against individuals with disabilities. It re- standing is in jeopardy. Most members of Addressing performance problems often es, or chronic exhaustion from the stress of quires companies to make reasonable ac- the general public – including supervisors making it through another work day. commodations – modifications that enable and human resources managers – know see Accommodating on page 30

Creating the Path to Employment

By Jerry Philip cifically, the curriculum focuses on tional skills to sort and maintain phys- Program Development Manager helping the students with ASD learn the ical files to aid in the efficiency of the New York Collaborates for Autism “soft skills” needed to succeed in a work office. Over the past several months, environment. By understanding that Kyle has been given more responsibility the expectations and culture of a work within the office and continues to learn ew York Collaborates for Au- environment are very different from a new skills that he will be able to apply tism (NYCA) creates com- school environment, these students will to future jobs. prehensive, evidence-based more successfully transition from their In addition to the work within the law community services to support last year of high school into meaning- firm, Kyle’s employment has allowed peopleN living with autism spectrum dis- ful employment. Students participate in him to become more independent on orders (ASD) right now. In 2011, NYCA three internship rotations with the host a daily basis. Kyle now commutes by turned its attention toward creating em- employer, NewYork-Presbyterian Hos- himself to work on the train and uses his ployment opportunities for young adults pital, and are supported by a team that own hard earned money to purchase his with ASD. As part of its research into includes their family, a special educa- tickets, something his mother Ellen used adult life, NYCA traveled the country tion teacher from SW BOCES and a job to do with him every day. According to searching for the most promising pro- coach from ARC of Westchester. What Kyle, “I like how I’ve become more in- grams and found Project SEARCH, a started as a pilot program is now in its dependent, I like how I’m getting more unique transition to employment pro- third academic year. involved in the world, and I absolutely gram created by Cincinnati Children’s Kyle Siczewicz, a member of the 2013 enjoy having the opportunity to do things Hospital Medical Center, which provides graduating class, credits PSCA with help- more on my own.” Kyle’s mother sees training and real-life work experience to ing him discover what skills he excelled the immense benefits that employment help youth with significant intellectual at and most enjoyed. “The students are has had in Kyle’s life. She reports that, disabilities. schooled in the very vital skills of resume “Working at the law firm has given pur- With the support of Project SEARCH, writing, interviewing, presenting them- pose to Kyle’s daily life; a routine and NYCA launched Project SEARCH Col- selves at work, ‘water cooler’ talk, and structure that we all need to feel that we laborates for Autism (PSCA) in part- Jerry Philip appropriate social behavior in an office are contributing.” nership with NewYork-Presbyterian setting,” reports Kyle’s mother. After his The PSCA program empowers people Hospital, ARC of Westchester, Southern the Developing Brain in White Plains. successful completion of the PSCA pro- with ASD to acquire competitive, trans- Westchester BOCES (SW BOCES) and The PSCA curriculum is made up of five gram, Kyle used these skills to get a job ferable and marketable job skills, as well Adult Career and Continuing Education central components including student at Jackson Lewis, a prominent law firm as to gain increased independence, confi- Services-Vocational Rehabilitation (AC- internships, peer mentoring, family in- located in White Plains, NY. dence and self-esteem. Kyle and his moth- CES-VR). PSCA uses an autism specific volvement, a Business Advisory Council Kyle quickly became a vital mem- er credit PSCA with his successful transi- curriculum that was created by NYCA and employment planning. As a whole, ber of the Jackson Lewis team. He first tion from high school to employment. in collaboration with NewYork-Presby- the curriculum helps students with ASD learned to work with new software for terian Hospital’s Center for Autism and learn more than the skills of a job. Spe- electronic filing and used his organiza- see Path on page 31 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 25

Creating a Win-Win When Hiring People with Autism: How One Small Company Made it Work

By Patricia Rowan, LMSW Rowan Document Solutions is a small with strong personal characteristics like Consultant and Advocate boutique company servicing private prac- reliability, honesty, and loyalty as well Kid’s Connection titioners, medical groups, and hospitals as their creativity, technical proficien- by imaging medical reports. Imaging of cy, and attention to detail. These attri- medical documents requires preparing the butes equate to positive financial gains wave of high school and college charts to go into the scanners. Charts are to businesses. Other advantages to hiring graduates with talent, ability, and meticulously gone through to prepare them people with disabilities are wage subsi- a tremendous capacity to con- for the scanning process. There is a data dy programs, tax incentives, and social tribute are hitting the job market entry requirement at the beginning and end marketing benefits. Abut they are not getting hired. Recent statis- of this process. It is important to note at “Social marketing is a relatively new tics show that 75% of people with autism this time that this company is run by my idea in the corporate world. Corporations spectrum disorders are either unemployed son Greg Rowan, who through his asso- are recognizing that monetary- and volun- or under employed. Many of those that are ciation with myself and my work, along tary-based contributions that support in- working are performing in menial jobs that with volunteer activities, was no stranger creased employability of people with dis- do not reflect their talents and skills. to working with people with disabilities. abilities make good marketing practice” As a licensed social worker for the past The story of how this company hired and (Finding Work That Works for People 20 plus years, I have served a niche area retained the services of a handful of peo- With AS, Gail Hawkins. Jessica Kingsley working with teens and young adults on ple with ASD to its financial benefit began Press, 2004). the autism spectrum. My focus is on prepa- with educating the employer. ration for transition, career counseling, Step 2 - After the employer has a better un- and job coaching as they struggle to move Education derstanding of the advantages of hiring peo- forward with their lives post-graduation. ple with ASD, a job coach or professional Many have high school diplomas, college Employers tend to fear the unknown. If promoting employment meets with the degrees, and some graduate degrees. Irre- they lack experience in a particular area, supervisors for training. These are the peo- spective of their educational background, Patricia Rowan, LMSW they will be wary of it. If they have never en- ple who will be on the front lines working work can be elusive. countered people with cognitive differences, directly with the individual. They are edu- For people with AS or high functioning with ASD inevitably loses. they will be nervous about hiring them. cated about the strengths and challenges of autism, a large part of the problem in get- My goal was to find a way to level the the individual, and have their questions and ting hired is the lack of understanding on playing field for these individuals by find- Step 1 - Break down the barriers of fear concerns addressed. An ongoing, open com- the part of the employer as to who they are ing a company that, if given the appropri- and ignorance; a whole new labor pool munication for troubleshooting between the and what they can offer. These challeng- ate supports, was willing to learn the ad- is opened up to them. With education job coach, supervisors, and the employee es affect the interview process and when vantages of employing these young adults, and a solid support strategy, employers competing for a given position, the person creating a win/win for both. are taught the benefits of hiring people see Win-Win on page 33 PAGE 26 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Smart Pens, Tablets, and Word Prediction Software: Utilizing Technology for High School and College Students

By Casey Schmalacker, BA many times the desirable goal, and there- and Samantha Feinman, MSEd, TSSH fore technology can act as a means to ac- New Frontiers in Learning commodating specific deficits that prevent goal attainment. In order to achieve success in the high s we move through this digital school and college arenas, students need to age, students in high school and be able to access supports to successfully college are increasingly using comprehend large amounts of reading ma- technology as a mechanism to terial and class lecture and discussion, as Asupport learning. Technology can be used well as write at a much more independent in a multitude of ways, ranging from elec- and sophisticated level. When students tronic organizational systems and digital demonstrate weaknesses in these areas, reminders to supporting more complex ac- they are unable to demonstrate their max- ademic tasks through the use of computer imum potential, and their work may be- software. Assistive technology, specifical- come an inaccurate representation of their ly, has been infused into the daily sched- true capabilities. Assistive technology can ules of students with disabilities to support begin to bridge the gap between student the removal of learning barriers that some obstacles and the execution of their aca- individuals may face. Among students uti- demic responsibilities. lizing assistive technology to improve ac- Developing strategies and systems for ademic learning, high school and college use with assistive technology is important students diagnosed with autism spectrum to master during high school so students disorders (ASD) in particular have increas- can effectively deploy the technologies at ingly incorporated the use of technology Casey Schmalacker, BA Samantha Feinman, MSEd, TSSH the college level. The college work envi- into the learning environment. ronment has a few fundamental differences Assistive technology consists of services tasks are integral to the academic experi- ogy, and how one would incorporate such from high school that can increase the dif- and devices that provide equal education ence, in that a student’s ability to excel in technology into the learning environment. ficulty level, especially for students with opportunities to students with disabilities these areas most often is directly related to Research has demonstrated that the use ASD. Class time at universities is devoted by providing supports that focus on indi- their level of success. This article will dis- of computers has resulted in the improve- to many more lectures, requiring vigorous vidual-specific needs. Assistive technology cuss why assistive technology is necessary ment of the skills of students with ASD note-taking on course content that, many has been used to improve skills in areas such for students with ASD transitioning from in a variety of different areas such as at- times, is important to know for exams, as note-taking, reading comprehension, high school to college, as well as outline tention, fine motor, and generalization and expository and narrative writing. Such three forms of effective assistive technol- (Habash, 2005). Improvement of skills is see Technology on page 41

Cut Out for Him: A Father on His Son’s Employment Future

By Jeff Stimpson among disability groups. • “To prepare for volunteer clerical work Journalist My friend Jennifer tells me her son start- at an adult day program, Alex would ed as a cart attendant at a local Target; after benefit from developing vocational three years they added “sales floor” to his skills through work-based projects and y 15-year-old son Alex (di- cart duties. “He also straightens the store, in-school jobs and having more op- agnosed PDD-NOS) goes to stocking and fronting items,” she emails. portunities to develop initiation skills a special-needs school where Jennifer advises parents seeking employ- when speaking to staff and peers.” some students are old enough ment for kids with ASDs to connect with Mto work. A few years ago Alex’s teacher told local stores, making introductions early • “Working more independently will me about when she approached a local thrift with businesses that would accept a person be addressed during his in-school job shop about students volunteering there. with a disability – “really ‘accept,’ not just making copies for staff independently “We don’t hire the handicapped,” the legally accept,” she says. for 20 minutes.” clerk said. Jennifer’s son has also held some “less- “In the first place,” said Alex’s teacher, than-perfect” jobs before Target, she stress- • “Alex displays a high interest in go- “I’m asking about volunteering for no pay. es, “So stay positive and keep pushing.” ing on the computer.” Can’t argue In the second place, we don’t use that term Okay. “If Alex worked here,” I tell the with that (see “Elmo”). His Aunt Julie anymore.” lady at the wine store, “he’d have the la- suggests we open an email account for “Well whatever you call them,” the clerk bels of all the bottles facing the same way Alex. Then she could write to him and replied, “we don’t hire them.” in about an hour.” She laughs. I don’t add he could send out resumes. Too bad. In supermarkets Alex turns that I also think he’d dash out the back all the cans on the shelf so the labels face door of the store long before that hour was • “Alex will receive ongoing instruc- straight out. He empties our dishwasher in up. Though he’d probably stop short of tion and opportunities to practice the morning. He sets holiday dinner tables Jeff Stimpson smashing fine Chardonnay on the floor, I writing personal information on job and leaves the handles of all the coffee bet he would yank himself away from his applications.” cups at precisely the same angle. cording to a study in the September 2013 supervisor and lunge off crying, “Awww, “Alex,” I ask as he tucks in the sheets at Journal of the American Academy of Child iPad…” • “Alex will receive instruction and the foot of his bed, “would you like a job?” and Adolescent Psychiatry, young adults I wish I pushed Alex more. The dish- have opportunities in the community I expect him to parrot back, “Like a job?” with an ASD have more trouble transition- washer is a dawn routine now, true, yet of- to practice using laundry machines “A job to do,” he says, tucking. ing into employment than their peers with ten simply having him sweep crumbs just and learning how to fold laundry.” Alex has his work cut out for him. The different disabilities (www.jaacap.com/ slips my mind. He watches too much Elmo Great idea even if he never gets a job. U.S. Bureau of Labor Statistics reports article/S0890-8567(13)00377-8/abstract). on his iPad; too often I let him alone. I’m that the unemployment rate for Ameri- The study also found that only half (53%) not together enough to be Alex’s dad, not • “Alex responds very well to verbal can adults with disabilities was 13.3% at of young adults with an ASD ever work smart enough for this job. praise.” Also great, except: the beginning of this year, compared with for pay outside their home in the first eight I look for help on his Individualized Ed- 6.8% for adults without disabilities. Ac- years after high school – the lowest rate ucation Program: see Future on page 40 AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 27

Disclosing an ASD Diagnosis: There is Another Option

By Kate Palmer, MA, CCP and how it affects your ability to work ef- and Lindsey Pfundstein, BA, QMHP fectively and efficiently. GRASP Self-Advocacy

ou are on the spectrum and The previous illustrations describe a lack searching for jobs. You’ve pre- of Common Ground. Common Ground pared your resume, practiced means that the individuals in the discussion interview skills, written cover share the similar knowledge and experi- Yletters, applied for jobs. You also might ences necessary for mutual understanding have considered whether or not to disclose (Clark & Van Der Wege, 2002). If the peo- your diagnosis. If you were diagnosed as ple in the conversation do not share similar a child, then, growing up everyone around background understanding, as is the case you already knew you were on the spec- with my awareness of surfing lingo, clear trum; telling new people can be difficult. communication is not possible. So, instead Does your employer need to know? of disclosing an ASD diagnosis with an You’ve worked at a job for a while and employer or potential employer, who may have had some trouble navigating workplace or may not be familiar with the topic, con- politics. Recently you’ve read about Autism sider finding the Common Ground. Spectrum Disorders and decided to pursue a In the workplace, the goal for both em- diagnosis. You were then diagnosed with an ployers and employees is a successful, ASD. What next? Do you share the diagno- smooth operating business. In order to sis with your employer and colleagues? achieve this, employers need their employ- You’re a parent of a young adult with Lindsey Pfundstein, BA, QMHP, with Kate Palmer, MA, CCP ees to be as efficient as possible. As an in- an ASD and you’ve been assisting your dividual with ASD, some challenges may daughter/son prepare for a job. You know make it more difficult to be the most pro- that you cannot attend a job interview with ing about. For example, I know nothing you have an ASD, a subject with which ductive on the job. This can be a stressful your young adult child, but you want to about surfing. If a surfer came up to me and they are not familiar. Although Aspergers, and anxiety producing situation. How does make sure that she/he is able to convey her/ began describing the names of particular Autism, PDD, Spectrum, ASD, Aspies, someone convey those challenges without his challenges to her/his new employers. surf moves, I would not understand what and Spectrumites are familiar jargon to having to disclose a diagnosis, which, as How do you help? the surfer was talking about. This would most in the Autism Spectrum Community, previously described, may not necessarily make it considerably difficult to have a these terms hold no concrete meaning to solve the issue? The Dilemma conversation or to communicate without a those outside that are not educated on the In order for someone to convey her/his lesson in surfing. Next, imagine you have subject. They are now no closer to know- Now, consider a subject you know noth- just told your boss or potential employer ing or understanding you or what ASD is see Disclosing on page 42 PAGE 28 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Walking a Tightrope of Conflicting Expectations

