UTISM PECTRUM EWS A YOUR TRUSTEDS SOURCE OF SCIENCE-BASED AUTISM EDUCATION,N SUMMER 2021 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 14 NO. 1 Autism and Employment

Conducting a Job Search: Quick Tips to Guide Your Journey

By Michael Giorgio the myriad job requirements out there (that Spectrum Works, Inc. most of us never realized existed) can bring you to the top of the resume pile. That is the first step. That is where you need to be. The et us begin with facts: job search- process of interviewing and winning the ing is not always easy - for any- job is phase two of the process, which many one. Most people, whether they other resources will cover further in depth. are autistic or not, will experience A recent article in Spectrum illustrates Lseveral potential hurdles when finding the how one of the hallmarks of autism, an in- right job for them. Although there are addi- tense and often narrow focus on a very spe- tional challenges that are unique to autistic cific topic, can lead to a career. In response individuals, the initial steps of the journey to autistic blogger Pete Wharmby’s 2020 are similar, and these core elements of any Twitter post - “Anyone #autistic managed job search campaign can make a differ- to make a living from a special interest?” - ence in a competitive job market. people with professions as diverse as librar- Spectrum Works is a non-profit dedicat- ian, tattoo artist, train conductor, and even ed to providing job training and life success paleontologist responded that their passions skills for autistic young adults. While much inspired and informed their life’s work. of the curriculum and practical training are Temple Grandin, PhD, whose passion specific to autism, portions of our career for animals led to her becoming a preem- planning are applicable to anyone and are inent expert and thought leader on animal key to identifying who you are and what behavior, and John Elder Robison, an auto you can bring to the professional world. enthusiast and highly recognized restorer Job searching is a complex process and take away today to get started and that can employment - a job that inspires and fits of classic cars, are two prominent autism no one article will offer an all-encompass- hopefully help you gain an edge in your “me.” Much has been written lately about advocates who have turned their special ing solution. Most autistic individuals will personal marketing campaign. “special interests” related to autism. Be- interests into a profession. need the support and guidance of profes- yond challenges - which are individual to Try this (fun) exercise: make a list of ev- sionals over time to become seasoned in Who Am I? What Do I Want? each person - there also exists your own erything you enjoy doing. It can be anything all aspects of career planning. In the mean- unique attributes or strengths. Identifying time, here are some quick tips you can Our ultimate goal is to find meaningful and promoting these strengths to align with see Job Search on page 25

Neurodiversity Hiring Programs - A Path to Employment?

By Marcia Scheiner With SAP’s announcement, hopes rose President that doors would begin opening at large Integrate Autism Employment Advisors employers interested in including autistic jobseekers in their ranks. SAP was fol- lowed by several other global employers tandard recruiting and interviewing in making significant commitments to im- processes are designed for the ways plementing autism hiring programs – DXC neurotypical candidates think. Un- Technology (2014), JPMorgan Chase and fortunately, these practices often Microsoft (2015) and EY (2016). Today, Sobscure the talents neurodivergent candi- these five employers have the largest dates can bring to an organization. While neurodiversity hiring efforts, measured some autistic individuals do obtain em- by number of employees hired, among ployment through an employer’s standard federal and corporate initiatives (see Histo- legislation, WIOA was meant to ensure multi-national corporations. Additional- recruiting process without disclosing they ry Timeline, above). disabled workers are provided with the ly, at least fifty other major corporations, have a neurodivergent profile or request- The Vocational Rehabilitation Act of skills to succeed in a competitive employ- worldwide, have launched hiring initia- ing an accommodation, the unemployment 1920, which provided funds for people ment environment and engage employers tives targeting neurodivergent talent. statistics suggest that those individuals are with physical disabilities, laid the ground- in a more meaningful way in the process in the minority. To address this, some em- work for the current vocational service of creating employment opportunities for Hiring Approaches ployers are modifying their recruiting and system for people with disabilities in the people with disabilities. interviewing practices to provide autistic U.S. Over the years, the Vocational Re- On the corporate side, in 2008 Wal- The approaches employers take to in- candidates the opportunity to demonstrate habilitation Act was expanded to include green’s started hiring a significant number clude autistic individuals can range from their skill sets in ways that suit their pre- services for persons with other types of of employees with disabilities to work in hiring initiatives developed solely for neu- sentation styles, while others have gone as disabilities. The Rehabilitation Act of two major distribution centers, and in 2010 rodivergent candidates to creating inclu- far as setting up completely distinct pro- 1973 was passed to include persons with started the Retail Employee Disability Ini- sive processes within the company’s exist- grams for hiring autistic employees. severe disabilities and incorporate civil tiative to train people with disabilities in ing hiring practices. rights protection for persons with dis- their retail pharmacies. In March 2013, The History of abilities (Idaho Department of Vocational SAP announced its intention to have 1% of Distinct Hiring Processes - Some compa- Neurodiversity Hiring Programs Rehabilitation, n.d.). In 2014, the passage its workforce be comprised of autistic em- nies choose to establish an autism hiring of the Workforce Innovation and Oppor- ployees by 2020. For a Fortune 500 com- program that is distinct and separate from Present day neurodiversity hiring pro- tunity Act (WIOA) updated the laws gov- pany, this was an incredible commitment grams have evolved from a combination of erning vocational services. Unlike prior at that time. see Hiring on page 34 PAGE 2 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 3

