For Employers/Colleagues of People with an Autism Spectrum Disorder

FOR EMPLOYERS/COLLEAGUES OF PEOPLE WITH AN AUTISM SPECTRUM DISORDER Preface

This brochure is intended for employers and colleagues of people with an Autism Spectrum Disorder (ASD). Relevant issues, which these people may be confronted with at the workplace, are briefly described and illustrated with examples. Differences, as well as similarities, within the ASD will define the individual functions of autistic employees. Brief descriptions of the three main disorders in the autistic spectrum are included in the appendix.

Obviously not all detailed points apply to each employee with autism, hence the need for oral information. This can be supplied by the employee or, if applicable, job coach or another counsellor.

Information

Employers’ information should always be presented to employers/colleagues during informative discussions. Each client with autism is different and should not be attributed characteristics that do not apply to him/her. Furthermore, this document should not be left lying around. It is confidential and should only be used in discussions focused on the client. Discussions can take place with, or without, the client providing he/she has been informed accordingly and agrees. After all, the job coach is working on behalf of the client. Point of particular Description Information attention Perception Outside world perceived as Difficulty attaching significance to the coherence disorder fragmented. between various activities.

Example Not being able to imagine the actual significance of having a job. Has to be experienced before any significance can be attributed. Generalisation Experience gained and/or Experience needs to be discussed again if the trained in one situation is not situation (or an appointment for example) automatically transferred to changes. It is essential to check that the another situation. information has been understood. Problems with People with autism often have It is important to announce changes beforehand. changes difficulty coping with changes Extra attention should be given if this is not and unpredictability. possible. Contradictions in Being able to do something, Example language use and and knowing something, are Someone with higher secondary education, who functioning miles apart. is eloquent in conversation, has little insight into simple tasks (stacking shelves in supermarket). Communication (I) Frequent difficulty with Example understanding non-spoken Colleague’s frown hardly noticed, or not noticed language. at all. Communication (II) Contact often superficial and Lack of reciprocity in contact can be perceived not reciprocated. as irritating/ upsetting.

Example Being rather taciturn, or sitting apart, during breaks (because the person in question likes to do so). Or talking a lot but hardly registering what someone else says. Communication Language interpreted too Example (III) literally. A warning ‘to watch the road’ (rather than the person behind you) during a cycling trip, and the relevant person immediately starts to look at the road surface. Communication Open questions are difficult to Preference for simple choices (making a choice (IV) cope with. is difficult in itself for most people with autism) or direct questions. Sensory Indications show that sensory Example perception perception is different Stimuli that are acceptable to other employees, (stronger or weaker than can be too loud, strong, intense or weak average). for people with autism. Preoccupation Some people are inclined to Preoccupation can affect level of concentration, be obsessively, or pace and accuracy. excessively, involved in specific subjects or actions. Handicap Usually no real self image. Sometimes this can lead to frustration, e.g. acceptance because the level of activities is lower than problems expected. Need for structure It is essential to ensure that A clear overview of the work and work situation tasks and expectations are will be extremely beneficial. Lack of clarity will clear. result in insecurity and matters of major or minor importance can be confused. Sometimes illustrations or written instructions can be a valuable tool. Perfectionism Often focused on perfection. This can be a considerable advantage with respect to work. In some cases, however, it will be a disadvantage, i.e. when trying to be too precise so that the work pace is affected. Reliability Generally functioning is This applies with a suitable workplace. constant, i.e. when situation is Obviously the situation at home will also have an largely predictable. effect. Appendix

In general structure with respect to scope, timing and materials, maximum predictability, continuity and individual attention are essential for people with autism. Obviously there will be individual differences.

The differences are also closely related to the nature of the disorder within the autistic spectrum.

Firstly there is the traditional autistic profile, which is related to: - qualitative limitations in social interactions, i.e. with reciprocity, - qualitative limitations in verbal and non-verbal communication, - limited, repetitive, stereotype patterns of behaviour, interest and activity.

Secondly there is Asperger’s Syndrome. The difference lies in the method of communication. People with Asperger’s Syndrome have normal speech development patterns and are normally, or highly, intelligent. Problems occur with motor skills. Because of their language use these people are often overrated, even though they cannot meet the set requirements and expectations, which often leads to problems at work.

Finally there is the PDD-NOS group, or ‘Pervasive Development Disorder Not Otherwise Specified’ group. This is the remaining category, for which there are no detailed, and often negative, descriptions. This group is subject to serious deficiencies in social interaction or in communication or stereotype behaviour, interests and activities. Sufferers have difficulty generalising and empathising with others.