By Matthew J. Ratz, MEd to keep food in their mouths and roofs over getting a formal education will make the Vocational Trainer their heads. Straddling these two worlds difference between working in low-skilled, also helps me see the labyrinth on both low-paid labor and securing a high-skilled, sides of the employment market; I see the well-paying job. Having worked on both n my two professional roles—as an plight of job seekers and I see the chal- sides of the employment field—the low- adjunct professor of English com- lenge for hiring managers, both of whom skilled and the high-skilled—myself, and position at a local community col- need special skills to navigate the maze. being in a position, now, that allows me to lege and as a vocational trainer and Furthermore, as someone committed to screen applicants’ resumes and interview Icurriculum developer for adults with au- advancing opportunities for adults with potential new-hires, I try as best as I can to tism—I encounter adults at all levels of autism, I see how hard it is to help this give sound, prescient advice about the job job readiness. Many of the students in my group compete with the formally-educated search and about one’s early career. English composition classes are work- and highly-skilled college graduates who The employment landscape has changed ing adults who are seeking advancement are flooding the job market and are seek- dramatically since my own teachers and through education; they are sacrificing ing, whether justly or mistakenly, the same counselors sought employment decades their time, their money, and their personal types of jobs. ago. According to a Rutgers University lives to secure credentials for professional The reality is this: adults with autism study, only 50% of the Bachelor’s degree growth. Many of the adult students who and college graduates should not need to holding graduates from the class of 2011 take classes where I teach would prefer compete for the same jobs. There is a vast secured full-time employment upon gradu- not to work, but they must. On the other gap between these two parties’ skillsets. ation. With record unemployment, a glut of hand, many of the adults with autism for The skills that the average college graduate applicants, and a dearth of entry-level jobs, whom I develop training hold part-time, brings to a career are markedly different the job market is really—to borrow a real- seasonal, or iterant jobs. Many of the indi- from the skills brought to bear by adults tors’ term—a “buyer’s market” where em- viduals supported at the center where I am with autism; however, each can contribute ployers have their picks and can choose the employed would prefer to work full-time, Matthew J. Ratz, MEd to a workplace in meaningful ways if given best, most-able applicants for each position. but they cannot. the chance. To be frank, students enrolled in colleges resent an impossibly-complex chasm that The Skills Hiring Managers Seek and universities have, for the most part, the service providers strive to bridge. About My College Students constitutions and the perseverance to land Straddling these two worlds, I am able A 2013 survey from the National Asso- on their feet regardless of the economies to see first-hand how the job market both The students in the English composition ciation of Colleges and Employers ranked they face. Adults with developmental dis- drives and stalls a person’s opportunities. classroom at our local community college the top-ten skills hiring managers seek for abilities, on the other hand, need an extra Individuals—both typically-developed and fall along a wide spectrum themselves. their new hires. Seven “soft skills” surpass “boost” in order to compete in a highly-com- those with disabilities—who are able and Some of them are recent high school grad- any job-specific, technical abilities on this petitive, market-driven economy. The con- willing to work are, at times, unable to do uates, aged 18 or 19, but most are older list; these “soft skills” include the ability to trasting worlds of employment for college so; independent adults who don’t want to adults returning to school. They are re- graduates vis-à-vis adults with autism rep- work—for whatever reason—must in order turning to school because they believe see Expectations on page 39

Grandchild from page 21 cold…” before Joe interrupted, “Let it go, memory that keeps popping up in my sub- law had figured out during that party. She Mom. He’s here, he came out.” conscious, a memory that somehow seems didn’t know the terminology for sensory with their enigmatic grandson, to play Finally, when he was about six, it was important, integral. integration or regulation or self-stimula- checkers and make meatballs and teach Jack’s turn to spend the night in their We were at my sister-in-law’s house just tion, but she recognized a small boy who woodworking. cozy one-story ranch, his turn to gently outside of Boston for a birthday party. Jack was overwhelmed and tired and sad. She To make communication matters even drift off as his grandmother sang Italian was about three, and over the course of didn’t need sophisticated language to diag- more interesting, my husband Joe’s par- lullabies in the darkened bedroom. And the afternoon he and two-year old Charlie nose two parents who were on the verge of ents have the unusual habit of referring to once he was asleep, Joe’s mother and fa- were at each other again and again, fight- a breakdown. themselves in a directive or comment. For ther kept a silent vigil over him all night ing and kicking. I don’t even remember With this in mind, I would like to tell all example, say Joe’s father is asking Jack long - watching and waiting in case he why, but I think it had something to do of the grandparents this: to close the door. He’ll say to Jack, “Hey, woke up and slipped out the door, even with a deflating balloon. I vaguely recall Yes, there are unfamiliar terms like close the door, okay Grandpa?” (Again: I though his days of wandering were be- them grabbing and snatching and shrieking joint attention and IEP and theory of do not even have autism and this confuses hind him. for it as the white circle drifted around the mind, but at the end of the day, it’s just me.) For years, Jack just looked at them Now Jack is nine. Sometimes we go crowded kitchen. you and this child. Do not be afraid. Deep blankly and walked away. to Joe’s parents for Sunday dinner, and I do remember I was hot and I do re- down you already know these phrases/ I can’t say there was a turning point ex- he will march up to Joe’s mother in the member I was irritated. I remember I was behaviors; you know when a child has actly - a light bulb moment when Grandma middle of the meal with a yellow pear tired of hearing my two boys screech and had enough. and Grandpa at last understood the intrica- in his hand and wordlessly thrust it at scratch at each other, tired of separating When your grandchild has autism, some- cies of the spectrum disorder and became her. Joe and I object and protest; Jack them again and again. Finally, Joe put times you’ll need to forgo the jacket. autism whisperers - but I can say they nev- Grandma isn’t done eating yet let her Jack in a timeout in the living room and Yes, you’ll need to accept what you can’t er gave up in their pursuit to understand finish. But every time, she shushes us instructed him to stay there. change and love them for who they are, but this sandy-haired boy. and bends closer to him, whispering for Alone, he sat in the other room, scream- when your grandchild has autism, never I remember one time they spent the af- him to hand her the ripe fruit. She picks ing and crying as the rest of us shifted ner- forget that you have your own message to ternoon at our house. It was late fall and up her knife and peels it, handing him vously in our chairs. Then all at once Joe’s share and lessons to teach. Sing the lulla- chilly out, and we were all outside on the section after section while he hovers at mother got up, and walked determinedly bies and make the meatballs. play set, brown leaves crunching under- her elbow. over to where Jack sat. She picked him Autism has a lot of heartbreak, but foot. Except for Jack. He would not leave Over the years they have figured one an- up and cradled him against her shoulder. many rewards. These gifts can be hard to the house, but stayed just inside the kitch- other out. Jack learned to close the door, When Joe protested, she looked up at her see and easy to miss; some days it’s just a en, watching everyone through the win- Grandpa and Grandma understands that six-foot tall son and said firmly, “Enough. quick hug goodbye, a mouthful of ziti at dow like an interloper on the wrong side Jack will wear a jacket when he’s cold. He We are done with this.” dinner, a smile across the table. of the glass. stays there regularly. Both Joe and I were outraged. Out- Some days, it may look like nothing Every ten minutes or so, either Grandma If I stopped right here, if I told the grand- raged that she interfered, outraged with more than a small boy standing next to you or Grandpa would walk inside to try and father at Barnes and Noble this collection one another, outraged with a son we could with his palm outstretched, waiting for his coax him outside, to swing high on the of stories, my message would have been not figure out. On the hour-long car ride slice of a juicy yellow pear. swings and slide fast down the slide. I bet obvious and cliché: when your grandchild back to New Hampshire we niggled and they tried at least a dozen times, until at has autism you need accept what you can’t argued, bickering about timeouts and “What Color Is Monday?” is available last Jack emerged - wearing neither shoes change and love them for who they are and in-laws and how to handle children who on Amazon.com and BarnesandNoble.com. nor a jacket. never give up and blah blah blah. threw tantrums. You can also follow Carrie on her weekly I saw Joe’s mother look him over and But it still would have been meaningless But sitting at my desk now, six years lat- blog: www.WhatColorIsMonday.com and start to say, “Jack you need a jacket, it’s and unfinished. Because I have another er, I finally understand what my mother-in- Facebook.com/WhatColorIsMonday. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 29

Integrating Special Interests and Passions for Successful Employment

By Emily Brooks me one job “that did not fit my traits” was lists employees with autism for computer Journalist with ASD “being an assistant in institutions,” some- programming, data entry, and other infor- thing the 59-year-old has tried several mation technology tasks. Recruiters might times. “I always end up being worn out and fawn over 39-year-old Camille, a Canadian s the 1 in 88 age out of the pub- worse functioning, little by little, and getting whose dream job is “data modeling or data lic school system in the US, au- sacked or having a nervous breakdown.” analysis,” or Carsten, a 30-year-old from tism service providers and orga- 79% of those I interviewed experienced Denmark, who likes his current work main- nizations are questioning how to undue difficulties in finding, handling, or taining agricultural databases and running Abest meet the workplace needs of adults of keeping their jobs. These individuals were computer coding classes for coworkers. all ages with autism spectrum disorders. As also smart, talented, and passionate. Diag- Companies must not generalize that ev- a journalist diagnosed on the autism spec- nosed with ASD myself, I know how it feels erybody with autism is naturally adept at trum myself, I have had my fair share of to fail in the workplace. Yet with my pas- IT. For many with ASD, talents in science, both failure and success in my jobs. One sions at the heart of my job, I am motivated technology, engineering, and mathemat- factor that made my jobs work better were and successful. With a little creativity, any ics come from intensive interests, not just when they involved my special interest. Do “special interest” (the intense passion for intrinsic skills. Camille’s special interests special interest-focused jobs motivate oth- specific, often-unusual subjects associated include databases, languages, symbols, er adults on the spectrum, too? with autism) can become a career and yield and electronics, so it makes sense that she With this question in mind, I inter- an energetic and happy workforce out of would rock a data analysis-based position. viewed 24 other adults with ASD from those currently struggling in interpersonal, Carsten’s special interests are informa- the US as well as Canada, the UK, Aus- skill-heavy and unfulfilling jobs. tion technology and games. No wonder he tralia, and Europe. This article explores Instead of giving up, Betina followed her adores what he does. special interest-focused jobs for adults special interests. “My true wish would be on the spectrum and their role in helping to have all the time in the world for mu- Creating Jobs from Interests some individuals on the spectrum to find sic, arts, research, writing, and teaching,” meaningful and enjoyable careers. I cover Emily Brooks she shared. Because of her intense focus The ocean of abilities and interests with- participants’ interests within and beyond in these areas, Betina both excelled at and in the autism community reminds service technology fields, job creation from per- with finding and keeping work. One of enjoyed her job as a music and art adult providers to respect individuality during sonal passions, and success in careers that 24 adults with autism spectrum disorders educator. And the others at her workplace job coaching. What better way to personal- value hyper-focus, “monologuing,” and (ASD) from around the globe that were in- recognized her abilities. “I was totally ab- ize careers than fusing special interests and specialized knowledge. terviewed, Julia faces a conundrum all-too- sorbed day and night and was regarded as a imagination? As an analytical, highly-knowledgeable common for employees on the spectrum. good teacher,” she explained. “I know my stuff when it comes to kids person who is curious and self-motivat- Finding appropriate jobs for people with programs and books. I am serious,” said ed to explore topics of interest, Julia has ASD is a pressing concern. “Entry level” Not Just Technology Emma. The 28-year-old Canadian who qualities any employer would envy. Yet jobs may prove difficult, discouraging us the United Kingdom 31-year-old struggles from working. Betina from Denmark told The latest workplace diversity model en- see Integrating on page 40 PAGE 30 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

How (and How Not) to Work with Employees with Autism or Asperger Syndrome

By Daniel Crofts, MA on its terms and within its timeframe, not whenever you do something right.” Day Habilitation Assistant your own. But the reverse is not true. The minute Genesee County Chapter NYSARC To be fair, schools and colleges have had you are doing something wrong, the warn- the benefit of many years’ preparation and ings and reprimands come. Understandably, training in working with autism and oth- morale tends to suffer from this approach. magine that you are a young person er disabilities. Businesses and other pro- Finally – and this is not universal, with Asperger Syndrome. You leave fessional settings have not been similarly though it is common enough – there is the home and go off to college. Happily, equipped. Hopefully, I can offer a few lightning-quick pace of a modern work- you find that your new school is quite valuable insights in this regard. place that strives for efficiency and con- Iable to accommodate your needs (provid- The challenges the workplace presents stant progress. An appreciable quantity of ed you advocate for yourself, of course). to someone with Asperger Syndrome or output is expected, all of which requires Whether it is an alternative location and any other form of so-called “high function- great care and attention to detail…and it all extra time for testing, a note-taker in class, ing” autism are very much linked to the has to get done posthaste. Whatever it is, or another such support, you will receive challenges facing the average 21st century if it wasn’t done yesterday, it wasn’t done whatever you need in order to be successful. employee. First, the typical worker is not quickly enough. Now fast forward a few more years. only expected to meet the concrete expec- Please don’t misunderstand me – this is The game has changed. School’s over, and tations of his/her job, but is held responsi- not an indictment of employers. They are you have a job. The accommodations that ble for a whole host of unwritten, unspoken caught in the unfortunate realities of the helped you have a fair shot at success in the rules that are sometimes too subtle to take modern workplace just like everyone else. world of academia are no longer available. immediate note of (a specific type of body But I believe that we, as a society, have And whereas in college work and time language at a meeting, for instance). to take these issues into consideration for management were as simple as making a Many employees say that they would the sake of everyone involved, employers list of what needed to get done, prioritizing gladly and ably comply with these expec- included. each item appropriately, noting how much tations if they were made clear in advance. For a lot of people with autism spectrum time you had for each assignment, and or- Daniel Crofts, MA Most employers, however, feel that they disorders (ASDs), many of the contempo- ganizing your workload accordingly, you shouldn’t have to do this…people should rary workforce’s expectations are patently soon enough discover that it’s not quite world does not so nicely suit your need for just know. unrealistic. Through no fault of their own, that simple in the workplace. clear, manageable, unambiguous structure. Secondly, it sometimes seems that em- people on the autism spectrum can take Whether it is the subtleties of office com- And perhaps worst of all, while there is ployers pay too little attention to what longer to mentally process information… munication, the complexity of the work always a learning curve in the workplace, it their employees do right. I can understand whether conveyed via written communica- and how it fits into the whole organization- seems the same learning curve that applied where the employers are coming from on tion, verbally, or otherwise. A so-called al scheme of things, or, in many cases, the in school does not apply here. You are ex- this: “We are all adults here. This is your rapid pace, you find that the professional pected to meet the organization’s standards job. You shouldn’t need a pat on the back see Employees on page 37