Table of Contents Editorial Calendar

Autism and Employment - Written by Autistic Adults Fall 2021 Issue 11 Making a Case for the IEP Diploma When It Comes to Employment “Challenging Behaviors and Autism” 12 What Benefits Should an Employer Have for Neurodiverse Employees? Deadline: September 2, 2021 12 Identity Language: In Service of a More Inclusive Workplace 17 Why Being Self-Employed Was the Logical Solution for Me Winter 2022 Issue 18 Matching Interests Key to Successful Employment for People with Autism “Improving Lives with Technology” Deadline: December 3, 2021 26 The Connection Between Transportation Access and Future Employment 27 Autistics and Employment: Far Too Many Rivers to Cross Spring 2022 Issue 29 Disclosing Autism During an Interview “Education and Autism” Autism and Employment - For Individuals and Employees Deadline: March 3, 2022 1 Conducting a Job Search: Quick Tips to Guide Your Journey 4 Ensuring Safety in an Inclusive Workplace Summer 2022 Issue “Understanding and Treating Co-Occurring Conditions” 8 Set Up For Success: Vista Life Innovations’ Three-Step Employment Model Deadline: June 7, 2022 9 A Person-Centered Approach to Teaching Meaningful Employment Skills 10 The “Why” of Disability Unemployment 16 Supporting the Transition to Employment for Adolescents with Autism Want to participate? 16 Engagement in Special Interests Provides Employment Opportunities Learn about and . 18 Social Skills Intervention: Key Piece of the Employment Puzzle advertising article submissions 20 Networking for Good 20 A Bridge to Employment Stay Connected with ASN Online 21 Self-Advocacy and Successful Onboarding and Maintenance of Employment 23 Building Interview Skills Can Help People with ASD Feel Less Overwhelmed Find over 1,100 articles and 50 back issues at Autism and Employment - For Employers www.AutismSpectrumNews.org 1 Neurodiversity Hiring Programs - A Path to Employment? 6 Fostering a Healthy Workplace Requires a Holistic Approach Get Even More Autism Education 19 Six Steps for Greater Autism Inclusion in the Workplace Delivered to Your Inbox Every Two Weeks! 24 Improving the Psychological and Emotional Safety of Adults in the Workplace Sign Up for the ASN UPDATE Newsletter Autism and Employment - Public Policy 25 Equal Access to Employment for Adults Requires Bold Legislative Initiative Supporting the Autism Community 13 Autism Through a Clinician’s Perspective #YourTrustedSource 14 The Key to True Success in College and Beyond Since 2008, Autism Spectrum News has been providing Scientific Research News a trusted source of science-based autism information, 22 Early Screening Tool Leads to Earlier Diagnosis and Treatment for ASD education, and quality resources to the community.

Please Support the Resources Advertised in This Issue!

AHRC New York City Daniel Jordan Fiddle Foundation Planning Across the Spectrum Behavior Therapy Associates Devereux Advanced Behavioral Health Precision LTC Pharmacy Berklee Institute for Arts Education & Special Needs Irwin Siegel Agency Spectrum Transitions Coaching Brown Bell Consulting, LLC Melmark Threshold Program at Lesley University Career and Employment Options, Inc. Mindy Appel, LCSW, ACSW, LMFT Vista Life Innovations Center for Career Freedom MOVIA Robotics Westchester Jewish Community Services (WJCS) Winters Center for Autism PAGE 4 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Ensuring Safety in an Inclusive Workplace

By Heather Purcell ative self-talk as well as heightened anxiety above and beyond, also include a list of Risk Management Specialist around any new job prospects. non-responsibilities. For example, it was Irwin Siegel Agency In this brief scenario there are clear not his responsibility to operate machinery, missed opportunities preceding the out- move parts around, or perform duties with- come. They fall heavily upon the support out being asked by the supervisor. Setting ccording to the Office of Dis- team’s mismanagement. Employers look- boundaries in an employee’s responsibili- ability Employment Policy, ing to create an inclusive setting for em- ties will ensure they have established pa- “Americans on the autism ployees with Autism should consider mul- rameters in their role. spectrum experience substan- tiple avenues to determine what works best Equally important is ensuring the po- Atial challenges to attaining competitive for their business. Some individuals with sition fits the employee’s unique range integrated employment opportunities that Autism will not need significant workplace of abilities. If we consider the analogy of match their interests, gifts, and talents. supports. Some may need or be receiving fitting a square peg in a round hole, it ap- They experience substantial unemploy- external supports from a provider. Some plies in this situation. The logical choice ment and underemployment, according may benefit from accommodations within is to fit each peg into the appropriate hole. to the research literature.” Establishing the current employee structure. These are This may mean assessing the position and an inclusive and supportive workplace for all worth considering when exploring the making reasonable accommodations so the individuals on the autism spectrum relies hiring process in order to identify the can- employee can be successful. Expecting the upon employers willing to commit to the didate’s needs. This process is not very dif- employee to adapt to expectations outside safety and understanding of all employees. ferent from any other hiring process, look- of their skill level is not best practice. Con- Using equity as the lens, rather than equal- ing at skillset and determining potential as sider the sensory demands of the position ity, ensures appropriate modifications will an employee. in order to ensure they will not be over- promote an inclusive and successful work- Heather Purcell Each state has varying degrees of avail- whelming, distracting, or barriers to a suc- place relationship. able employment services. These services cessful employee/employer partnership. Many years ago, I worked as a case man- ties were largely maintenance-based and provide a scope of support from skill de- Mentorship is extremely valuable when ager for adults with intellectual and devel- well within the person’s skill range. As time velopment to on-the-job mentorship. Em- establishing an inclusive work environ- opmental disabilities. As with any person, went on, supervision became lax, leading to ployers can become leaders in inclusive ment. Challenges with interpersonal skills each had their own unique talents requiring immediate red flags. By the time the infor- employment by considering the state based and fitting in may be a barrier to an em- cultivation to get to the truest potential. mation made its way back to me, numerous supports available to potential employees. ployee with Autism. Placing a fellow em- One young man was exceptionally eager reports stated circumstances where he was Establishing a partnership with employ- ployee within supporting distance is one to work. While friendly and helpful, there found under vehicles with tools, operating ment support organizations can create a way to ensure work tasks are holistically were some concerns about successfully machinery, and involved in duties outside secure foundation where the employee will managed and encouraged. This also pro- following two to three step instructions. of the role they had been employed to carry thrive and meet job expectations. These motes skill-based learning through mirror- An employment coach was confident that out. The employer determined the risk was job expectations should be clearly defined ing. Mirroring is when a person with a a job at a local auto repair shop would be a too high to continue employment. Termina- and outlined. Consider the above situation. great fit based on personality. The job du- tion devastated this person, leading to neg- To circumvent an employee’s drive to go see Safety on page 23 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 5 PAGE 6 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Fostering a Healthy Workplace Requires a Holistic Approach

By Louis Chesney tion-by-interaction, moment-by-moment, Manager of Neurodiversity one-on-one, and with the entire team (Roth- Rethink Benefits well et al., 2015). According to the book Healthy Workplace Nudge, which further updated the idea of psychological safety ur home lives have invaded our in 2018, interacting with others with this workspaces, and vice-versa. The paradigm in mind can lead to information whole person, not just the em- sharing and improved coordination - coor- ployee, shows up at work, and dination that becomes cooperation, and the Olikewise, it’s not just mom or dad who shows willingness to share resources and collab- up at home. Because of the pandemic’s orate around common goals. Social-emo- significant impact on employee work-life tional learning is a primary tool in promot- balance, employers can no longer assume ing psychological safety. Employees of all employees have mental fortitude. Accord- social backgrounds and cognitive makeup ing to a 2021 CDC survey, more than two experience mental well-being when they in five adults (42%) reported symptoms feel included, engaged, and empowered of either anxiety or depression during the to contribute to the organization and think pandemic (Vahratian et al., 2021). Autis- their views and expertise are heard and act- tic individuals experience higher rates of ed upon. anxiety or depression (Oomen et al., 2021). Due to these significant life pressures, Acknowledging Strengths and Autonomy employees may not successfully deal with Louis Chesney work pressures and other matters. Because According to a 2019 study in the Journal of this, employers play an essential role: Furthering Psychological Safety reer (1990). Like psychological safety, the of Happiness, when employees perceive Achieve an environment that is truly safe, neurodiversity paradigm seeks to enable that their organization supports them and nurturing, and supportive for everyone’s Many employers are hiring autistic in- autistic individuals to express themselves their strengths, they feel more satisfied mental well-being beyond creating flexible dividuals and creating a psychologically without the risk of encountering adverse with life and experience less burnout. The work schedules and check-ins. Employers safe environment for them. In his article, reactions from their colleagues and man- study findings also provide convincing can foster a mentally healthy workplace by: “Psychological Conditions of Personal En- agers. The paradigm also sees all neuro- evidence for the benefit of focusing on an gagement and Disengagement at Work,” cognitive functioning as a natural part of individual’s strengths at work (Meyers et 1. Furthering psychological safety William Kahn, who coined the term “em- the human variation that is to be expected al.). Still, organizations must establish clear ployee engagement” in the 1990s, defines and accepted as part of diversity (Honey- roles and responsibilities at the intersection 2. Acknowledging strengths and autonomy psychological safety as showing and em- bourne, 2019). of individual abilities and organizational ploying one’s self without fear of negative Further research shows that building 3. Integrating wellness into business practices consequences of self-image, status, or ca- psychological safety happens interac- see Holistic on page 24 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 7 PAGE 8 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Set Up For Success: Vista Life Innovations’ Three-Step Employment Model

By Becky Lipnick supervisors at job sites to gain employment Communications Lead experience and develop their skills. Vista Vista Life Innovations has numerous partnerships with employers along the Connecticut shoreline to offer a variety of job site opportunities to students, mployment can be a source of depending on the student’s interests. In anxiety for both individuals with addition to Vista’s retail store, Creations, disabilities and their families. Vista has a second social enterprise de- The rate of unemployment or un- signed to offer employment opportunities Ederemployment for those with autism in to students, Ventures Business Services. the U.S. is particularly high compared to Ventures is designed to give students the those with other disabilities or the general chance to explore a variety of employment population (Ohl et al., 2017). Despite the opportunities while working with a team obstacles, organizations like Vista Life specifically trained to engage with individ- Innovations, a nonprofit along the Con- uals with disabilities. Students at their job necticut shoreline dedicated to assisting sites can practice in fulfillment, commer- individuals with disabilities, have seen cial cleaning, property maintenance or as a those with disabilities like autism find and receptionist. Because Ventures is designed succeed with paid employment, often stay- for those with disabilities, students can ex- ing with the same company for decades if periment with how to set up their environ- they choose. Vista believes that everyone Vista students in Job Development Group ment to achieve success. Beatrice, an in- can be employed in some way and that discussing how to prepare for a job interview dividual with disabilities who now works everyone can reach their full potential. at Ventures, realized, “One of my strengths Their strategy for employment success has at Vista build these fundamental skills. In waking up on time for their programmatic is being able to focus when I am in a qui- three steps: build a general foundation of the program, students learn three core ar- group, they most likely would struggle to et environment. I can get distracted when independence, cultivate vocational readi- eas in addition to vocational training: life be on time for work as well. Many skills the environment is loud, so some people I ness through job development and training skills, cognitive and social behavior, and covered in Discover also give students grew up with were surprised that I am good sites, and prepare students to showcase community involvement. Jordan Shamas, more potential employment opportunities, at a job that requires so much concentra- their abilities during the hiring process. Vista’s Discover Program Lead, explains, like being able to utilize public transpor- tion!” Ultimately, the student chooses a The first step to becoming ready for em- “It is important to set students up for suc- tation. To ultimately achieve a higher lev- career direction and moves onto the next ployment is building up general indepen- cess. To maintain a job, whether it is paid el of independence, the student and Vista step, applying for positions. dence skills. After all, the traits that make or volunteer, all adults must ensure they staff collaborate to find strategies to help someone an independent, responsible adult have proper hygiene, look presentable, the student be successful. are also the foundation for making them and respect others, among practicing oth- Once the student begins to feel comfort- a good employee. Post-secondary transi- er positive behaviors independently.” For able with these core areas, they engage in tion programs like the Discover Program example, if a student is having difficulty an employment assessment to see how they do in a vocational setting. This evaluative process is important because even students with a lot of employment experience may respond differently when they are out of their comfort zone in a new environment, sometimes for the better. At Creations, Vis- ta’s retail gift store in downtown Madison, CT, students are able to complete employ- ment assessments. Eugene, a new student with autism in Discover, has been enthu- siastic about his employment journey, but was apprehensive to consider positions in- volving money because of a past negative experience. At Creations, Eugene was able to practice at the cash register and demon- strated his ability to correctly handle mon- ey, regaining confidence in his own abil- Eugene at a Vista’s retail store, ities. This foundation of core skills and low-pressure assessment opportunities Creations, practicing handling give students the confidence to pursue the money during a job assessment next phase of their employment journey. to evaluate his vocational skills When the student is ready, they move on to the second step on the path to employ- The final stage of gaining employment ment by beginning job site training and involves preparing the student for the inter- job development. Students work with job view process and cultivating a relationship developers in small groups and one-on-one with the potential employer. “Employment sessions to determine their strengths and is all about relationships,” explains Brown. potential for growth, talk through how to “We build relationships with employers so present themselves and act while at work, that they are open, comfortable and ready and explore areas of interest for their ca- to work with our students. Just as we edu- reers. Often, this process involves empow- cate our students about what is expected of ering the student to make their own career them as an employee, we create clear ex- choices and expand their thinking. John pectations with our employers so that ev- Brown, one of the Job Developers at Vista, eryone is on the same page.” Students are says, “Some students initially struggle to frequently nervous about the interview or recognize their own passions or strengths, pre-hiring assessment process, but prepara- which can be turned into a career path. We tion is key to their success. By going over ask the students what they want to pursue, each component of the process and engag- so we are supporting their employment ing in mock interviews, the student practic- journeys rather than making decisions for es extensively before scheduling an official them.” Job sites are one way for students to interview or on-site job assessment. see if their interests could turn into a career. Students work with job coaches and their see Success on page 13 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 9