Accommodating from page 24 emails about the same topic. We estab- was a critical component of the archiving little pressure. Intriguingly, one of the lished rules and procedures for handling le- project. “I don’t know what needs to be few things she didn’t like about it was a requires workplace accommodations and gitimate questions, behavior in staff meet- done, or why it’s important,” she said. scheduled lunch break. She mentioned sev- behavioral changes by the employee. ings, and thinking through options instead Karen had been promoted into an execu- eral times that what she really liked about Mark’s supervisor explicitly explained of impulsively reacting to problems. Mark tive function nightmare. Still, she believed being a manager was going to lunch when his priorities, helped him develop check was amazed that he could control how oth- that with modifications she could meet per- she wanted. lists for tasks, and moved him to a cubicle er people perceived him by changing the formance expectations. She presented the Had her employer understood more in a quiet location. However, Mark persist- way he acted. following accommodation requests to her about why the manager’s role could be ed in disrupting others. He would repeat- Over the next few months, Mark’s supervisor and a human resources repre- quite challenging, Karen could have been edly ask a question he knew the answer to skills and his relationships with co-work- sentative: evaluated differently. Had she been able to (“To double check myself,” he explained). ers steadily improved. His supervisor ac- shadow the former manager (who himself If he needed to speak with a co-worker who knowledged the change. A year later, he • Twice weekly meetings with her su- was promoted), and received more explicit was in a meeting, he would hover outside was given a promotion. pervisor to discuss priorities, the best examples of what the responsibilities were, the conference room. Colleagues would Employers who have a grasp of Asper- way to handle tasks, and how to be she might have realized that it was not a receive four and five emails per hour in- gian strengths and challenges are in a bet- more efficient good fit. Or, if she accepted the job, she quiring when they would hand over assign- ter position to match jobs to the abilities could have requested accommodations ments. His boss said that if these behaviors of an employee. It is not always easy for • Explanations of the big picture to clarify from the start. didn’t stop, immediately and permanently, Aspergians to determine the suitability of a why she was performing certain tasks A valuable resource for professionals he would be fired. position that they have not held previously. and employers is the Job Accommoda- Mark told his supervisor that he was Karen discovered this after being pro- • Assignments given in writing (not ver- tion Network (JAN; http://askjan.org), a working with an Asperger’s specialist on moted from assistant archivist to manager. bally) service of the U.S. Department of Labor’s his interpersonal skills. Impressed by his She had been employed at the company Office of Disability Employment Policy. commitment, she agreed to speak with for over three years, and disclosed her As- • Ability to review meeting notes taken Its website offers a wealth of information me. Once she understood that his actions perger’s Syndrome a few months after she by a colleague about the Americans with Disabilities Act, were not due to rudeness or the willful dis- started. including guides with accommodation regard of her instructions, she was willing In the new role, Karen was involved in • Instruction from a co-worker on how ideas for various disabilities. to give him another chance. We identified creating a complex database for archiving to organize files and her work space the specific behaviors that Mark needed to data. Just three months after the promotion, Barbara Bissonnette is the Principal change. I reassured her that she would not Karen was placed on probation. Her super- In addition, Karen agreed to create a of Forward Motion Coaching (www.For- hurt Mark’s feelings by confronting prob- visor complained that she made too many monthly project schedule, a weekly to-do wardMotion.info). To request a free copy of lem behaviors directly. She learned to be errors, and that critical tasks were not com- list, and check lists for multi-step tasks and The Employer’s Guide to Asperger’s Syn- more specific and concrete when giving pleted on time. review these with her supervisor. drome, send an email to Barbara@For- him feedback. Rather than saying, “Every- The manager’s job required that Karen After three weeks, Karen’s supervisor wardMotion.info. Barbara specializes in one can hear you,” she would say, “You attended several staff meetings per week. decided that Karen could not manage the career development coaching for individu- need to lower your voice.” Being around others made her anxious. core responsibilities of the job. “At the als with Asperger’s Syndrome and provides In the coaching sessions, Mark learned She had trouble simultaneously listening manager level,” she explained, “you need training to organizations. She is the author to pay closer attention to the nonverbal and writing, and did not take notes at meet- to handle most of these tasks independent- of the award-winning Complete Guide to signals co-workers gave when they did ings. She forgot what she heard, and left ly.” Karen was demoted to her previous Getting a Job for People with Asperger’s not want to be interrupted. He found ways meetings unsure of what she was expect- position of assistant archivist. Syndrome and the Asperger’s Syndrome to better manage his anxiety, and stopped ed to do. Karen was embarrassed to learn, Karen succeeded in the assistant job Workplace Survival Guide: A Neurotypi- repeating questions and sending multiple from her boss, that a particular spreadsheet because it was structured, and there was cal’s Secrets for Success. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 31

The Impact of Expressive, Receptive, and Pragmatic Language Deficits in the Workplace

By Tamara Sterling, MS, CCC-SLP, TSSLD ple and complex utterances, word endings, language is a receptive language disorder Speech-Language Pathologist using plurals, verb tense, and other gram- and it impacts job performance. Compre- matical aspects when they are engaged in hension of spoken and written language a conversation or when they compose an is fundamental in the workplace. Under- ost individuals with autism email or other written documents. Seman- standing language is a complex undertak- spectrum disorders (ASD) tics is also a barrier in spoken and written ing. It requires individuals to attend, pro- have vocational strengths and communication. Individuals with ASD are cess language, and know word meanings. are increasingly being hired observed to have word finding and word It is important that employers and cowork- Mby small businesses and corporate chains. meaning difficulties. They can be described ers do not misread employees with ASD. ASD, by definition, is characterized by as “talking in circles” and being unable to They may appear to not be listening and communication deficits. Once hired, these put words together to come to a point. Peo- to be uninterested in what is being said deficits present as challenges for individ- ple with ASD may not have the right words during meetings and throughout the work uals with ASD. Specifically, their expres- or enough words in their repertoire to ask day. Employers and coworkers should look sive, receptive, and pragmatic language and answer questions. They may use vague beyond what they observe and realize that deficits can be barriers to effective job and non-specific words such as “thing” or employees with ASD present with impair- performance. Employers who are made “that” thereby making their intended mean- ments in attending, processing language, aware of these language deficits can pro- ing unclear to their employers, coworkers, and knowing word meanings. This makes vide accommodations and staff trainings and customers. This disconnection be- it difficult to keep up with the demands of that make employment adjustments easier tween words and ideas leads to communi- spoken and written language. The ability to for individuals with ASD. cation breakdowns. It then makes individ- effectively follow directions is essential in Expressive language disorder impacts uals with ASD feel frustrated because they the workplace. It requires working memo- job performance. It is a communication may know the thought, idea, or feeling that ry and processing skills. When employees disorder that affects the output of language they want to communicate, but they find it with ASD are given verbal and written di- and its indicators vary from person to per- hard to express it. Some employees with rections to complete a task, they have to son. Some individuals with ASD can have ASD are nonverbal and communicate by store the task requirements into short term large vocabularies and adequate verbal Tamara Sterling, MS, CCC-SLP, TSSLD using American Sign Language (ASL). memory, process the task sequence, and skills (but struggle with using language in They have barriers in communicating be- then interpret and execute the task require- meaningful ways), while others have im- atypical ways. The challenges and break- cause employers, coworkers, and custom- ments. Employees with ASD are observed paired verbal skills. A person with ASD downs arise in forming and expressing ers may not know ASL thereby creating a to struggle with following directions. In processes language in a different way than ideas, connecting words to their represent- communication breakdown. the workplace, it should be recognized that a person who is neurotypical. This affects ed thoughts, and in processing language. Employees with ASD present with chal- when employees with ASD do not respond the way that they produce spoken and Employees with ASD often demonstrate lenges in understanding spoken and writ- written language. Their brains function in difficulties with word order, forming sim- ten language. Difficulty understanding see Language on page 34

Vocational from page 12 New York Daily News, adults with ASD and training center where they teach poten- Tsai, L.Y. (2013). Factors associated with “are becoming sought-after recruits at a tial employees the skills needed to go right participation in employment for high government complex and a banking center handful of companies where their intense into the job. school leavers with autism. Journal of which provided internships sites “in high focus, attention to detail and ability to Work is not just a paycheck; it is part of Autism and Developmental Disorders, need, high turnover positions.” Students as- think differently is valued.” (June 4, 2013). our identity and an essential part of a ful- 43:1832–1842 DOI 10.1007/s10803-012- signed to the vocational training condition Two of those industries include software filling and independent life. Comprehen- 1734-2. had an 87.5% employment rate after grad- producers and home financing companies, sive vocational training along with finding uation from high school. Students assigned two areas where we have found success the right employer-worker match provides Howlin, P., Goode, S., Hutton, J., & Rut- to the control group or “business as usual” with our interns. a pathway to this goal. ter, M. (2004). Adult outcome for children condition had a 6.25% employment rate. The “green technology” fields are start- with autism. Journal of Child Psychology NYIT’s VIP is a three year process ing to open and are an attractive option for Terri White, MPS, is the Director of Vo- and Psychiatry, 45, 212–229. which requires an integrated approach of people on the spectrum. In 2009, AHRC in cational Services at New York Institute of independent living, social and vocation- Nassau County, NY, established this pro- Technology Vocational Independence Pro- Taylor, J. L., & Seltzer, M. M. (2011). Em- al skills training. VIP starts students out gram to provide electronics recycling for gram. The Vocational Independence Pro- ployment and postsecondary education- with the assumption that there is a place the metro-NY area. The initial idea was to gram is a U.S. Department of Education al activities for young adults with autism for everyone in the workforce - but it takes provide employment for the developmen- approved Comprehensive Transition and spectrum disorders during the transition to more than work skills to be successful. tally disabled and to also be competitive in Postsecondary (CTP) Program. Please vis- adulthood. Journal of Autism and Develop- The first year introduces the students to this growing “green” industry. E-Works™ it www.nyit.edu/vip for more information. mental Disorders, 41, 566–574. the career fields that are available and then provides recycling, refurbishment and re- Author’s Note: The author would like evaluates their work readiness. A student sale primarily in office electronics like to thank David Krainski, MS, GCDF, Vo- Wehman, P.H., Schall, C.M., McDonough, can be technically skilled, but not be able computers, monitors, servers, scanners, cational Instructor/Counselor, and Steve M., Kregel, J. , Brooke, V., Molinelli, A., to manage their time or personal hygiene. copiers, etc. and also any other electronics Delaney, BS, Job Coach/Vocational Coun- Ham, W., Graham, C.W., Riehle, J.E., Social skills training are in place for the like TVs, cell phones and video equipment. selor/Instructor, for their suggestions to Collins, H.T., and Thiss, W. (2014). Com- students to learn effective communication This company provides multi-level job earlier drafts of this manuscript. petitive employment for youth with autism and behavior with peers, coworkers and opportunities including transport, ware- spectrum disorders: Early results from a supervisors. housing, auditing, erasing data, repairing, References randomized clinical trial. Journal of Au- So, how does one find these “ideal” disassembling, sorting and shredding. In tism and Developmental Disorders, Vol- workplaces? According to an article in the addition, they have their own educational Chiang, H.M., Cheung, Y.K., Li, H, and ume 44, Issue 3, pp 487-500.

Path from page 24 expand [my capabilities].” whether it is his co-workers, the train value, and PSCA is one of them.” Ellen is hopeful and confident that her conductor, or the staff at the coffee shop, Kyle explains, “To be honest, I can say that son’s intelligence and determination will see him and other people with ASD dif- To learn more about New York Collab- it was a real improvement on my life. Prior change the way people view individuals ferently. Or maybe as just the same.” She orates for Autism or Project SEARCH to PSCA, I did not feel as involved in the with ASD. She states, “What I am real- explains, “As parents of ASD children, we Collaborates for Autism please visit world as much. Once I joined, I was able to ly hoping for now is that other people, learn very quickly which programs are of www.NYC4A.org or call 212-759-3775. PAGE 32 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Interview from page 6 tone of voice. Of course, you’ll have to ties is to find out what are the top three can also be included. Virtually anything adapt it to different situations. Tweak it things they would like you to accom- you designed, developed or produced can The first are open-ended, like “Tell me for various interviews, and use a more plish during the first quarter you are with be part of your portfolio. The possibili- about yourself” or “Why should I hire informal version at professional confer- them. In addition to telling you their ex- ties are limitless. Be creative. The items you.” The latter are meant to exclude you ences, business meetings, and network- pectations, this question can lead to an you include should illustrate your unique from the position. For example: “Are ing events. interesting discussion about various di- style, ability, talents, and potential. you willing to travel?” or “What are your mensions of the job. Career portfolios give you a compet- salary requirements?” If you say you are Prepare Stories After they ask you to share your itive edge; this is particularly important not willing to travel, they’ll automatical- strengths and weaknesses, turn the focus for individuals on the autism spectrum. ly disqualify you. In addition to the commercial, have on back on them by asking, “Please describe By showing off your work, you take the hand several short stories that illustrate your management style.” The answer will emphasis off your personality. Remem- Do Your Research your major achievements and showcase tell you how compatible you are with ber, the portfolio is a sales tool. Analyze important skills. For example, many em- your supervisor-to-be. If the interviewer the audience (the company you wish to Research will help you to prepare for ployers ask about how one would handle a will be your boss, ask him to define the work for). What do they want? How do the interviewer’s questions by gathering difficult situation or a difficult customer. model working relationship between an your skills and supportive documentation important information about the indus- Prepare a story of how you handled such employee and supervisor. meet the prospective employer’s needs? try, company, salary, and position. The a situation. Use these stories to respond You can also ask about training and When applying for a job or a promo- power of knowledge bestows confidence to the interviewer’s questions. Begin with advancement opportunities. Where will tion, mention your portfolio in the cover - something you’ll need to succeed in in- an overview of a situation, then explain the job take you in five years? What are letter. Once you have landed an inter- terviews. Find out about their needs and what you did and how you achieved the the opportunities for advancement in this view, prepare. Look over your portfolio, goals. What are they looking for in an goal. Like your commercial, these stories field? Does the company provide ongo- and decide which items are most appro- ideal employee? Then, present yourself can be prepared in advance. They should ing training? priate for the company and assignment as a problem solver. be clear and concise - usually less than a To avoid misunderstanding, ask if you are interviewing for. By researching the company you are minute. Write, revise, and rehearse. there’s anything that you could clarify Bring your portfolio to the interview applying to and similar company web- before you leave. and have it ready. When the interviewer sites, you can find out what they are Prepare Questions to Ask Save salary and benefit questions until asks what you have accomplished, smile looking for and be better aware of ex- the end of the interview if you ask them and say, “Let me show you.” This is your periences you have had that qualify you You know that during the face to face at all. Asking these too early in the game cue to get out your portfolio. Use it to for this position. Researching similar meeting, you should actively listen, re- gives the impression that your main in- answer the interviewer’s questions. If positions will also give you salary infor- spond with interest, and ask questions. terest is dollars, not the challenge or op- they ask about your career goals or future mation. You’ll be better informed about But, just what questions should you ask? portunity of serving the company. plans, take them to that section in your the market value of the skills and train- Open-ended questions are best; they At the end of the meeting ask, “How portfolio. If they want to know about ing that you bring to the table. This will elicit the information you are seeking, soon may I expect to hear from you?” your computer skills, show them com- help you maintain a positive attitude and spur the discussion along, and put you in This question makes your interest in the puter-generated samples, demonstrating negotiate with confidence. control. job evident, lets you know the time frame the skills they are seeking. Think of the When looking for industry, company, Choose your questions to determine they are working with, and allows you to interview as show and tell. Be selective. or salary data, the internet is your best the responsibilities of the position and tailor your follow-up strategy. You don’t need to show everything in source. It’s comprehensive, quick, and the needs of the company. Before the in- Most candidates don’t realize that your portfolio -- just the items most ap- free. In addition to company websites, terview, learn as much as you can about they’re judged not only by their answers, propriate to the situation. check out professional organizations and the firm. If possible, determine the job but also by their questions. Smart ques- Brag about your accomplishments. the myriad of job search resources. You titles of those who will be interviewing tions help you get a better feel for the Show them what you have done. Relate can even search newspapers from vari- you, and think of questions to ask about job. They also show your enthusiasm to it to their needs and they will see how ous cities for job ads as well as articles what they do in relation to what you will the employer. you can best serve their business. about organizations you are interview- be doing. For example, ask: “What do ing with. Be aware, however, that much you consider to be the five most import- Make the Interview into Show and Tell Follow Up web information is biased. For example, ant day-to-day responsibilities of this while company websites give you much job?” or, “What personality traits do you A career portfolio can showcase your Always end the interview by ask- valuable information - the annual report, consider critical to success in this job?” professional achievements. While a re- ing about the next steps. When you get who the key people are, what public im- It’s important to have specific questions sume outlines your skills and abilities, home, write a follow up letter. Be metic- age they’re trying to present - they’ll only for each member of the interview team. a portfolio displays the results of your ulous about follow-up with phone calls. tell you what they want you to know. Al- Each of these people has a unique perspec- work, offering the prospective employer In conclusion, be confident about ways confirm any information you find tive about the company and the position. proof of what you can do. As a spectrum your abilities and show enthusiasm for on the internet. Even asking similar questions of different individual, this is even more important. the job. Remember that interviewing is There are many tools available in your people enables you to gauge consistency You must compensate for impaired social about selling yourself to the employer. public or college library to help you with of opinions within the organization. ability by excelling in your field. The You have to give them reasons to buy industry and company research. The li- Ask what attracted them to your re- portfolio sells your work rather than your by explaining what you can do for them. brarians in the business division and the sume. If you know the answer early, you personality. It shifts the focus off you to Your job as a salesperson is to convince job information center of your public li- will be able to tell what they’re looking your accomplishments. them that your product is better than the brary can help you locate this informa- for. Then, you can link your strengths to For example, the education heading of competition’s. tion. The time you spend in research may their priorities. your resume lists your degrees, certifi- be the extra push you need to get to the Ask, “Why is the position open?” This cates, and continuing education courses. Yvona Fast, MLS is the author of Em- top of the candidate pool. will clue you in on the fate of your pre- Your portfolio expands this informa- ployment for Individuals with Asperger decessor. Did she retire? Was she pro- tion by offering course descriptions and Syndrome or Non-verbal Learning Dis- Prepare a Career Commercial moted? In the case that the last person certificates, providing evidence for the ability: Stories and Strategies, (JKP, was terminated, you will need to ask ad- items listed in your resume. 2004) a career guide for individuals The career commercial is your answer ditional questions to determine whether Artists and models have been using with Asperger Syndrome or Non-Ver- to the most common interview question: the company’s expectations for the posi- portfolios for a long time, but almost bal Learning disability. The Polish lan- “So, tell me about yourself.” Keep the tion are realistic. Try to determine where any profession can do the same. In my li- guage edition of this book came out in answer short. Take only one minute to they went wrong and what you would do brary portfolio, I included samples of li- March 2008. Her work in learning dis- summarize your major career accomplish- differently. brary brochures, pathfinders, and subject abilities and neurological impairments ments. At the same time, you want to peak Find out whom you will be reporting guides that I designed, samples of Inter- is based on her experiences and on in- the interviewer’s interest, set the tone, and to. This answer will help you discern the net searches, newspaper clippings about terviews with individuals who live with direct the rest of the conversation. power structure of the company. You can the library, and fliers advertising library these disabilities. She has authored two Prepare your commercial by writing also ask about the duties and responsi- events. Secretaries can include samples more books: My Nine Lives (2011) is a and revising until you get what you want, bilities of the position. To get an idea of of correspondence, spreadsheets, and memoir she co-authored with her mother then memorize it. The repetitive speech their priorities, ask how much time will other projects. Teachers can include and Garden Gourmet: Fresh & Fabulous patterns common to many spectrumites be spent in each area of responsibility. I lesson plans, sample tests and student Meals From Your Garden, CSA or Farm- will work well for you in this exercise. also like to learn about communication evaluations. Programmers can make a ers’ Market (2013) is a seasonal cook- Practice in front of a mirror, checking channels within the organization. demonstration disk. Blueprints and fin- book. For more information, please visit your facial expression, gestures, and Another way to ascertain their priori- ished products, such as machine parts, www.wordsaremyworld.com. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 33