Taking a Person-Centered Approach to Teaching Meaningful Employment Skills

By Megan Robinson Joy, PhD, BCBA, port connections to promote lasting suc- Ashley McClennen, MEd, LBS, cess in the workplace. Sasha Birosik, BA, Amanda L. Duffy, MEd, BCBA, LBS, Travel Training Emily Judovits, Trevor Marsh, One of the most important skills for the and John Pagnoni post-high school transition to employment Devereux Advanced Behavioral Health is being able to use transportation inde- pendently (Gallup, Lamothe & Gallup, 2015). John, Emily and Trevor all indicat- person-centered approach is ed that learning to use transportation was a vital for providing effective critical need for obtaining employment, yet employment training for indi- only John received travel training when he viduals with autism spectrum was in school. Adisorder (ASD). In an effort to capture the Limited research on travel training has experiences of those who have received focused on using public transportation employment training, we conducted inter- (Lindsay & Lamptey, 2019). While re- views with three members of the Devereux search has demonstrated positive outcomes Pennsylvania Community Adult Autism for teaching individuals how to use public Partnership Program (CAAPP) self-advo- Recipients of Devereux’s community-based adult autism transportation (Price, Marsh, Fisher, 2019), cacy group: Emily Judovits, John Pagnoni services help inform the direction of future programming. there are a number of significant barriers and Trevor Marsh. to using public transit as a main source of The goal was to gather feedback from or customer. These situations might include gard by many supported employees. John transportation. Many individuals do not individuals receiving employment services asking for help, responding appropriately said, “Having a natural support was helpful have access to public transportation, and and integrate this input with literature on to corrective feedback, making confirming because it helped keep me on track and he even those who do, may experience issues evidence-based practices, identifying skills statements when given instructions, and was honest with me about what I needed to with wait times and regular availability and training experiences that would have the notifying a supervisor when a task is com- do to succeed at work.” John also reports (Pfeiffer et al., 2021). For these reasons, greatest impact for individuals being served. pleted (Bross et al. 2019; Grob, et al. 2019). his co-worker served as an advocate for many people are turning to ride share ser- Through these interviews, three com- Training loosely to account for novel situ- him in challenging situations. vices, including Uber and Lyft. These ser- mon themes emerged. Travel training, ations and problem-solving opportunities is In order to build natural supports in the vices are often widely available in areas work-related social skills and gaining as- important to prepare someone for the un- workplace, several areas need to be ad- not served by public transit. Importantly, sistance from natural supports were identi- expected, such as a customer requesting an dressed such as: co-workers being open to adult service agencies are beginning to of- fied as key areas for instruction to promote obscure item in a retail setting or handling a providing support, staff turnover, and the fer funding for using these services. success in the employment setting. Emily, difficult customer service situation. difficulty of the task (Mautz et al., 2001). Future research will need to explore how John and Trevor discussed the importance While Emily described some instruc- More research needs to address the best of these skills and the strategies that best tion regarding social skills prior to em- way to establish and maintain natural sup- see Person-Centered on page 14 helped them learn. ployment, both she and Trevor stated they did not receive training on social skills for Behavioral Skills Training their work setting prior to starting their jobs. Both agreed they would have bene- During the interviews, Emily, John and fited from working on specific social skills Trevor identified repeated practice, in- relative to their positions, such as learning cluding modeling, role plays and self-as- how to deal with difficult customers or re- sessment as strategies that proved most cruiting assistance. effective in gaining job-related skills. These strategies are the core components Natural Supports of Behavioral Skills Training (BST), an ev- idence-based treatment package in which Formal supports make use of job coach- trainees rehearse target skills until mastery es, whose responsibility is to support an is demonstrated (Reid et al., 2003). individual in learning the skills needed to BST incorporates instruction, demon- independently fulfill the responsibilities of stration of the skill (modeling), practice his or her job. Job coaches are a helpful, (role-play) and feedback on how the skill short-term support for those with autism; was performed. This sequence is repeated however, they might hinder individuals’ until the person demonstrates competency progress toward fully integrating into an with the skill. All individuals interviewed employment setting by missing the devel- discussed the complexities of skills re- opment of relationships with co-workers quired at their jobs, including skills related (Mautz et al., 2001). to the task, and skills related to interacting A natural support is someone who is with co-workers, supervisors and custom- already present in the work environment ers. The interviewees stated that repeated and agrees to provide support outside of practice of different skills is critical for his or her regular job responsibilities (Sto- learning how to manage the variety of situ- rey, 2003). Natural supports can help with ations that can arise. job-specific skills (e.g., providing feed- back and prompts, as necessary) and can Social Skills assist individuals in integrating socially in the workplace in a more naturalistic man- When working toward securing employ- ner (Storey, 2003). ment, social skills specific to the job can be Trevor discussed how natural supports a vital component in maintaining employ- were important to him, both on the job site ment, while promoting positive relation- and outside of work, stating: “My co-work- ships with supervisors and co-workers. A ers support me at work. One of them came review completed by Wong et al. (2015) to a fundraiser for autism supports and suggests a need for research focused on em- came and supported me.” ployment skills for individuals with ASD, Additionally, a natural support may particularly related to social and communi- serve as an advocate in some scenarios for cation skills. Commonly occurring social the supported co-worker. John provided an situations in employment settings include example of how natural supports are both interactions with a supervisor, co-worker, necessary and looked upon with high re- PAGE 10 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