Teach from page 4 produce hundreds of pounds of donated food items being sorted, evaluated and participants have worked the land, built repacked. It’s a situation in which every- friendships and developed a sense of one wins. Our communities are nourished community. James, an environmental and our hardworking, dedicated interns science college student, loved his time learn important vocational skills and help on the farm, especially the camaraderie make our community healthier, stronger he felt working side by side with other and kinder. I am proud of the work we do volunteers and staff. According to James, together. The relationship that we have “I developed a sense of responsibility developed over the years is one of great to complete the assigned tasks and, as a affection and respect,” explains Nancy Ly- result, I gained a greater sense of confi- ons, Manager of Volunteer Services. dence.” He added, “I really liked learning about healthy eating and I even intro- The Greenburgh Nature Center duced my family to new fruits and veg- etables.” Michael K., another Compass The Greenburgh Nature Center is an ed- participant, enjoyed learning about farm- ucational leader in the region that advanc- ing, nutrition and the tasks necessary to es environmental literacy and is a model keep a farm running. “I decided to start of best sustainable practices. They provide a small garden of my own at home. I like JCCA interns at the Food Bank for Westchester a range of community activities engaging to see the plants grow.” For three years, people with each other and the natural en- Michael F. has volunteered on the farm. Plains. He wanted to work with mechan- support of his employer and the skill and vironment, instilling in future generations His love and passion for working there ics and was placed at J and J Presto as dedication of the Compass staff. an appreciation for nature and a will to and the friendships he formed gave him a gas station attendant and mechanic’s protect it. new skills and confidence. While he con- assistant in White Plains, NY. But his Group Internships “Our JCCA interns allow us to provide tinues to volunteer there, he now has a new boss, Jim, had no experience work- better husbandry and care to our collec- paying job at ShopRite. According to Dan ing with people with disabilities and Group internships help participants who tions, and better service and attention to Holmes, “Beyond the work that they did, wasn’t sure if it would be a good fit for need a greater level of support. They of- our public visitors. It has only strength- it is important for the Farm that everyone his business. Trevor explains, “This was fer the opportunity to observe participants’ ened my willingness and desire to hire work together as a tight community, and the job I really wanted. I was so happy work-readiness skills in a more supportive people with special needs, although my they fit in very well with everyone. At the to be given the opportunity to ‘live my environment to help develop social and vo- willingness was already high. This expe- same time, I and the other workers were dream.’” Compass coaches supported cational skills. rience has brought more attention to all reminded that every one of us has differ- Trevor on- and off-site. Today Jim says, staff that we are a community destination ent abilities and disabilities. It is a good “Now that we have been working togeth- The Food Bank for Westchester and that it is beneficial to have more of our lesson for all of us and helps us work bet- er for almost a year, I have come to know, community represented,” affirms Travis ter together.” value and understand Trevor. Now he is The Food Bank for Westchester is the Brady, Director of Education. JCCA job coaches assess every indi- just ‘one of the guys.’” Compass worked core of the county’s emergency food distri- And the interns are learning too. “I’m vidual while providing each with pre-vo- with Trevor, Jim and counselors to make bution network. It solicits, acquires, ware- learning about teamwork, how to feel more cational support, services and coaching the position paid and permanent. Since houses and distributes food to more than comfortable around animals and how to be on site until the intern is able to work then, Trevor has had a raise, learned how 265 food pantries, soup kitchens and shel- more comfortable in a job setting. My in- independently. JCCA staff works close- to do oil changes and change tires. Over- ters as well as adult, childcare and treat- ternship has really taught me that you can ly with employers to maintain an open coming multiple learning differences and ment centers to some 200,000 Westchester handle any kind of job if you can handle line of communication to ensure a suc- some physical restrictions, Trevor con- children, seniors and their families who are something like this. I am thinking about a cessful working relationship. “Compass tinues, “I have gained a lot of confidence hungry or at-risk of hunger. career with animals. I want to have good coaches assess the skills and interests of and learned how to be successful in the “I am learning how to be organized and jobs on my résumé so I can build a career,” all participants to give them a valuable workplace.” This is due in large part to getting a lot of experience. It feels great says Brandon Barenfeld, JCCA intern at internship experience tailored to their his positive attitude and the support of that I am accomplishing so much and help- Greenburgh Nature Center. career goals. When our interns succeed, an employer who has learned that hiring ing people in need,” says Ben Norry, a we succeed. It is an amazing feeling to people with learning differences is not JCCA intern. Elise Hahn Felix, LCSW, is Director of see them growth in confidence and abili- as challenging as he originally thought. “JCCA interns are vital to the Food Transition Services, Shari Abel Saunders is ty,” emphasizes Compass Coach, Skyler A few weeks ago, Trevor came in to a Bank’s ability to distribute more than sev- Job Development Coordinator, and Valerie Friedman Conway. weekly coaching session with a huge en million pounds of food to our member Rosen is Compass Coordinator at Jewish Trevor, 25, who has a developmental smile on his face and said, “I’m so proud. agencies. We are able to plan our week’s Child Care Association’s Compass Project. disability and other physical and medi- I now have a uniform!” Trevor’s story is deliveries knowing that the time they de- For more information, please visit http:// cal issues, lives independently in White a testament to his own determination, the vote to volunteering each Wednesday will jccany.org/compass.

Win-Win from page 25 Step 4 - Prior to starting work, the pro- person hired is determined through a one the employer helped to clinch the deal with spective employee is brought in for an month probation period. During this time Rowan Document Solutions and created an for as longs as is needed is recommended. orientation. At this time they meet their the employee meets with the job coach and opportunity for the prospective employees supervisors and co-workers, take a tour supervisor daily to work out the glitches, to be hired. Not everyone has that advan- Step 3 - Setting up the work environment of the office, become familiar with the communicate expectations, and if needed tage. Seek out supportive employers who for success. This requires a detailed study company’s mission, and begin to learn a skills development plan and supports are are willing to hire, with an appreciation for of the work environment by the job coach the structure and routines of the compa- put in place to assure their success. unique talent and skills, and a willingness or employment specialist. What is the ny. We opted not to disclose their disabil- to learn what motivates people. The result configuration of the work station, how is ity to the office staff, although over time Full disclosure requires that I mention will be a win-win for all, opening the doors the work distributed, what are the specific people became aware of the “difference.” that out of four employees hired, one indi- to opportunity for many. tasks and instructions for getting the job Ultimately they were embraced and sup- vidual did not have the organizational and done, and where does it go when complet- ported by their co-workers, and as Greg attentional skills needed to get the job done Patricia Rowan, LMSW, is a consultant ed? Visual supports, a daily work sched- would point out, “We were all enriched with accuracy and in an acceptable time and advocate with Kid’s Connection. Pat is ule, including reminders and a detailed by their presence.” frame. Three employees are still on the job also a member of the Westchester, NY Autism task list are provided at the work station a year later. Advisory Committee. For more information, if needed. Step 5 - Making sure the work works for the Clearly my personal relationship with email Pat at [email protected]. PAGE 34 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Independence from page 10 working in the concession area popping helping out at Landmark, I also wash and independent, live happily, and become the popcorn, pouring drinks, and assisting wax aircraft at the local flight school to person who I am today. in life is to be one of the best and well- customers’ needs. make their airplanes look spic-and-span This article has been reprinted with per- known DJs in my area. for customers. With my internship at mission from the January/February 2014 is- Aviation Landmark Aviation and work at the local sue of Autism Asperger’s Digest, a bimonth- Customer Service/Retail flight school, I hope to build upon my ex- ly magazine on autism published by Future I have a private pilot certificate and fly periences to gain more knowledge of the Horizons, Inc. www.autismdigest.com. I recently started working part-time at regularly in my spare time. I am currently aviation industry. My goal is to own and a local independent movie theater that studying in the aviation management pro- manage my own airport. Jay Mikush has two siblings and a dog shows films such as documentaries and gram at Guilford Technical Community I am now able to live without my par- named Banjo. He loves skiing, riding roller independent films. I have been working at College in Greensboro, North Carolina. ents or other assistance in various areas. coasters, flying airplanes, mobile DJing, this job for about two months now, and I I have an internship at the local branch I’ve improved greatly in a variety of ways: biking, singing, karaoke, swimming, hang- am really enjoying it. My job duties con- of Landmark Aviation, which is a nation- cooking, cleaning, social, and financial. ing out with friends, and listening to and sist of cashiering, ticket handling, and wide aircraft charter company. Besides CIP’s services have helped me become writing music.

College from page 15 a college education; I am stating that there and High Functioning Autism Associa- itan Region. He is an adjunct at Dowling are alternatives that can provide a student tion’s (AHA) print publication, On The College since 1997 teaching Transition interview, job search, etc.) and a capacity on the spectrum with opportunities that Spectrum. Services in Special Education at the grad- to perform the job. Not all these jobs re- may have gone unnoticed. Nicholas A. Villani is the President of Ca- uate level. He has over 32 years of expe- quire a college degree but can provide a reer and Employment Options, Inc. (CEO), rience in employment services for students “good job” for someone with skills. I am This article was originally published a consulting service for school districts and and adults with autism. For more informa- not dismissing or minimizing the value of in the spring 2014 issue of the Asperger an ACCES/VR provider for the Metropol- tion, please visit www.ceoincworks.com.

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Language from page 31 tive taking skills. They do not adequately blunt and too honest during a conversation. ASD. Some strategies and accommoda- read nonverbal signals to gauge their lis- Their challenge lies in inflexible social tions that can reduce communication bar- to directives, it is not that they are display- teners’ interest in their conversation. Indi- adjustment. They demonstrate difficulty riers and support employees with ASD ing insubordination. Instead, it should be viduals with ASD often do not understand with adjusting their conversation to match include: realized that the employee with ASD is and respect personal boundaries. They are the conversational partner and the context. having a communication breakdown in often observed to not adjust their proxim- Perseveration and echolalia are apparent in • Use simple spoken and written language processing the directive. They may have ity to their conversational partners. In the some employees with ASD. They are often to facilitate word meaning deficits. been focusing on the first step of the di- workplace, they may violate a person’s observed to perseverative on topics they rective and may not have been attending personal space by standing too close when are passionate about. They may talk con- • Repeat directions (gives ample chanc- to the subsequent steps. They may have they speak. tinuously about trains, baseball, dinosaurs, es to store, process, and interpret in- short-term memory impairment that pre- Employees with ASD are often not flex- say hello numerous times a day, and re- formation). vented them from storing the task require- ible with routine changes. They function peatedly ask the same questions. This can ments. Perhaps, the employee with ASD best with established routines. Examples be disruptive in the workplace. Employers, • Reduce directives into smaller steps. could not adequately process the directive include having a fixed shift, number of coworkers and customers may not be in- and this impeded them from executing the hours of work, break/lunch time, meeting terested in the topic or may have heard the • Provide increased response time to fa- commands. Challenges with semantics time and location, procedures to complete same information several times before, and cilitate word finding challenges and to may have played a role. The employee task, work area, location of supplies, and may also find it bothersome to repeatedly process spoken and written language. with ASD may have a weak understanding location of supervisor. Having a set rou- give the same answer to the same question. of word meanings and this inhibited them tine makes them better employees and It is important for employers and cowork- • Use visual and auditory prompts to in- from carrying out the directive. reduces their anxiety. Individuals with ers to know that workers with ASD perse- dicate routine changes. Pragmatic impairment is a hallmark of ASD often use verbal language in atyp- verate on topics because doing so reduc- ASD. Individuals with ASD present with ical ways. They often have challenges in es anxiety and it is their method of being • Give several advance notices about nonverbal and verbal language challenges. initiating, maintaining, and terminating a social; it is their way of contributing to a schedule and routine changes These communication deficits vary from conversation. Some employees with ASD conversation. person to person and impact how employ- will not be the first to start a conversation Another verbal repetitive behavior is • Hold frequent staff trainings about ASD ees with ASD function socially. Some non- or greet their managers and coworkers. echolalia. This is when individuals with and how to tailor the work day to meet verbal language challenges are inappro- Poor topic maintenance and limited so- ASD continuously repeat song lyrics, lines the needs of employees with ASD. priate eye contact during conversations, cial reciprocity make maintaining a con- from a movie, or phrases that they heard inadequate interpretation of social cues, versation problematic. The conversations recently or some time ago. This is also an • Implement ASL training. and poor adherence to the social rules of do not flow effectively. Workers with anxiety reducing method and a social con- proximity. Establishing and maintaining ASD may abruptly switch topics with- tribution. Individuals with ASD often do not • Hire/consult with a Speech-Language eye contact can be challenging for individ- out signaling that the topic has changed, understand humor and respond to figurative Pathologist to treat workplace com- uals with ASD. their utterances can be tangential and ir- language in literal ways. If someone tells a munication barriers. In the workplace, employees with ASD relevant to the topic, and they may not joke, the employee with ASD may not see may not look at their conversational part- carryout adequate listener-speaker roles the humor, nor have an appreciation for the Tamara Sterling, M.S. CCC-SLP ner while speaking. It is important that em- (i.e. talk while someone else is talking). humor. They often cannot interpret humor TSSLD is a Speech-Language Pathol- ployers and coworkers do not misinterpret Their responses to “WH” questions (who, and figurative language because some of ogist in New York. She has eight years limited eye contact as shyness, lack of in- what where, etc.) can be non-contingent them are concrete thinkers and have literal of experience working with children and terest, or untrustworthiness. Instead, they to the question. An employee with ASD interpretations for abstract language. adults with articulation, stuttering, lan- should understand that workers with ASD may engage in a conversation and then Employees with ASD are valuable ad- guage, and autism spectrum disorders. often find it uncomfortable to establish and suddenly and inappropriately terminate ditions to the workforce. As an increas- She is an ASHA Mentor and a recent re- maintain eye contact while conversing. the conversation. ing number of them are being hired, it cipient of ASHA’s ACE award. She is a Employees with ASD often lack the ability During the work day, individuals with is imperative that employers provide Field Examiner for various test publish- to interpret social cues because they often ASD may discuss topics that are not ap- accommodations for workers with ASD ers. For more information, please email lack social problem solving and perspec- propriate for the workplace, and can be and continuous staff development on [email protected]. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 35