The “Why” of Disability Unemployment

By Nicholas A. Villani starts while in elementary, middle and high al rehabilitation is to enable their students President/CEO school leading into college and eventually and clients to grow and thrive. Let’s con- Career and Employment Options, Inc. into the workforce. The systems (special nect the two missions. education and vocational rehabilitation) Providers of services must be exposed that are intended to address this condition to training and hiring practices that busi- nderstanding the differential in have had minimal impact upon the em- nesses use to improve their instruction. Al- the employment rates for peo- ployment rates with little to no change for though Universal Design Learning models ple with disabilities and those at least the last twenty years. What may be are gaining traction, currently educators without, including the length of missing is a truly integrated system for ac- and rehab professionals are only exposed Utime it has remained unchanged, requires knowledging and combining resources and to the needs of business at the time the per- an introspection into all the current prac- flipping the paradigm regarding who is ed- son is crossing the threshold to graduation tices and models. It also begs the question ucating who. or employment. What is needed are Super- of “why” this has remained for so long and In Isabel Wilkerson’s book “Caste,”1 she intendent Days that are filled with teachers “why” this discrepancy still eludes the explains that the historical context of the learning from the business sector on how people involved, their families, educators suppression of these groups was the result they train their employees. The academ- and vocational rehabilitation professionals. of racial, religious and ethnic prejudices. ic requirements, the social requirements, The average employment rate for people Those in the lower caste are suppressed the skills for comprehension and problem with disabilities in New York State has re- and unable to fully engage in their soci- solving for successful training of employ- mained in the mid-thirty percentile since ety. After describing the effects, she also ees should all be taught to teachers. Teach- 2008 until 2018 (Disabilitystatistics.org). Nicholas A. Villani states the negative economic impact that ers can integrate those initiatives when Individuals without disabilities are in the this suppression creates. Clearly the situa- providing instruction. The specifics of how high seventy or low eighty percentile. We ethnic or racial group in the American tion in America with people with disabili- those skills are measured and tracked by may have yet to fully comprehend “why” workforce or the continued lack of im- ties is not the same as those examples and the business for their employee’s benefit our society has unintentionally created a provement for people with disabilities in without the animus those cultures adopted. should be integrated into curriculum. Start- caste system that inhibits the integration the workforce. The inequity to participate Truth be told, our caste system for people ing to recognize and be cognizant of this at of individuals with disabilities into the in the workforce mimics the conditions of with disabilities is silent and may be the re- the earliest ages would enable teachers and workforce. other caste systems that implemented and sult of a long-standing sense of powerless- providers the capacity to integrate those Our field’s response to address this so- sustained for very different reasons but ness baked into the students during their training practices into the curriculum or cial ill is often defining the benefits to leaves us with the same result. experience in schools by the lack of prepa- pedagogical practice. businesses and outreach to them for ed- Individuals with disabilities have been ration for their career world. In essence, Rehab professionals during their in- ucation toward employing people with relegated to a lesser role or excluded from the children and adults in that caste are the take and preparation for the employment disabilities. The answer may be more the workforce not due to their ability or children of those people not in a caste. In can inject business practices into their complicated than just businesses needing lack thereof but as the result of this caste turn, the silo effect of businesses, special preparation and instruction. Also, if rehab to be educated in pursuing and hiring all system that starts with these unequal sys- education and rehab providers only inter- professionals were regular participants individuals equally. If that were the case, tems. The real answer may start in the rec- secting when a person graduates may be in business trainings, we can offer those there wouldn’t be discrepancies in any ognition that we have a caste system that over, as the awareness of unemployment businesses insight into the needs of people becomes more prevalent. The lack of inte- with disabilities in their learning and social grated thought contributes to the problem requirements. and maintains the caste system. In our agency I have implemented a pro- Each party in the paradigm failing to gram called Career Lab for schools that in- integrate innovation and communication cludes not only instruction in career skills is part of the issue. The vocational reha- but integrates business leaders into the bilitation field’s failure is integrating new instruction and measurement. They rate innovations regularly and only through students on their elevator pitches and in- incremental regulation changes. The busi- terview skills. This year we will be work- ness world’s shortcomings fall on the over- ing with our Business Advisory Council to reliance on over-competitive models for develop an instruction module for them to recruitment and hiring with no long-term provide to teachers and rehab profession- positive effectiveness demonstrated. In- als. We also use this model for Vocational cluded should be training and support for Engagement Model, which is clarified in all employees not just those with “visible” my book,2 “VEM, A Journey Into the In- disabilities. Lastly, special education’s tersection of Different Disciplines to Rein- sense of disconnect to the employment sit- vent the Job Placement Process.” uation of their former students cannot be Eliminating a caste system is a daunt- ignored. Graduating is not the only goal; ing challenge taking time, communication preparation for a career life through transi- and commitment. If you or your child is a tion supports should be emphasized. Each person with a disability, the time is now! party of the paradigm is creating a silo ef- How to impact the employment of peo- fect of operating independently while not ple requires an acknowledgement of the acknowledging or pursuing how to address condition and an intersection of each dis- this issue through an inverted model. The cipline and stakeholder to communicate sense of normalcy left by each party leav- and learn from each other to affect mean- ing each other to solve the problem while ingful change. Let’s invite businesses to unintentionally reinforcing the status quo the process and let’s ensure that students creating a de facto caste system is almost and adults with disabilities, their families, impossible to eliminate. schools and rehab providers integrate dif- ferent disciplines into the process to elim- Educating the Educators inate the caste system that has so unfairly impacted the students and adults. What would be a major step forward is an inverted model of developing training Nicholas A. Villani, President and CEO of educators and vocational rehabilitation of Career and Employment Options, Inc., staff by business professionals in how they has worked in the field of vocational train- train their employees. “Educate the Educa- ing and employment for people with spe- tors” in how businesses operate and train cial needs since 1982. He has administered would break the barriers using communi- programs, written grants, designed pro- cation. The business of employers is to en- grams and was influential in much of the able their business to grow and thrive. The business of special educators and vocation- see Unemployment on page 17 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 11