Insecurities from page 19 built with local employers. Asset-fo- and speaking one’s mind, did not they require different skills. After a cused and support-based outreach and translate to a work environment where service provider offers help in build- from this survey, UJA-Federation enlisted education help to build a cadre of busi- one has to interact with supervisors ing skills, strengthening emotional the help of appropriate collaborators from nesses that are willing to advocate on and colleagues, and operate in client intelligence and brokering relation- across this network — including Jewish behalf of individuals with ASD. When situations and meetings. Therefore, it ships with employers, they must then community centers, human service agen- employers can talk to other employers is essential that training for individu- work with individuals and employers cies, camps, hospitals, and others — asking about hiring this cohort, they can com- als with ASD moves beyond concrete to maintain learned skills, support and them to create a vision of new infrastruc- municate that individuals on the spec- tasks and hard job skills. This means restore emotional resiliency, and me- tures and holistic programming that would trum hold unique talents and strengths that social skills curricula for navigat- diate unexpected conflicts that arise in increase the independence and community that make them specifically qualified ing the workplace must be created and the workplace. inclusion of young adults with ASD in both for certain job responsibilities. This is used in conjunction with traditional the Jewish and larger community. not an act of charity; it’s good busi- methods of vocational training. Work is a rewarding experience and a With big and bold dreams, five agencies, ness. Beyond employers, other em- pathway to feeling productive, contrib- the Edith and Carl Marks Jewish Commu- ployees must also be educated on • Individuals with ASD are matched with uting to the world and finding a purpose nity House of Bensonhurst, Mid-Island Y understanding and being sensitive to suitable jobs and workplace environ- in everyday life. Individuals with ASD Jewish Community Center, Sid Jacobson diversity, including individuals on ments. Individuals with ASD should have the potential to be excellent employ- Jewish Community Center, The Jewish the spectrum. Educational workshops not be placed in a job just because it ees, appreciated by staff and management Community Center in Manhattan, and and peer mentor programs among col- happens to be open. A comprehensive alike. These individuals are also equally Westchester Jewish Community Services leagues help ensure social integration vocational assessment is one step in deserving of the opportunity to find their were given small grants to plan intensive- for the individual with ASD in the the long process of getting to know own passion and purpose through work. ly how to develop their vision into actual workplace. an individual’s interests, goals, and Through employer education, specific programming for individuals with ASD. vision in pursuit of a fulfilling work- social skills training, individualized job Six months later, all of the agency plans • Vocational preparation includes work- place match. Most individuals with matching processes, and ongoing support, were funded by UJA-Federation for imple- place social skills training. The most ASD were dissatisfied with their em- adults with ASD can live the independent mentation. Though each model is slightly significant barrier to individuals with ployment because it didn’t match their life they want in a community that is in- different and designed to address specific ASD getting and keeping a job does skills or interests. clusive and appreciative of their strengths. local needs, all of the programs are based not revolve around an inability to do on the premise that individuals on the spec- the job, but rather, an inability to so- • Ongoing job support is provided. Melanie Goldberg, LMSW, is Planning trum can be successful in their workplace cialize appropriately on the job. One Matching an individual to a job is not Associate of the Caring Commission at the and can sustain those jobs when: such challenge is that social skills the end of the process, but the begin- UJA-Federation of New York. For more in- taught in school to individuals with ning. Obtaining a job does not equate formation, please visit www.ujafedny.org/ • Strong and lasting relationships are ASD, such as interacting with peers with maintaining a job and, in fact, support-for-family-caregivers.

Insurance from page 13 havior Analysis for those affected by an ASD. While challenges exist in implemen- List of States with Autism Insurance Reform 3-tiered delivery system described by the tation and recruiting self-insured compa- Behavior Analysis Certification Board’s nies, the trend is encouraging. Indiana 2001 Iowa 2010 (BACB) publication titled Guidelines: South Carolina 2007 Vermont 2010 Health Plan Coverage of Applied Behav- Highland Behavioral focuses on Ap- ior Analysis Treatment for Autism Spec- plied Behavior Analysis (ABA), Autism, Texas 2007 Missouri 2010 trum Disorder (www.bacb.com/Down- and practice management. Highland Be- Arizona 2008 New Hampshire 2010 loadfiles/ABA_Guidelines_for_ASD. havioral provides specialized benefits Louisiana 2008 Massachusetts 2010 pdf) and reimburse for all 3 levels, or is insight, organization and management Florida 2008 Arkansas 2011 an alternative adopted? One pitfall com- services. Our clients include behavior an- panies have experienced is requiring that alytic companies, state agencies, employ- Pennsylvania 2008 West Virginia 2011 all services, including direct one-to-one ers and MCOs. Illinois 2008 Virginia 2011 services historically completed by a Be- Ensure Billing’s (EBI) practice man- New Mexico 2009 Rhode Island 2011 havior Technician, be conducted solely agement platform provides an efficient, Montana 2009 New York 2011 by a Board Certified Behavior Analyst robust yet intuitive system for behavior- (BCBA). This type of plan design greatly al health practices. EBI offers a plat- Nevada 2009 California 2011 diminishes access. That is, in most cases form that easily files insurance claims, Colorado 2009 Michigan 2012 BCBAs are not available to provide a cli- as well as manages business activities, Connecticut 2009 Alaska 2012 ent with 10-40 hours per week of direct such as scheduling, payroll, electronic Wisconsin 2009 Delaware 2012 service, and as such, families and carri- files, client management, and employee New Jersey 2009 Minnesota 2013 ers will be hard pressed to find BCBAs to management. fulfill these authorizations. For more information, please contact Maine 2010 Oregon 2013 Overall, insurance reform across the Bryan at [email protected] Kentucky 2010 D.C. 2013 United States is increasing access to evi- or visit http://highlandbehavioral.com or Kansas 2010 dence-based treatments provided by Be- http://ensurebilling.com.

NYC Overload from page 5 It’s too much for my brain In this town you can get around New York City overload If you’re a freak a geek or a dork New York City overload “New York City Overload” There’s a premium on space so You gotta find your place New York City overload pigeon get outta my face in New York I THINK I’M GONNA EXPLODE! Written and performed by the You gotta find your place in New York Miracle Project NYC New York City overload So plug your ears and close your eyes, New York City overload New York City overload Too much external stimuli New York City overload New York City New York City overload The sights, the sounds, the smells, the New York City overload I THINK I’M GONNA EXPLODE! PIES… New York City overload Life is rough in New York New York City Folks are tough in New York I’ll be a star in New York You gotta find your place in New Yoooork. So hey, we got some attitude- it’s honest, Don’t need a car in New York (TAXI..!!) It’s stupid loud in New York it ain’t rude The food is great, it’s the empire state There’s such a crowd in New York andw the people are first rate! The Daniel Jordan Fiddle Foundation There’s so much noise and honest oys (OY!) I’m always broke in New York- (www.djfiddlefoundation.org) develops, You can’t keep your poise (but not really) So you can have your cheesecake advocates for and funds programs, re- And school’s a joke in New York and eat it too sources and public policy that benefit the Too many rats in New York (but that depends) With a plastic deli spork diverse population of adults living with And Fat Cats in New York You gotta do what you gotta do You got to find your place Autism. Visit our website to contact us and Crammed into this stinky train AND WATCH OUT FOR THAT POO! In New York! learn more about our national initiatives. PAGE 36 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Providing from page 20 Autism Society of Minnesota the needs of individuals with special needs. visit www.minnesotalifecollege.org. These companies can contract with Special- For more information on Specialisterne makers in discussions about employment, Coming from a different angle than isterne to fill job positions. Specialisterne Midwest, contact Executive Director Tony WI-BPDD’s project is identifying op- those organizations already described, matches the unique skill sets of individuals Thomann at tony.thomann@specialisterne. portunities for employment. Each school the Autism Society of Minnesota (AuSM) with ASD with businesses who are in need com or visit http://usa.specialisterne.com. site hosts community conversations that seeks to ensure that attention and commu- of employees with those skills. This model For more information on Wisconsin bring together students, employers, family nity resources are given to employment allows companies to diversify the workforce Board for People with Developmental members, community leaders, and school initiatives for people with autism. Execu- and get a valuable worker while minimizing Disabilities (WI-BPDD), contact Beth personnel to discuss opportunities for tive Director Jonah Weinberg reports that their anxiety about supports. Specialisterne Swedeen, Executive Director at (608) employment. Through collaboration and AuSM is focused on the limited knowl- makes it possible for individuals with ASD 266-1166, email beth.swedeen@wiscon- networking with employers, the schools edge employers have about autism, and to excel in the workplace. sin.gov or visit www.letsgettoworkwi.org identify job internship and paid work op- is working to get and keep employers en- Specialisterne USA is driving the na- or www.wi-bpdd.org. portunities. Some schools have created gaged in the potential that the adult autism tionwide expansion of the proven interna- school-based businesses. One school part- community can bring to the workforce. At tional job creation and employment con- References ners with a business that sells student’s art the state level, AuSM has launched part- cept. Sonne, a father of a son with ASD, work, while another school gives back to nerships with key government agencies is partnering with a team in the Midwest. Barnhill, G. P. (2007). Outcomes in adults the community through a bicycle recycle and private businesses with the goal to Specialisterne Midwest is headquartered with Asperger syndrome. Focus on Autism program. Several schools have produced expand employment opportunities for in- in the Twin Cities of Minneapolis and St. and Other Developmental Disabilities, 22, public service announcements. As a re- dividuals with ASD. Paul, and is comprised of Iowa, Minnesota, 116–126, doi:10.1177/1088357607022002 sult of the WI-BPDD project, many more AuSM is exploring ways to set a stan- Montana, North Dakota, South Dakota, and 0301. youth are reporting a desire to go to work dard and a template that companies can Wisconsin. Sonne, President of Specialis- and more families are educated about in- follow, in an effort to create inclusive terne USA, believes there is much oppor- Carter, E.W., Austin, D., & Trainor, A.A. tegrated employment and the transition workplaces. AuSM provides opportunities tunity in the US to create meaningful and (2011). Factors associated with the early process. for employers, human resource recruit- productive jobs for the growing number of work experiences of adolescents with se- ers and hiring managers to learn about people diagnosed with ASD. Specialisterne vere disabilities. Intellectual and Develop- Minnesota Life College autism through workshops, customized Midwest branch plans to assess and train mental Disabilities. 49 (4), 233-247. consultation, and an informational book- people with autism, and then employ them Minnesota Life College (MLC) sup- let (Overlooked Talent: Investing in Em- as consultants providing valuable services Eaves, L. C., & Ho, H. H. (2008). Young ports young adults after they transition out ployees with Autism). Additionally, AuSM to corporate clients in sectors including adult outcome of autism spectrum disor- of high school. MLC believes that work facilitates roundtable discussions and an IT, telecommunications, software and sci- ders. Journal of Autism and Developmen- is an essential part of individuals becom- annual Autism and Employment forum to ence/engineering. Executive director Tony tal Disorders, 38, 739–747. ing thriving and integrated members of develop solutions and strategies that can Thomann is moving forward with the first society. According to Executive Director break down barriers to jobs. These forums cohort in Fargo North Dakota where con- Howlin, P., Alcock, J., & Burkin, C. Amy Gudmestad, MLC uses a holistic provide a highly visible platform to high- sultants will be placed in positions of soft- (2005). An 8 year follow-up of a spe- approach and teaches independent living light and celebrate corporations (3M, Best ware testing and quality assurance. This or- cialist supported employment service for and work readiness skills, while working Buy, Cargill, Target and Walgreens) that ganization has a goal to enable one million high-ability adults with autism or Asperg- to identify each individual’s career inter- are finding ways to proactively incorpo- jobs globally, and 100,000 jobs in the US, er syndrome. Autism, 5, 533–549. ests, strengths, and support needs. MLC rate individuals with ASD into their work- for people with autism. identifies these factors through vocation- force. The Minnesota Governor’s Council In conclusion, there are numerous bar- Levy, A. & Perry, A., (2011). Outcomes in al assessment and exploration activities. on Developmental Disabilities website riers to employment for individuals with adolescents and adults with autism: A re- During a training internship program, par- hosts “Meet the Future Face of Employ- ASD. It takes many organizations get- view of the literature. Research in Autism ticipants receive on-going instruction and ment: Individuals with Autism Spectrum ting involved and multiple strategies to Spectrum Disorders 5, 1271–1282. http:// support for addressing and overcoming a Disorder in Technology Fields” (www. improve opportunities for employment. ees.elsevier.com/RASD/default.asp range of workplace related obstacles (e.g., mnddc.org/asd-employment). The website The programs highlighted in this article, navigating social situations, stress/anxiety lists specific actions that individuals can demonstrate the types of preparation and Simonsen, M. (2010). Predictors of sup- management). Participants gain the skills take to facilitate the education, training, on-going supports being utilized to en- ported employment for transitioning youth necessary to function within work setting and employment processes that result in hance employment outcomes for people with developmental disabilities (Unpub- to obtain sustainable employment. tech careers for individuals with ASD. with autism. Through programs such as lished doctoral dissertation). University of Marissa, a student at MLC, had an ex- the ones described in this article, individ- Maryland: College Park, Maryland. tensive work history, but had never found Specialisterne Midwest uals with autism are being empowered to the right job. She and the vocational staff use their talents and interests to attain and Swedeen, L., Carter, W., & Molfenter, N. noted that she enjoyed people and had ex- While organizations like WI-BPDD sustain employment. (2010) Getting everyone involved: Iden- cellent customer service skills. As a result, and MLC are preparing individuals for tifying transition opportunities for youth Marissa obtained a sales associate position employment and AuSM is working with L. Lynn Stansberry-Brusnahan, Ph.D. is with severe disabilities. Teaching Excep- and has been employed for two years. At employers to open doors to opportunities, Associate Professor at the University of St. tional Children, 43(2), 38-49. one point, Marissa was told that she would Specialisterne is supporting individuals on Thomas in Minnesota. Debra Cote, Ph.D. is lose her job. With MLC support, Marissa the job through a consultant model. Many an Assistant Professor at Cal State Fuller- Test, D.W., Mazzoti V.L., Mustian, A.L., practiced her responses in difficult situa- individuals with autism have a special ap- ton. For information contact Lynn Stansber- Fowler, C.H., Kortering, L., & Kohler, P. tions and learned appropriate behaviors titude for STEM careers (Science, Tech- ry-Brusnahan at [email protected] (2009). Evidence based secondary transi- during role-play sessions. She worked nology, Engineering, and Math). Utilizing and Debra Cote at [email protected]. tion predictors for improving post school with staff to write scripts and practice. Ini- individuals with ASD in the technology For more information on Autism Soci- outcomes for students with disabilities. tially when Marissa was hired, she did not industry has been successful in Denmark ety of Minnesota (AuSM), contact Jonah Career Development for Exceptional Indi- disclose her diagnosis. Later, with the sup- where entrepreneur Thorkil Sonne founded Weinberg, Executive Director at (651) viduals, 32 (3), 160-181. port of MLC staff, she disclosed her dis- Specialisterne (http://specialisterne.com/). 647-1083, email [email protected] or ability and set up accommodations. Today, In this model, individuals with ASD are visit www.ausm.org. Wagner, M., Newman, L., Cameto, R., Marissa works in the busiest department employees of Specialisterne and consul- For more information on Minnesota Life Levine, P, & Garza, N. (2006). An overview of the store and with accommodations can tants in the companies in which they are College (MLC), contact Amy Gudmestad, of findings from wave 2 of the National move to a quieter department when over- placed to work. Some companies do not Executive Director at (612) 869-4008, Longitudinal Transition Study-2 (NLTS2). whelmed. feel equipped or understand how to meet email [email protected] or Menlo Park, CA: SRI International.

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Outcomes from page 23 sustainable employment. Our goal is to be their employees on the spectrum. It Many vocational rehabilitation organiza- the bridge between individuals with AS/ also includes interviewing and social tions have built a robust process around a • Brand recognition: Who is the compa- HFA, the professionals and organizations skills training for employees with an person-focused evaluation and placement ny’s customer base? Does the work- that support them and employers. ASTEP ASD, to help individuals function bet- model. This is critically important in mak- force reflect the characteristics of the strives to open up a highly skilled and loy- ter in the workplace. ing sure the individual is placed in a job that company’s customer base, enhancing al, yet untapped, talent pool for employ- is appropriate for their skill sets and inter- the company’s reputation in their mar- ers, resulting in increased employment • Recruiting is focused on presenting ests. It is equally important, however, to kets and creating brand loyalty? of individuals with AS/HFA. In working highly qualified candidates for each build an employer-focused placement mod- with employers, we see a growing interest position the employer needs filled. el, which is integrated with the person-fo- • Fulfillment of social mission: What in hiring people on the spectrum, a con- ASTEP serves as the bridge between cused model, in order to improve the place- are the social responsibility goals of tinuing skepticism about their capability the professionals and organizations ment rates for individuals with autism. the employer? Does hiring a particular to do so successfully, and a desire to work supporting individuals on the spec- individual advance the social respon- with a partner who supports them through trum and the employers, to source The Asperger Syndrome Training and sibility goals of the company? the entire process. With this understand- qualified candidates. Employment Partnership (ASTEP) is a ing, ASTEP has created a program to im- non-profit organization whose mission is In the private sector these are questions prove the employment opportunities and • Ongoing employment support, for to improve the quality of life for individu- professionals who work in the recruiting outcomes for individuals with autism. both the employee on the spectrum als with Asperger Syndrome (AS) and high field consider when evaluating a job can- ASTEP’s end-to-end solution provides an and their employer, is the glue that functioning autism (HFA) through suitable didate. When the candidate is presented to employer with assessment services, edu- makes this model strong. The length and sustainable employment. ASTEP acts the hiring manager, the recruiter can speak cation and training tools, recruiting ser- of support needed will be different as the bridge between individuals with AS/ not only to their technical skills, but also vices and ongoing support for employees for each placement, but everyone in- HFA, the professionals and organizations to the intangible benefits that the candi- and managers. This full service model, volved in that placement needs to be that support them and employers. ASTEP date will offer the company. For vocation- driven by employers’ hiring needs, should willing to make sure the employee strives to open up a highly skilled and loy- al rehabilitation to improve its placement lead to an increase in the placement of receives the coaching and mentoring al, yet untapped, talent pool for employers, rates, this private sector focus on the in- people with autism into suitable and sus- they need, and that the employer has resulting in increased employment of indi- tangible benefits a candidate brings to the tainable employment. a “go to” person who can answer their viduals with AS/HFA. For more informa- company needs to be considered. But that Each component of this model is equally questions about the employee and how tion on ASTEP please visit our website at is not enough. important in ensuring success for the em- to manage them successfully. www.asperger-employment.org. The challenge of the vocational reha- ployee on the spectrum. bilitation world includes an element that most private sector recruiters do not en- • Assessment includes working with counter – how does one present the bene- employers to examine and develop ap- fits and challenges of a potential employ- propriate job descriptions, evaluating ee’s disability in a way that the employer the employer’s hiring needs against can understand and feel confident about each potential candidate’s skills, ad- being able to accommodate? For indi- dressing the non-technical consider- viduals on the autism spectrum, the chal- ations an employer has when hiring, lenges themselves can be very different conducting first level screening inter- for each person, both in their nature and views of candidates, and providing severity. In order to engage employers interviewing and onboarding accom- in hiring individuals with an ASD, the modation recommendations. vocational rehabilitation system needs to become a partner with the business • Education and training include offer- world, providing a full service solution ing products and services that teach to including people with autism in their the employer how to recruit, inter- organizations. view, onboard, deliver performance At ASTEP, our mission is to increase management reviews, address legal the quality of life for individuals with As- and regulatory compliance issues, perger Syndrome (AS) and high function- mitigate hiring risks, and troubleshoot ing autism (HFA) through suitable and employee relations problems with

Employees from page 30 1. Be open to unlooked-for niches. Peo- 2. Try to be as specific as possible with identifying certain supports that can help ple with ASDs are very capable and assignment expectations, deadlines, facilitate a productive professional rela- “Aspie” can be very good at attention valuable employees (many famously and what you and the organization tionship between an employer and his/her to details, but other things – especial- intelligent and successful people were need from your ASD employees. Don’t ASD employee. ly pertaining to unwritten or unspoken said to have been on the spectrum). just assume that they will intuit these Not every person with an ASD is the expectations – may get filtered out. But they may require some flexibility things from the way your particular same, and different people will both face Likewise, for the Aspie who thrives on – the kind that allows their employers workplace…well, works, because that and present different challenges. But these a more relaxed pace, the demand for to say, for example: “Herb has a hard might not come as naturally to them. are some general guidelines that I hope faster output can cause stress and, po- time with X, but he does very well will be useful, even if only to kick-start a tentially, burn-out. with Y. Perhaps he should be given re- 3. Remember that you are working with much needed discussion. All things considered, the person with sponsibilities more consistent with Y.” people, not machines. People are di- an ASD is more likely than most to face With ASD diagnoses on the rise, there verse, not uniform; they cannot all fit Daniel Crofts is a 29-year-old man with workplace pressure and a lower sense of are more of these people coming into into a planned “scheme” of operation. Asperger Syndrome. He has an MA in En- self-worth, working hard and doing his or the workforce. And that little extra pa- glish/Literature from the State Universi- her best while coming to feel as though s/ tience and investment on your part will For employers and for job-seekers on ty of New York College at Brockport and he is doing little or nothing right. not only enable such people to be suc- the spectrum, I would also recommend experience in the fields of freelance jour- Having said all this, I’d like to offer a cessful (it has proven invaluable to me getting a hold of Stephen Shore’s book nalism, substance abuse prevention, online few suggestions to employers who current- in my own professional experience), “Beyond the Wall: Personal Experiences higher education, and service to people ly, or may in the future, work with ASD but may in the long run produce re- with Autism and Asperger Syndrome.” In with developmental disabilities. He may be employees: markable returns you never expected. chapter 12, Shore includes a sample letter contacted at [email protected]. PAGE 38 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Opportunities from page 16 can make all the difference in translating mation and supports are being created all sources go hand in hand. Safety and experiences, helping employees with ASD the time. There are a variety of means to Health, 156, 97-97. Again, clear communication plays pivotal “understand how supervisors and co-work- enhance the job life of an individual with importance in outlining a positive and suc- ers think and communicate on one hand, ASD, all of which serve to foster a com- Johnston-Tyler, J. (n.d.). Supporting cessful work experience for an individual and help employers and co-workers under- municative, tolerant, and profitable work high-functioning autistic spectrum individ- with ASD. Habituation for these individu- stand how an individual with ASD thinks environment. As is the case with all of us, uals in the workplace. http://www.evolibri. als can require extended time periods for and communicates on the other” (Muller, what is of most importance in addressing com/images/support-career-profs.pdf adapting to new routines and experiences. Schuler, Burton, & Yates, n.d.). autism in the workplace is to attend to what Allowing ample time to become accus- Reviewing a workplace’s daily expec- we all aim to cultivate: a clear and practiced Muller, E., Schuler, A., Burton, B., & tomed to work life, to prioritizing new tations, scheduled meetings, dress code, awareness of the self that can transcend any Yates, G. (n.d.). Vocational supports for work tasks, commutes, goals, and sched- deadlines, and appointments can do so work or business obstacle that lies ahead. individuals with Asperger Syndrome. Re- ules require open understanding between much to elucidate what often can appear to In the clear considering and communicat- trieved February 28, 2014, from http:// both employer and employee. While many be a “grey area” for employees with ASD. ing of where an individual with ASD can www.autastics.org/JVRpaper.htm times these conversations are newly tra- This can provide unbounded relief in the excel in the workforce, how they do so and versed territories for both parties, it is journey toward individual self-determina- in what timeframe, provides that individu- Tomaino, R. (2011). Roses for autism. EP through sustained compassion, patience, tion and self-advocacy. With such commu- al with indelible building blocks for con- Magazine, April, 32-33. and clearly relayed information that mis- nication tools in hand, an employee can structing a life that satisfactorily and con- understandings may be avoided, and new grow familiar within work environments sistently meets the needs of themselves and Unger, D. D. (1999). Workplace supports: career achievements attained. for indefinite amounts of time, mitigating the co-workers around them. A view from employers who have hired After acquiring any new position, the the looming misunderstandings and mis- supported employees. Focus on Autism difference between the career success or communications that so often result in a Raul Jimenez II, MST, is Lead Academic and Other Developmental Disabilities, chronic unemployment of an individual negative work experience. Indeed, mentor- Coach and Amy Greenberg, BA, is Aca- 14(3), 167-179. with ASD often comes down to continued ships and other such relationships can do demic Coach at New Frontiers in Learn- attention to the social, cultural, and behav- much to align individuals on the spectrum ing. Correspondence concerning this arti- Wehman, P., Revell, W. G., & Brooke, ioral supports put in place for continued with the career trajectories and framework cle should be addressed to Raul Jimenez at V. (2003). Competitive employment: value in the workplace. For many individ- they seek to thrive in (Muller, Schuler, [email protected]. Has it become the “First choice” yet? uals with ASD active in the job market, Burton, & Yates, n.d.). Journal of Disability Policy Studies, negotiating difficult social interactions re- While negotiating autism in the work- References 14(3), 163-173. http://nytransitions. mains a large struggle in maintaining em- place has in the past proved a daunting org/data/proed_competitiveemploy- ployment. In cases like these, a job coach affair, new educational materials, infor- Flatow, S. (1997). Safety and human re- ment.pdf

Entrepreneur from page 22 taking collaborative work in school to pre- cost? (This would make a good math class ting the plastic bag over the hanger. Why? pare her for the work place? problem to figure out the cost difference for better quality photo for advertising. as a non-profit corporation in New York Since high school internships are typi- between preprinted bags and hand labeling Putting hang tags on the clothes – I had State with the mission to develop job skills cally the student’s first exposure to work, plain bags with free labor.) to explain that you put the tag hanging on and employment opportunities for young they tend to focus on the task that needs to I have noticed that for people with ASD the back of the outfit so that people first see women with autism. Our first venture is be done, not on the business. A lot of the the question “why” does not come up too the item, decide they like it and then look Girl AGain, which opened on February 8, focus is on appropriate social behavior in often. They don’t ask it and have a hard at the price – this is a better sales strate- 2014 in Hartsdale, NY. the workplace – which is needed. time answering it. “Why” is the key to gy. I can establish the rule: hang tags go to In a sample size of one, this was “vali- generalization. “Why” helps put context the back. But understanding why will help Teaching to Work dated” when I observed my daughter in her around something that might seem isolat- them to transfer this to other situations. internships this fall. I had asked her if she ed. “Why” helps people understand and to One worker, who is a friend of my daugh- I want to use Girl AGain as a realistic en- knew why she was putting labels on shop- even think of alternatives, possibilities, op- ter’s did not think of me as the manager. I vironment to teach people how to work in a ping bags for a store she went to weekly tions. This is how we can take a seeming- asked her to do something and she said no. business. This would then prepare them for from school with a job coach. She did not ly insignificant task like putting labels on I asked her again and she refused again. employment in a business. High schools know why. It was just a task. But she liked bags and making it significant for helping She thought it was funny. I explained that now are incorporating internships as part being in the store because it was a small a business achieve its goals, which is the we are not here to joke and her response of their transition programming but I had woman’s boutique with lots of fashion ac- function of work. was “I want to have fun when I work.” concerns about what high school teachers cessories, and lots of pink. Now I realize I need to teach that the pur- actually knew about what was needed in We take it for granted that we know that Why at Girl AGain pose of work is to accomplish a business business. (It’s no longer part of public edu- a shopping bag is an advertising device and objective not a personal objective. At work cation to have a vocational program). that advertising helps bring more customers In the Girl AGain boutique, I had two the individual is no longer the focus. My daughter’s transition program in- to the store which leads to sales and profits, workers take photos of each outfit. One This venture is not just the employees cludes internships. I suggested that her which is what keeps the store in business. of the workers did not want to remove the with autism learning to work; I have a lot teacher make a list of the skills she needed We take it for granted that if a person who plastic bags – yes it was extra work – so I to learn about being an autism employment to learn for the workplace and begin teach- made a purchase is carrying a shopping bag had to explain why: we get a better detailed entrepreneur. ing and incorporating those skills as part of with a brand name they are implicitly mak- photo that would not only be a document her academic experience. For example in ing an endorsement, which is a good thing. for us but it would be a promotion tool – Girl Again is a resale boutique for Amer- the work world, most jobs require collab- Since this is not concrete some people need we would put these photos on Pinterest so ican Girl dolls and is located at 157 South oration with colleagues, yet in my daugh- to be taught explicitly. I asked if she knew that people who can’t come to the store Central Avenue in Hartsdale, NY. 10530 ter’s academic program she hardly had any why the bags needed labels anyhow – why might be so enticed by the beautiful outfit Please like us on Facebook at www.face- group assignments – never a project that weren’t the bags printed with the store that they would want to purchase online. book.com/GirlAgainBoutique. For more she had to do at home over a weekend with logo? Did she understand it was a busi- We will now have a new rule in our pro- information, please contact Marjorie at 3 other students. Shouldn’t she be under- ness decision that probably was driven by cess: take a photo of an outfit before put- (914) 428-1258 or [email protected].

Training from page 8 with autism can succeed and become val- their passion, motivation and ability to psychiatric services for children, adoles- ued employees. According to one manager, work can truly blossom.” cents, adults and the elderly. For more in- Through this program it has been clear “Once we fully understand the capabilities “NewYork-Presbyterian Hospital/West- formation, call 1-888-694-5700 or visit us that given the proper support, individuals and unique needs of individuals with ASD, chester provides inpatient and outpatient at www.nyp.org/psychiatry.”