Making a Case for the IEP Diploma When It Comes to Employment

By Danielle Levine which is a consortium of 14 agencies in Self-Advocate New York City that provide services and AHRC New York City support for people with I/DD. This type of consortium is unique to NYC. In his role, he works closely with the Director of the was the girl who was afraid of her CCE, Karen Waltuck, and the Assistant Di- own shadow. I was afraid of a lot of rector, Wendy Banner. He told them about things. I was afraid about what people Danielle and her qualifications for office might think. People always doubted administration. The CCE contacts agency Ime. I was too nervous to speak in front of members with any employment opportuni- people. I would never go on stage. I was ty they develop which might be suitable for afraid to do anything. a participant. Banner contacted Angeline A school social worker once told my because she thought Danielle would be a mom, Sheri, that my IQ was very low and good fit to work in a doctor’s office.) that it was likely to remain at that level. In January 2020, with Tony’s help, I got She also said I’d never have the ability to a great job as an administrative assistant hold a job. She underestimated my ability, at a doctor’s office in Herald Square in and I proved her wrong. (I’m glad my mom Manhattan. I loved that job. Unfortunate- continued to have me evaluated, as others ly, four weeks later, the job stopped due to did not agree with the social worker’s as- COVID-19. I pray every day that I can re- sessment. I was initially diagnosed with turn to that job soon. mild autism; that was changed to pervasive People with developmental disabilities developmental disorder and eventually to can do just as great as a person with a high mild intellectual disability.) Danielle Levine makes her case for employment opportunities school diploma or a GED. I proved that in I am a self-advocate for people with dis- college, when I scored the highest mark in abilities. I have advocated before federal, for people with intellectual and developmental disabilities my advanced office administration class. state and local officials on a variety of is- during a visit with an aide for U.S. Rep. Carolyn Maloney. I’ll prove it again when I get back to work. sues. I’m sure no one who knew me at The League School would ever have imagined have to offer. I am capable of doing more environment. I let him know about my Note: An IEP diploma is different than a me in this role. I guess I get the advocacy on the job and if this change is made I and desire to do more than basic office tasks, high school diploma. gene from my mom. She really has advo- other people with disabilities will have the including filing, shredding documents, etc. Danielle Levine is a fierce self-advocate cated for me and has been with me since chance to prove ourselves. I wanted to work on a computer, use a da- who wants to promote more employment op- this journey began. My mom always taught tabase and deal with clients. portunities for people with autism and other me to believe in myself and that everyone Advocacy Leads to NYS Senate Bill (Editor’s Note: Tony Angeline is the intellectual and developmental disabilities. is unique in their own way. I learned from AHRC NYC point person for CCE: The She is 28 years old (Note: turning 29 on July her how to stand up for myself. During my senior year at AHRC New Consortium for Customized Employment,” 8th) and lives with her family in Brooklyn. York City’s Melissa Riggio Higher Educa- Employers Should tion Program (MRHEP) at Kingsborough Recognize the IEP Diploma Community College (KCC), I made my third trip to Albany to advocate for change One of the areas I’m particularly passion- in employment laws. I couldn’t believe it! ate about is employment. Everybody should My work paid off when then-Senator David have the right to work and earn a living. Carlucci sponsored a bill, S-3890: “Allows People with disabilities are no different. the Individualized Education Program or While there are many barriers to em- IEP diploma to be accepted whenever a ployment for people with developmental high school diploma or GED is required disabilities, one of the biggest is the In- for employment.” Unfortunately, the bill dividualized Education Program (IEP) di- died in committee. ploma. I graduated with that diploma from I was fortunate to attend MRHEP short- The League School at age 21. It’s nearly ly after finishing high school. I developed impossible to get a job because the IEP di- my advocacy skills and co-taught a class ploma is not as universally recognized as a called Advocacy Unlimited to share what high school diploma or GED, better known I learned with students throughout AHRC as high school equivalency diploma. NYC and KCC to help them become stron- People with disabilities have a lot to con- ger self-advocates. tribute but they struggle to find employment Matthew Estep, AHRC NYC’s Self-Ad- opportunities to do so. We can do more and vocacy Advisor, reminded me how nervous just want the chance to prove ourselves. I was during my first trip to Albany. But I would like to make it easier for people after each visit with a legislator or his/her with disabilities who finish high school to aides, I grew more comfortable. During my get jobs. It is very difficult to get a job be- last trip, I flagged down a legislator that I cause we face a barrier every time we try to had met before to follow up on our meet- apply for a job or go to an interview. Em- ing; I wasn’t intimidated anymore. ployers only interview people who have a I enjoy mentoring the newer self-ad- high school diploma or a GED. I feel that is vocates and can especially relate to them discrimination and is unfair because I can about overcoming their nerves. do just as great as a person who has a high school diploma. Developing Office Administration Skills Recently this problem has become worse because most applications for entry-level At MRHEP, I majored in office admin- positions must now be done online. Online istration. I took typing classes, courses in job applications do not allow people with office communications, and different com- IEPs to explain their credentials and instead puter application classes. That’s where I removes them from consideration for posi- met Tony Angeline, the Corporate Account tions before they ever have a chance to get Developer on the Employment Team with an interview or meet a potential manager. AHRC NYC’s Adult Day Services. He All we want is for people with disabil- works with many MRHEP graduates. ities to have the opportunity to get inter- I told Tony that I was interested in ad- views, so we can show employers what we ministrative work in a professional office PAGE 12 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

What Benefits Should an Employer Have When Hiring Neurodiverse Employees?

By Andrew Komarow, MSFS, CFP© these types of benefits to potential and Likewise, another popular plan type re- Founder current employees of your neurodivergent wards employees for completing health-re- Planning Across the Spectrum team. By doing so, you can make sure that lated goals and activities by offering dis- everyone is set up for success. counts on their premiums, among other Make sure your plan documents are things. On the surface, this seems like a ith an ever-shifting trend clear, concise, and easy to read. great idea, but you need to consider the toward hiring more neuro- If possible, include the “why” in the types of individuals you are employing and diverse employees, we are documents. A short list of what each type whether these “simple” health goals are seeing major profit potential of benefit is, how it works, and why it is truly attainable for them. Moreover, stud- Wfor financial and technology companies. important will be helpful in giving your ies have shown that these types of plans These types of employers have begun to employee as much information and room often have negative side effects on morale. realize and capitalize on the unique val- to plan as possible. With that in mind, it’s important to think ue that a team of neurodiverse employees Make sure to include a distinct and clear outside the box and consider other pro- can bring to the table. Around the globe, timeline as to when each piece of informa- grams and opportunities that are available more and more organizations are starting tion is due, when each piece of the plan to neurodiverse and disabled employees, to launch Autism and neurodiverse hiring will go into effect, and when and if things often at little to no extra cost. If all this initiatives. With roughly 1/6 of individuals will change over time. sounds overwhelming, don’t worry – we falling somewhere within the spectrum of can help you pinpoint the best health bene- neurodiversity, three common questions Medical Insurance - Neurodivergent in- fits program for all of your employees. have begun to pop up: Andrew Komarow, MSFS, CFP© dividuals may have unique medical needs, and a good medical insurance benefit pack- Life Insurance - As a rule of thumb, try 1. Are the benefits I am offering inclusive may be offering, how you can shape them age should address them. However, the not to offer life insurance benefits just be- enough to encompass the needs of the en- to fit your entire team’s needs, and how the neurodivergent population is not a mono- cause someone walked in and offered you tire scope of types of employees I have? benefit planning services offered by Plan- lith, and you must consider that some plans a box to check off. While tempting to offer ning Across the Spectrum can help you max- may be counterproductive depending on an something inexpensive, it is critical to work 2. Are there better opportunities I could be imize benefits for your entire workforce. individual employee’s situation. For exam- with a broker and carrier who understand presenting to not only new hires, but my ple, high deductible health plans (HDHPs) the neurodiverse population that is being current employees as well? Insurance and contributions to a health savings ac- served and can read some of the finer de- (Medical, Life, and Disability) count may be a perfect fit for someone tails of the life insurance policy. Moreover, 3. What services can I turn to that will help me without Medicare/Medicaid, but individu- many individuals with complex health find the right benefits for my employees? While all insurances have unique talking als who are enrolled in government funded needs may be ineligible for life insurance points, it is very important to note a few programs will likely be ineligible for an Let’s break down the types of benefits you key things when it comes to presenting HDHP/HSA. see Benefits on page 33