College from page 15 a college education; I am stating that there and High Functioning Autism Associa- itan Region. He is an adjunct at Dowling are alternatives that can provide a student tion’s (AHA) print publication, On The College since 1997 teaching Transition interview, job search, etc.) and a capacity on the spectrum with opportunities that Spectrum. Services in Special Education at the grad- to perform the job. Not all these jobs re- may have gone unnoticed. Nicholas A. Villani is the President of Ca- uate level. He has over 32 years of expe- quire a college degree but can provide a reer and Employment Options, Inc. (CEO), rience in employment services for students “good job” for someone with skills. I am This article was originally published a consulting service for school districts and and adults with autism. For more informa- not dismissing or minimizing the value of in the spring 2014 issue of the Asperger an ACCES/VR provider for the Metropol- tion, please visit www.ceoincworks.com. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 39

Autism Spectrum News 2014 Theme and Deadline Calendar

Summer 2014 Issue: “Autism and Mental Health Services” Deadline: June 5, 2014

Fall 2014 Issue: “Exploring Relationships and Social Skills” Deadline: September 5, 2014

Winter 2015 Issue: “The Importance of Scientific Research” Deadline: December 5, 2014

Spring 2015 Issue: “Addressing the Challenging Behaviors Associated with Autism” Deadline: March 5, 2015

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Expectations from page 28 ed things, such as navigating their own ing an adult with autism who may be, in can rise to the challenge. They will often public bus routes from home to work in- their opinions, less predictable, less stable, need support and accommodation, but they work on a team, make decisions, strategic dependently; these individuals enjoy the and less skilled. A few years ago, there was can rise to the challenge. Of course, they executive functioning (planning, priori- amenities that come along with planning a notion that adults with disabilities could need to be let in the door. tizing, and organizing tasks), solve prob- one’s own transportation, such as reading take on the jobs that typically-developing And therein lies the “rub.” When given lems, and communicate verbally. These are for pleasure, shopping, stopping for coffee, people don’t want to do. Those jobs have an opportunity to show their strengths and skills, according to employers, that new and banking while on their ways to work. all but disappeared. talents, adults with autism relish the oppor- college graduates most need to demon- Of course, for every individual with Within the developmental disabilities tunity and rise to the challenge. But—in strate in order to achieve success in a wide those skills I have encountered, I also world, the “Four F’s” are well-known and today’s economy—if employers are only array of career fields; these are the skills, know of others whose potentially-aggres- often avoided. The adults with whom I willing to take a chance on the top 5% of according to employers, that, when clearly sive behavior or instances of self-injury work are capable of doing more than food job applicants, people with disabilities will demonstrated on cover letters and resumes, (SIB) mask their underlying abilities and service, filing, flowers, and factory work; neither get the consideration nor the oppor- will secure interviews for applicants time make the public bus a dangerous mode of if given the chance, their skills can amaze. tunities to reveal their skills. Just as, since after time. To repeat, of the top ten skills, transportation, for themselves and for oth- The challenge, though, is getting these the economic downturn, the employment the first seven and the last one are not spe- er riders. Although riding the public bus individuals a chance to demonstrate their paradigm has shifted from perceived feast cific to the job, but are “soft skills” and ap- may be deemed a non-preferred method skills. If employers rely solely on resumes to famine, so to must the paradigm shift propriate workplace behaviors. of transit for some individuals, this should and interviews as the means of assessing from “only the best” to “equal opportunity.” The good news for recent grads is this: not imply that individuals would not ben- an applicant’s skills, most of the individu- To achieve a truly inclusive society, the top skills employers are seeking can be efit from riding a city bus once in a while. als I work with will be left out of the pool. all stakeholders must be committed to its learned and practiced both inside and out- While many adults with autism are able to achievement. And though employers may side the classroom. Knowing how to plan Give Them a Chance prepare winning resumes and cover letters, want only the brightly-polished gems, ser- and prioritize tasks, for instance, is not the and many can even ace an interview, the vice providers need to continue pushing so domain of one particular major or anoth- I have found, after working closely with majority of the individuals with whom I that employers are willing to take diamonds er. The bad news is this: if one lacks these over 100 adults with autism, those whose work could not. Because of this, many in- in the rough as well. Adults with autism can skills, he’s going to have a really hard time work is community-based demonstrate both dividuals with autism cannot even get their be those “diamonds in the rough” and ser- securing well-paid employment. a more positive affect and fewer anti-social feet in the door. vice providers can try to build this popula- behaviors than their peers who spend their tion’s technical skills, but employers need to Adults With Autism Are Not So Different entire days in the training center where in- Expect the Best be willing to go out on a limb as well. Meet- struction is provided. I don’t have the raw ing half way will be mutually rewarding. Adults with autism, at the end of the day, numbers, but anecdotal experience tells me What I have learned over my years as an want the same thing all adults want. Regard- that being within and among the communi- educator is this: people will surprise you Matthew Ratz, MEd, is a vocational less of their disability, their impaired social ty provides therapeutic benefit; I have seen if given the opportunity. This axiom has trainer for adults with autism. For more interaction and communication skills, and how juxtaposed behaviors are when indi- proven true in the years I have spent sup- information, email [email protected] or their areas of perseveration, adults with au- viduals return from their community-based porting adults with autism. The individuals visit www.harnessthepromise.com. tism want to live as independently as they job versus when individuals have been in I work with never stop surprising me, but can, make decisions for themselves, and training classrooms all day long. it is because I am open to them doing so. References contribute to their communities and their Of course, as a service provider it has I create opportunities for these individuals societies in a meaningful way. Adults with become more and more difficult to secure to reveal their strengths, talents, and inter- Godofsky, J., Zukin, C., and Van Horn, C. autism, while needing varying degrees of community-based jobs for the individuals ests. I am open to being surprised. I am ex- (2011). Unfulfilled Expectations: Recent accommodation in order to achieve these we support. Employers—due to the em- pecting to be surprised. And this is the best College Graduates Struggle in a Troubled goals, pursue these goals with tenacity. ployment market skewed in their favors— kind of self-fulfilling prophecy. When giv- Economy. Retrieved from http://www.hel- I know of individuals with autism who often prefer to give their open positions to en an opportunity to show their skills on a drich.rutgers.edu/sites/default/files/con- have the skills to do many complicat- recent college graduates in lieu of employ- job, most of the adults I have worked with tent/Work_Trends_May_2011.pdf. PAGE 40 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Integrating from page 29 Expert Knowledge Intensity isn’t a detriment. During a Happily Ever After? crisis, I’d want a rescue worker like Matt “used to have a special thing for board Instead of seeing people with ASD as around because he has his heart in the job. Julia’s special interests are human books” wants to purchase and recommend preoccupied and narrow-minded, look at The 20-year-old Canadian counts “helping sciences and learning, so she was di- children’s books. us as experts. “I am very focused on some- others” and emergency services among his recting her passion toward finding work Shay, a 22-year-old American, is devoted thing if I am interested in it - obsessed,” special interests. “It is a great experience,” interpreting neuroimaging. Now, “I’ve to plants and wants to be “creating or sup- explained Mallory, a 30-year-old from Matt said of his involvement in volunteer realized that I have an interest in how porting something that others can enjoy.” the US. “I absorb as much as I can like a firefighting and the auxiliary police. “Along people learn,” she told me. Julia shone Her ideal job involves “providing green sponge and take in more in one sitting than with helping others, you feel that you’re a at her volunteer job assisting individu- spaces for people on and off the spectrum most neurotypical people would ever con- part of something by being on scene.” als with mental illnesses and learning to enjoy.” She is currently considering ca- sider. I notice and remember details that disabilities, and is currently exploring reers in horticulture therapy and landscape others do not.” Easing Career Changes “whether I’d like to look at the neuro- architecture. 45-year-old Zachary from Canada psychology side or do something more 29-year-old David, also from the US, agrees. He has “a very broad knowledge Katherine used to love how her job fit practical like teaching and creating envisions combining his special interests base with a quick recall of relevant ma- into her special interests, “but after working learning materials.” - social justice, math, and education - to terial. I have a prodigious memory, well- at it for thirteen years, I’m over it.” Chang- Like Julia, 58% of people I interviewed innovate resources, perhaps by “coming up honed” in his special interest areas. es are tough for anyone, even without au- felt that their dream job related to their spe- with ways to streamline education further, “My interest saved the day when some- tism’s deep need for routine. Katherine is cial interests. But why aren’t bookstores like incorporating it into videogames” or one misidentified the subject of a paint- not having a crisis, however, about what and libraries warring over who gets Emma “brainstorming with others on the creation ing,” said Katherine, a 46-year-old Amer- to do next. She’s just turning to her other for their children’s sections? Which botan- of a new education curriculum.” ican whose work relates to her special special interests: “I would like to be able to ical garden will support Shay with her so- To best reach more adults in the autism interests of Medieval European history, art, knit and make jewelry well enough to make cial and sensory issues as she contributes community, organizations from all indus- and costumes. “The painting was of Oli- a living doing only that.” Katherine used vitally to the organization? Adults on the tries ought to reach out to and support em- ver Cromwell, but the person in the show her special interests to her advantage to spectrum need programs supporting pas`- ployees with special interests that corre- was talking about Thomas Cromwell, who make a graceful transition between fields. sion-based employment. spond to their lines of business. lived nearly 100 years earlier.” Currently a subject matter expert in First While it won’t revolutionize every And Graham? His interest “has dovetailed Nations treaty negotiations, Zachary also worker’s experience, special interest in- Viewed as a Weaknesses nicely into the work I do now,” he explained. used this underplayed adaptive strategy. tegration can be the key to happy and “My focus on Aspie-related issues allows By working in the theater, the foreign ser- successful employment for some people Unfortunately, not everybody sees me to be very well-versed in my profession- vice, and private practice for law and med- on the spectrum. Emma’s most positive our special interests as positive. “I am al roles where I am working with an Aspie. I icine, Zachary has explored law, medicine, work experiences came from “having intensely interested in issues that con- feel that being an in-depth expert in a single politics, theater, and travel - all of his spe- others be accepting of my strengths and cern individuals with autism spectrum topic, while perhaps limiting my ability to cial interests. weaknesses and being able to do what diagnoses, particularly Asperger’s,” said work with other populations, strengthens my I love.” Graham, a 29-year-old American who ability to work with Aspies.” Loving Our Life and Livelihood Our special interests come with positive works as a therapist. “The problem with qualities like intensity, motivation, and this, though, is that a lot of people see Driven Focus Perhaps most importantly, an engaging expert-level knowledge. Our energy and this as negative obsession. They say I’m career improves quality of life for adults on enthusiasm about them translates to job a workaholic and that I need to have fun, Job coaches discourage workers on the the autism spectrum. “I’d love to just raise dedication. And as we bring value to the and that I should broaden my horizons spectrum from making informal speech- ornamental and edible plants,” said Shay organizations for which we work, so too by learning about other disorders too.” es about special interests, but some jobs of career ideas beyond horticultural ther- will we find happiness and fulfillment in He’s confused: “I enjoy what I learn demand it. Paired with her graphic de- apy and landscape architecture. “I think our own lives. about, so I don’t know why that’s such sign and swimming passions, Mallory’s it would be dreamy to work at a botanical a big deal.” penchant for information holds her in garden or in some sort of urban center.” Emily Brooks is a journalist on the au- It’s not that we lack the smarts or skills good stead. “I teach swimming lessons Listen to the passion in her voice: her job tism spectrum. She advocates through her to work. But current office climates aren’t and it allows me to monologue,” she would be “dreamy”; she’d “love” it. writing for broader acceptance of members always friendly to our types of minds. said. “I work at a screen-print shop and 24-year-old Niklaas, who hails from of the disability, queer, and gender-non- In work cultures that value multitasking, can rattle off a lot about how our or- the Netherlands, likes his current work in conforming communities. Emily lives in our abilities to super-focus on topics of dering process works and the different bookkeeping and accounting. “My job has Brooklyn, New York, where she works interest are viewed as a weakness. Per- types of information that I need to cal- to do with numbers and with the economy, with children and teenagers with autism sonal and professional connections don’t culate a quote.” It’s rewarding to find two things I am very interested in,” he said. and other disabilities. For more informa- always see our special interests as the jobs in which our hyper-focus is useful “Because of this, my job keeps being inter- tion please visit www.emilybrooks.com or strengths they are. and valuable. esting for me and enjoyable to do.” email [email protected].

Future from page 26 similarly raising wages (to $10.10/hour) claim that including these workers in the job (of course, I once doubted he’d ride for disabled workers. I didn’t know people president’s wage hike will lead to many a school bus, too). For him, I think, em- • “Alex can be distracted from a task like Alex worked for less, but under a gov- disabled people being pushed out of work. ployment will replace school as a place to easily.” ernment program originated long before Interesting, and frightful. What other go every day, where if he doesn’t show up we entered World War II, employers could employment-statute landmines wait for people will miss him. Will he get such a He could probably scrape by for the next pay certain disabled workers sub-minimum my son and people like him? Or will Alex place? Students with autism receive a lot of six decades on the compassion or pity of wages. “The Fair Labor Standards Act pro- be lucky enough to run into the growing support in school years, support that often society. I do hope he someday has that vides for the employment of certain indi- number of employers who even forego in- slams into a mother of a curtailment when spring in the step after a day of good work viduals at wage rates below the statutory terviews and instead give workers a one- they graduate. he enjoys. (Maybe calling up Elmo on an minimum,” the statute read, “(including) week tryout, who sometimes use picture “Are you worried what’s going to hap- iPad?) Regarding my own outlook, I can’t individuals whose earning or productive systems in the workplace and who display pen to him when he’s 21?” a school official figure out where work – let alone money – capacities are impaired by a physical or the patience to tap a mania for routine and asked me once. fits into Alex’s universe. Perhaps if we get mental disability … for the work to be per- superhuman powers of concentration? “No,” I replied, “I’m worried what’s go- him to hand enough bills over the counters formed. Employment at less than the min- Just look at the other night at bedtime ing to happen to him when he’s 40.” of Michael’s for little plastic jungle ani- imum wage is authorized to prevent cur- when Alex lost that plastic chicken behind That worry has become a job in itself. mals, then he’ll understand that sometimes tailment of opportunities for employment” the mattress and refused to budge from his we all spend our days in less-than-perfect (www.dol.gov/whd/specialemployment). bedroom no matter how I insisted that I last Jeff Stimpson has authored two books: ways to earn money for what we want. Most disabled workers who worked for saw the chicken out by the couch. “Roost- “Alex the Boy: Episodes From a Family’s What will he be paid? President Obama’s sub-minimum wages under the provision er,” Alex kept saying. “Awww, roo-ster…” Life With Autism” and “Alex: The Fa- recent hike of the minimum wage includes were employed in “segregated, sheltered” We found the chicken. thering of a Preemie.” Visit his blog is at – after vocalizing by advocacy groups – workshops. Operators of such workshops I’m not sure Alex will ever hold a job http://jeffslife.tripod.com/alextheboy. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 41

Technology from page 26 ity to turn the pages of a book. By utiliz- a feature in many computer word process- tiers in Learning. Correspondence con- ing a tablet, the frustration that manifests ing programs today. These programs, such cerning this article should be addressed to class projects, and discussion. Sometimes from these complications can be avoided as Co:Writer, provide students with a list Samantha at [email protected]. the material covered in class is not cov- (Stachowiak, 2010). Further, digital cop- of up to thirty possible target words after ered anywhere else (i.e., textbook, Pow- ies of lecture materials allow students to typing the initial letters of the word they References erPoint slides, handouts, etc.), requiring manipulate these notes in ways that can are attempting to express. This software techniques to ensure all material is ac- be beneficial. This can include, but is assists individuals in the writing process Boyle, J.R. (2010). Strategic note-taking cessible by the student. Outside of the not limited to: increasing text size, color by changing the concentration from the for middle-school students with learning classroom, reading materials tend to also coding, sharing of notes, or incorporating physical activity of typing to the men- disabilities in science class. Learning Dis- become more taxing, covering abstract supplemental notes or comments (Sta- tal activity of processing and planning ability Quarterly, 33, 93-109. topics that can be difficult to understand. chowiak, 2010). Digital books allow for which words to use to express thoughts. As opposed to reading simply for content, a seamless experience for reading, allow- The use of word prediction has led to Evmenova, A.S., Graff, H.J., Jerome, there is an increased emphasis of being ing students to have all of their books in an increase in the fluency and quality of M.K., & Behrmann, M.M. (2010). Word able to analyze readings. Further, while one place, along with supportive resourc- students’ written work (Peterson-Karlan, prediction programs with phonetic spell- high school classes tend to provide guid- es such as a dictionary, thesaurus, and on- 2011). Word prediction can support word ing support: Performance comparisons and ed questions to lead the student through line search engines. retrieval issues, spelling difficulties, and impact on journal writing for students with the readings, college classes tend to rely writing breakdowns, and has been found writing difficulties. Learning Disabilities on the student to identify key topics and Smart Pen to increase content legibility, spelling Research, 25(4), 170-182. themes. accuracy, and writing efficiency (Hand- The fundamental changes above can Assistive technology is extremely im- ley-More, Deitz, Billingsley, and Cog- Habash, M.A. (2005). Assistive technol- seem hard to manage; however, by estab- portant for students that struggle with gins, 2003; Evmenova, Graff, Jerome, ogy utilization for autism: An outline of lishing assistive technology supports while content heavy courses. Many times, inef- & Behrmann, 2010). Additionally, the technology awareness in special needs still in high school, such transitions can be fective listening skills and poor note-tak- results of a study conducted by Mirenda therapy. Paper presented at The Second managed in a much more efficient manner. ing skills are the primary obstacles pre- and Turoldo (2006) found that students International Conference on Innovations in Creating a course of action is important for venting comprehension of class lectures using word prediction software led to Information Technology, Dubai. students with ASD because environmental (Boyle, 2010). Smart Pens can be utilized an increase in writing stamina and a de- changes may lead to high levels of stress to alleviate such hurdles. A Smart Pen is crease in writing frustration. By removing Handley, More, D. Deitz, J., Billingsley, that can drastically affect a student’s ability “a pen that contains a recording device, the distraction of spelling errors and the F.F., & Coggins, T.E. (2003). Facilitating to participate and succeed in the learning which when used with its accompanying frustration of the mechanics of writing by written work using computer word pro- environment. notebook, links written notes to what was hand, there is an increased emphasis on cessing and word prediction. American Below are some examples of how tech- recorded at the time the note was written” content, allowing students to maintain fo- Journal of Occupational Therapy, 57, nology can be used to support students (Stachowiak, 2010, p.5). As students are cus on the topic at hand. 139-151. with ASD in the learning environment with taking notes, the pen matches up the loca- Using assistive technology to support a focus specifically on supporting students tion of the notes to the time of the lecture, individuals with ASD helps to overcome Mirenda, P., & Turoldo, K. (2006). The at the high school and college levels. allowing students to review the contents of the limitations that have made academic impact of word prediction software on the the lecture in tandem with specific loca- success elusive for students in the past. It written output of students with physical Tablets and Computers tions in their notes. This allows students is important to start using technology to disabilities. Journal of Special Education to supplement their notes with portions of support learning in college while students Technology, 21(3), 5-12. With the advancement of technology, the lecture they may have missed or mis- are still in high school, as the work is more hand held computers are becoming more understood. The audio files can be trans- manageable and allows time to master the Peterson-Karlan, G.R. (2011). Technology common. The use of these hand-held de- ferred to the computer in order to make technologies, leading to improved prepa- to support writing by students with learning vices is slowly permeating into the ac- a more seamless experience of reviewing ration for the higher demands of college and academic disabilities: Recent research ademic field, finding particular use for notes. Further, research has demonstrated level curriculum. Getting systems of as- trends and findings. Assistive Technology students with ASD. Independent devel- that classrooms who share Smart Pen au- sistive technology put in place as early Outcomes and Benefits, 7, 39-62. opers can create applications to address dio files online tend to have lower num- as possible will allow for higher levels of specific needs, but the digital aspect of bers of accommodation requests for notes academic independence as the road to col- Stachowiak, J. (2010). Universal design for reading materials is one of the most im- and note takers (Stachowiak, 2010). lege approaches. learning in postsecondary institutions. The portant benefits of these new devices. John Hopkins University New Horizons for These devices can address fundamental Word Prediction Casey Schmalacker, BA, is Academic Learning, 8. Retrieved from http://jhepp.li- difficulties a student may face, such as Coach and Samantha Feinman, MSEd, brary.jhu.edu/ojs/index.php/newhorizons/ fine motor difficulties affecting the abil- Word prediction technology is found as TSSH, is Program Director at New Fron- article/view/68

Free Support Group For Families of Adults with Asperger’s Syndrome and High Functioning Autism The focus of the support group is to assist families in understanding the complex issues related to their adult child impaired with Asperger’s Syndrome or High Functioning Autism. At many of our meetings, we have speakers address various topics of importance related to these syndromes.

For more information, visit our website www.FAAHFA.com or contact the facilitators: Bonnie Kaplan - [email protected] | Judith Omidvaran - [email protected]

Socialization and Life Skills Group For Asperger’s Syndrome and High Functioning Autistic Adults Focused on: Employment &Issues, College Coaching & Supports, Socialization Self-Advocacy, Dating, and Relationships

For further information contact the facilitators: Patricia Rowan, LMSW - (914) 736-7898 - [email protected] | Susan Cortilet, MS, LMHC - (845) 406-8730 - [email protected]

Upcoming Meeting Dates: 2014 - 4/27, 5/18, 6/22, 9/21, 10/26, 11/23, 12/14 2015 - 1/25, 2/22, 3/22, 4/26, 5/17, 6/21

Westchester Arc The Gleeson-Israel Gateway Center 265 Saw Mill River Road (Route 9A) Hawthorne, NY 10532 PAGE 42 www.mhnews-autism.org AUTISM SPECTRUM NEWS ~ SPRING 2014

Examination from page 18 ness by supporting and communicating cial Education and Disability Policy, Shattuck, P. T., Narendorf, S. C., Cooper, with families to help them obtain needed Virginia Commonwealth University and B., Sterzing, P. R., Wagner, M. & Taylor, programs: (a) work experiences in em- services, navigate agencies’ bureaucra- can be contacted at [email protected]. J. L. (2012). Postsecondary education and ployment settings that take into account cies, and resolve problems and obstacles. Samuel Fleisher, Ed.D., is an Education- employment outcomes among youth with participants’ strengths as well as chal- In addition, support of worksite supervi- al Therapist in Great Neck, NY and can an autism spectrum disorder. Pediatrics. lenges, such as executive dysfunction, sors to help them deal with learning and be contacted at [email protected]. doi:10.1542/peds.2011-2864 concrete thinking, rigidity, sensory issues, behavior differences of employees with and social communication challenges; (b) autism is critical to employment success References Shattuck, P. T., Wagner, M., Narendorf, self-determination competence through of individuals with ASD. As supervision S., Sterzing, P., & Hensley, M. (2011). person-centered planning to identify work responsibility is transferred from job Autism Society. (2011). Facts and statis- Post high school service use among young opportunities that take into account special coaches to jobsite personnel, communica- tics. Retrieved January 15, 2014 from http:// adults with autism. Archives of Pediatrics talents and skills that may have been de- tion channels should remain open in or- www.autism-society.org/about-autism/fact and Adolescent Medicine, 165, 141-146. veloped and honed to high levels through der to handle difficult situations promptly over-selective interests in specific topics and to maintain a steady pace of on-the- Cimera, R.E., & Cowan, R.J. (2009). The Standifer, S. (2009). Adult autism and (e.g., trains, cars, animals, theater, food, job learning. In this way, as job tasks and costs of services and employment out- employment: A guide for vocational reha- mathematics); (c) modeling and video pre- requirements continue to develop and comes achieved by adults with autism in bilitation professionals. Disability Policy sentations that take into account unique change over time, the employee with au- the US. Autism, 13, 285-302. Studies, School of Health Professions, learning and behavior characteristics as- tism may be accommodated. University of Missouri. Retrieved Febru- sociated with autism (e.g., difficulty with In conclusion, with UDT, as the base Lawler, L., Brusilovkiy, E., Salzer, M.S., ary 10, 2014 from http://www.dps.missou- abstract concepts, trouble with fast-paced for employment intervention, programs Mandell, D.S. (2009). Use of vocational ri.edu/Autism/Adults speech, preference for well-organized can offer a range of possible supports, ser- rehabilitative services among adults with visual presentation); (d) participation in vices, and training to help prepare adults autism. Journal of Autism and Develop- United States Department of Labor (2014). individual work, cooperative tasks, and with autism for employment. The Univer- mental Disorders, 39, 487-494. Current disability employment statistics. technology-driven activities that take into sal Design feature of UDT eliminates the Office of Disability Employment Policy, account learning and behavior needs (e.g., need to “retro-fit” services, which can de- Müller, E., Schuler, A., Burton, B.A., & U.S. Department of Labor. Retrieved from difficulty with generalization of learned lay employment outcomes and extend the Yates, G.B. (2003). Meeting the vocational http://www.dol.gov/odep/ information to new situations, desire to length of needed to receive services. In support needs of individuals with Asperger have friends but inability to take initiative addition, use of person-centered planning syndrome and other autism spectrum dis- Thoma, C.A., Bartholomew, C.C., & Scott, or act reciprocally, difficulty understand- can assure that the focus of employment abilities, Journal of Vocational Rehabilita- L.A. (2009). Universal design for transition: ing expectations in cooperative group sit- goals, supports, and services are based on tion, 18(3), 163-175. A roadmap for planning and instruction. uations); (e) role playing and drawing that the preferences of the individual, which Baltimore: Paul H. Brookes Publishing Co. take advantage of skills and strengths that increases the likelihood that goals will be Rose, D., & Meyer,A. (2006). A practical can be used to demonstrate competence; met. Finally, ongoing open communication reader in Universal Design for Learning. Van Laarhoven, T., & Winiarski, L. (2012). and (f) reflection and evaluation of learned with families and employers are essential Cambrideg: Harvard Educational Press. Maintaining vocational skills of individu- knowledge through self-assessment, in- to effective employment intervention for als with autism and developmental disabil- volving the need to look objectively at the persons on the spectrum. Scott, L.A., Saddler, S., Thoma, C.A., Bar- ities through video modeling. Education consequences of one’s actions and consid- tholomew, C., Alder, N., & Tamura, R. and Training in Autism and Developmental ering the interpretation of, and response to Dianne Zager, Ph.D. is the Michael C. (2011). Universal design for transition: A Disabilities, 47, 447-461. one’s acts by others. Koffler Professor in Autism, Dyson Col- multi-element brief experimental single The role of families in the employment lege of Arts & Sciences, Pace University, subject design study of the impact of the use Zager, D., & Alpern, C. (2010). College-based process is essential to effective employ- New York City and can be contacted at of UDT on student achievement, engage- inclusion programming for students with au- ment intervention. Adult service providers [email protected]. Colleen Thoma, Ph.D. ment and motivation. i-manager’s Journal tism. Focus on Autism and Other Develop- may substantially increase their effective- is Professor & Chair, Department of Spe- on Educational Psychology,4(4), 21-32. mental Disabilities, 25(3), 151-157.

Disclosing from page 27 people who are diagnosed with ASD and Meyer’s Asperger Syndrome Employment New York: Wiley. who qualify are provided a Free and Ap- Workbook, Valerie Paradiz’s The Integrated challenges on the job to employers, she/ propriate Public Education. This protection Self-Advocacy ISA Curriculum: A Program Grandin, T., & Duffy, K. (2003). Develop- he needs to understand her/his self well changes after someone becomes an adult. for Emerging Self-Advocates with Autism ing Talents: Careers for Individuals with enough to know what to ask for. She/he Under the ADA (American’s With Disabil- Spectrum and Other Conditions, Rudy Asperger Syndrome and High-Functioning needs to be able to self-advocate. For in- ities Act of 1990 and Rev. 2008), all people Simone’s Asperger’s in the Workplace, and Autism. Shawnee Mission, Kansas: Autism stance, many individuals have overhead diagnosed with ASD cannot be discrimi- Zosia Zaks’s Life and Love: Positive Strat- Aspergers Publishing Company. lighting and visual stimulus issues which nated against during the interview process egies for Autistic Adults. If these books makes it more difficult to process infor- or if they disclose after becoming an em- help, but someone is having difficulties “IDEA - Building The Legacy of IDEA mation. If there is a concern on the job ployee. Unfortunately, we have members implementing the authors’ suggested strate- 2004.” IDEA - Building The Legacy of about lighting, the employee could ask of GRASP who have experienced discrim- gies, we recommend consulting a job or life IDEA 2004. N.p., n.d. Web. 28 Feb. 2014 her/his employer for a workspace lamp or ination because of their ASD diagnosis coach for assistance and direction. to work near a window for natural light. in both of these situations. This is one of Meyer, R. N. (2001). Asperger Syndrome The employee self-advocated for her/his the reasons we are advocating for people This article serves only as a suggestion Employment Workbook. London: Jessica needs, which allowed her/him to be more to consider utilizing self-advocacy before based on our experience working with in- Kingsley Publishers. productive without disclosing a diagnosis. disclosing. By finding Common Ground dividuals on the spectrum. GRASP is not Another example, involves verbal instruc- and self-advocating for workplace needs, responsible for loss or termination of em- Paradiz, V. (2009). The Integrated Self-Ad- tions. For many ASD individuals, auditory the employee (or future employee) is more ployment due to an employee or a potential vocacy ISA Curriculum: A Program for processing can be difficult. An employee likely to keep her/his job and be the best employee’s decision to disclose or not dis- Emerging Self-Advocates with Autism with this challenge can self-advocate by re- employee possible. close their disability to an employer. Spectrum and Other Conditions. Shawnee questing that they be given written instruc- Kate Palmer, MA, CCP, is Executive Di- Mission, Kansas: Autism Aspergers Pub- tions or guidelines about their job position, Conclusion rector and Lindsey Pfundstein, BA, QMHP, lishing Company. tasks, duties, and projects. Although an is Programs Director of GRASP. GRASP is employer may not have ASD or understand By finding the Common Ground of un- a 503c non-profit organization dedicated to “Search ADA.gov.” ADA.gov Homepage. what it is, an employer does understand derstanding and communication with an improving and enriching the lives of adults N.p., n.d. Web. 27 Feb. 2014. what it means to need assistance and ask employer and self-advocating for work- and adolescents on the Autism Spectrum for help. This dialogue and collaboration place needs, the employee can become a along with their families. For more infor- Simone, R. (2010). Aspergers On the Job: creates the Common Ground, without the better worker and assist the employer in mation please visit our website, at www. Must-have Advice for People With Asperg- need for further explanation of the reasons creating a successful, productive business grasp.org or contact us at [email protected]. er’s or High Functioning Autism, and Their for the request. without the need for disclosure. Employers, Educators, and Advocates. Ar- For individuals on the Autism Spectrum References lington, Texas: Future Horizons. Discrimination Continues seeking employment or who are currently employed, we suggest reading the follow- Clark, H. H, & Van Der Wege, M. M., Zaks, Z. (2006). Life and Love: Positive Under the IDEA (Individuals with Dis- ing books: Temple Grandin & Kate Duffy’s (2002). Psycholinguistics. In D. Medin Strategies for Autistic Adults. Shawnee abilities Education Act) and Section 504 Developing Talents: Careers for Indi- (Ed.), Stevens’ handbook of experimental Mission, Kansas: Autism Aspergers Pub- (of the Rehabilitation Act of 1973), all viduals with Asperger Syndrome, Roger psychology. (3rd Ed., Vol. 2, pp. 209-259). lishing Company. AUTISM SPECTRUM NEWS ~ SPRING 2014 www.mhnews-autism.org PAGE 43

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