Identity Language: In Service of a More Inclusive Workplace

By Jillian Noyes trum. The placement of these diagnostic as person-first language does, implies that Director of Digital Content terms in relationship to the person reveals autism is a shameful and disordered way of Planning Across the Spectrum their ties to the medical model of disability, being (Palumbo & Noyes, 2021). which defines individuals by their diagno- sis rather than their personhood (Stollznow, The Implications of Identity Language s diversity and inclusion initia- 176). Thus, these terms tacitly encouraged tives grow in popularity, it is the general populace to see disabled people Far from being simple labels, identity important to consider how they as nothing more than their deficits (Palum- language is a tool used by autistic people contribute to shaping work- bo & Noyes, 2021). to write their own narratives. For a group Aplace attitudes. Programs that do not take As medical terms like “autistic,” “lame,” that has historically been talked over, in- current developments happening in the and “retarded” devolved into slurs, disabil- fantilized, belittled, and devalued, their communities being serviced into account ity activists put forth person-first language ownership of language is an act of defi- will come across as outdated at best, and (“they have autism”) as a new way of dis- ance. It subverts popular narratives that harmful at worst. Such is the case with cussing disability. Their desire to “put the claim autistic people have minimal agency initiatives concerning autistic employees. person first” was an explicit rejection of (much less self-awareness) and forces peo- Awareness about key issues and accom- the medical model’s implication that a per- ple to reckon with their own internalized modations is only the start; true inclusion son is defined by their disability. They fur- ableism. That is why the identity language requires employers and employees to ac- Jillian Noyes ther argued that person-first language elim- debate matters: it upends the status quo tively make autistic people feel understood inates stereotypes by forcing the listener and turns societal perceptions of autism on and welcome. over their identity - and the way employers and speaker to acknowledge that “disabili- their head. One of the ways employers can do this is and employees may use different language ties” are labels rather than defining charac- Unsurprisingly, this linguistic revolution by listening to autistic perspectives on iden- (Kenny et al., 442) - reveals fundamental teristics (Stollznow, 164). This would have has created a schism between autistic peo- tity language. Identity language refers to differences in how autism is perceived. the effect of reducing the stigma surround- ple and non-autistic people (Kenny et al., the terminology used to describe a disabled Addressing this disconnect is one way in ing autism and other disabilities. 447). While many autistic people see the or neurodivergent individual in relation to which autistic people can feel valued, re- What the activists behind person-first use of identity-first language as subversive their diagnosis. On the surface, it may seem spected, and most importantly, heard by language failed to anticipate was the neu- and transformative, many others see it as like an odd thing to dwell over. “Person their non-autistic workplace peers. rodiversity movement, which frames con- offensive and strange. with autism” and “autistic person” do not ditions like autism as naturally occurring When it comes to workplace inclusion usually come up in everyday work conver- A Brief History of Identity Language variations in brain chemistry (Singer, 64). initiatives, addressing this dissonance mat- sations, unless it is in the context of water Many autistic activists argued that their ters. Non-autistic people may have the best cooler chatter about someone’s relative. The history of identity language reveals diagnosis impacted their entire percep- of intentions when they use “person with I would argue, however, that identity lan- how societal views of disability inform the tion of self and was an inextricable part of autism,” without realizing how that lan- guage is a valuable lens from which to ex- way we talk about it. Beginning in the 18th their identity. Identity-first language, they guage implicitly reinforces a workplace amine and interrogate workplace attitudes century, identity-first language (“they are claimed, more accurately reflected this fact culture of othering autistic people (Collier, surrounding autism. The way autistic peo- autistic”) was used to describe disabled (Stollznow, 174-175). They further point ple use identity language to take ownership people, including those on the autism spec- out that extricating autism from the person, see Identity Language on page 30 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 13

Autism Through a Clinician’s Perspective

By Lisa Lichtenstein terventions challenging, especially when Psychotherapist communication is a limitation. In addition, MOVIA Robotics ASD individuals thrive when stimuli and people are consistent and predictable in- cluding body movements, voice tone, and, ’ve been licensed in California as a at times, routines. Marriage and Family Therapist for Another challenge I’ve found in work- over 18 years and my career passion ing with the ASD population is that there is and good fortune has allowed me to a limitation for clinicians, families, peers, Itreat children with developmental disor- and school personnel in understanding ders, including Autism Spectrum Disorders ASD individuals’ thoughts and feelings (ASD), as well as high functioning adults. outside of a school or organization’s cur- Therapy is a profound process that as- riculum. Said differently, what do ASD in- sists ASD individuals in growing and de- dividuals desire - what are their personal veloping new skills and behaviors. How- dreams or aspirations? When the under- ever, I always pondered about identifying standing of the ASD population is limited, a remedy, a tangible object, clients can the supportive people in ASD individuals’ use at home in-between therapy sessions lives are often left feeling confused and in order to reinforce new skills, behaviors, perplexed on how to proceed, in order to and patterns in order to expedite learning. get inside the minds of their loved ones so I knew therapy-homework was necessary Credit: Maring Visuals they can grow and develop into their high- for people to exercise portions of their est potential, to live a life with maximum therapy sessions to promote continuity. All Kebbi is MOVIA’s first “HomePal.” It is an Educational Robot that independency, quality, and functionality. too often much is forgotten from weekly integrates artificial intelligence, software, and hardware technology Although I’ve been working with peo- appointments and psychotherapy home- to provide a variety of facial expressions, body movements, and ple with Developmental Disorders since work is limited and one dimensional. For communicative interactions. Kebbi provides a unique set of capabilities my junior year of undergraduate college, decades I searched for a solution until I fi- that work very well for the home or school environment. These interactive I’ve felt limited with treatment interven- nally found a company utilizing what they tions up until now. During the pandemic, call Robot-Assisted Instruction (RAI), capabilities provide users with a heartwarming and educational experience. I happened upon a robot and researched which encapsulated a similar concept of the origins and information surrounding it. capturing treatment interventions in a tan- ior, in order to promote growth. rapport must be established between client I discovered a company, MOVIA Robot- gible product to give people the ability to Working with Autism Spectrum Disorder and therapist in order for the foundation of ics, producing Robot-Assisted Instruction practice and reinforce the positive changes individuals is challenging in identifying trust to be secure and effective. With ASD (RAI): a robot, PC, and tablet with a at home. Moreover, behavioral rehearsal is their needs and preferences. In all forms individuals, their sensitivity to change and required to establish growing a new behav- of psychotherapy and behavioral therapy stimuli make the delivery of treatment in- see Perspective on page 22

Success from page 8 volves shipping components used on emer- gency vehicles. For Frank: “Of course, I This effort becomes worth it when the like working because of the money I earn, student enters the process confidently and but I also am glad that I am giving back to is able to secure employment, which can the community with my work…I’m hap- be supported by a job coach if beneficial. py with the success I’ve had, and I hope For those beginning the journey, it can to accelerate and keep growing in my ca- be hard to imagine finding, keeping, and reer as I develop a more sophisticated skill thriving in a career. Yet, it is possible. Vis- set.” Regardless of where you are on your ta’s three steps to employment success are employment journey, it is never too late to used every day by students in the Discover imagine the possibilities. Program, their college-like transition pro- Please note: The names of the Vista gram. Graduates of the Discover Program students and members in this article have often elect to settle along the Connecticut been changed for privacy reasons. Becky shoreline while receiving select services Lipnick is the Communications Lead at from Vista’s Engage Program. As of April Vista Life Innovations. For over 30 years, 1, 2021, nearly 90% of the Engage mem- Vista has supported individuals with dis- bers wanting paid employment had paid abilities achieve personal success. Learn more positions. These Engage members work at www.VistaLifeInnovations.org or contact for the nearly 70 different community em- Becky at [email protected]. ployer partnerships Vista has along the Connecticut shoreline. It is inspiring to References see individuals from Vista building rela- tionships, receiving praise and promotions, Ohl, A., Grice Sheff, M., Small, S., Nguy- becoming financially empowered and en, J., Paskor, K., & Zanjirian, A. (2017). giving back to their communities through Predictors of employment status among their employment. Frank, an individual adults with Autism Spectrum Disorder. with autism who has worked at his position Work (Reading, Mass.), 56(2), 345–355. for three years, is proud that his work in- https://doi.org/10.3233/WOR-172492 PAGE 14 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

The Key to True Success in College and Beyond

By Beth Felsen, MA The ASAN focus-group participants dependent living. Building these skills also Founder and Success Coach identified difficulty acclimating to col- helps these students build confidence and Spectrum Transition Coaching, LLC lege - transitioning from the life of a high increase their chances for true success and schooler to that of a collegian - as one of fulfillment in college and beyond. several barriers to college success. They uccess in college is not guaranteed, reported feeling unprepared for the aca- To contact Beth or learn more about her especially for autistic students. demic, social, and independent-living ex- work with autistic young adults, visit her web- About 60% of full-time undergrad- pectations encountered at college (Autistic site www.spectrumtransitioncoaching.com. uates receive a bachelor’s degree Self-Advocacy Network, 2020). Heading Swithin 6 years of beginning college at a to college often means leaving behind fa- References four-year institution (National Center for miliar support systems. The stress of these Education Statistics, 2020). Only 36% of non-academic (and ever-present) aspects Autistic Self Advocacy Network. (2020). young adults on the autism spectrum at- of the college experience can make it Benchmarks to Inclusion: Creating Core tempt postsecondary education of any harder to focus on academics, which can Principles to Facilitate Autistic Student Suc- kind between high school and their early lead to poor grades. And poor grades can cess in Higher Education. https://autisticad- 20s, including 2-year or 4-year colleges or further increase stress. Exacerbating these vocacy.org/wp-content/uploads/2021/03/ vocational education (Roux et al., 2015), issues are a lack of peer support: 57% of Benchmarks-paper-draft.pdf and only 38.8% of them will complete their autistic teens have lots of difficulty making degrees (Jackson et al., 2018). If you do and keeping friends (Shattuck et al., 2018). Jackson, S.L.J., Hart, L., & Volkmar, F.R. the math, only about 14% of autistic high- Beth Felsen, MA Once this vicious cycle gets going, it can be (2018). Preface: Special Issue—College school students graduate from college. very difficult for students to pull themselves Experiences for Students with Autism And at what cost? A recent white pa- college success, including full inclusion out of it, especially for the 76% of autistic Spectrum Disorder. Journal of Autism and per published by the Autistic Self-Ad- in campus social life. Closer examination teens with co-occurring ADHD, anxiety, or Developmental Disorders, 48(3), 639–642. vocacy Network (ASAN) points out that of post-college employment outcomes was depression (Shattuck et al., 2018). https://doi.org/10.1007/s10803-018-3463-7 completion of a college degree by an au- also seen as a measure of college success Autistic students may not realize how tistic young adult may merely measure (Autistic Self-Advocacy Network, 2020). much support they receive from their fam- National Center for Education Statistics. persistence, not success (2020). Autistic But persistence through graduation with- ilies. Nearly half of those teens, for exam- (2020, April). Undergraduate Retention self-advocates who participated in the out a sense of belonging during college or ple, have parents who spend several hours and Graduation Rates. The Condition of focus group upon which the white paper a meaningful career in one’s desired field a week arranging and coordinating the stu- Education. https://nces.ed.gov/programs/ was based reported varied definitions of does not seem like much of a success to me. dent’s healthcare (Shattuck et al., 2018). coe/indicator_ctr.asp When students start college and lose those supports, the cycle of stress begins. High Roux, A.M., Shattuck, P.T., Rast, J.E., schools must provide comprehensive ac- Rava, J.A., & Anderson, K.A. (2015). commodations to support academic prog- National Autism Indicators Report: Tran- ress, but transition teams are ill-equipped sition into Young Adulthood. Life Course to discuss social and independent-living Outcomes Research Program, A.J. Drex- skills or how to obtain accommodations el Autism Institute. https://drexel.edu/~/ in college. The same scaffolding that helps media/Files/autismoutcomes/publications/ autistic students flourish in high school National%20Autism%20Indicators%20 may cause them to flounder during the col- Report%20-%20July%202015.ashx lege transition. When I work with autistic high-school Shattuck, P.T., Rast, J.E., Roux, A.M., An- students and their families, I encourage derson, K.A., Benevides, T., Garfield, T., them to consider how the daily rhythm and McGhee Hassrick, E., & Kuo, A. (2018). requirements of college life differ from National Autism Indicators Report: High high school. The strong support systems School Students on the Autism Spectrum. these students have in high school provide Life Course Outcomes Program, A.J. an excellent safety net as they work to build Drexel Autism Institute, Drexel Universi- crucial college-readiness skills in areas like ty, 2018 https://drexel.edu/~/media/Files/ self-advocacy, executive functioning, so- autismoutcomes/publications/2018%20 cial communication and interaction, and in- NAIR_final_digital_onepage.ashx

Person-Centered from page 9 employment setting. Employed individuals Partnership Program (CAAPP). For more Mautz, D., Storey, K., Certo, N. (2001). Increas- must be able to adapt when situations break information, please contact Dr. Megan Joy ing Integrated Workplace Social Interactions: identified best practices, such as BST, can down; learning flexibility and coping strat- at [email protected] or 267-314-1292. The Effects of Job Modification, Natural Sup- be applied to teaching the skills needed to egies are important for long-term success. ports, Adaptive Communication Instruction, and use ride share services. Emily pointed out The skills our interviewees identified References Job Coach Training. Journal of the Association important safety skills that need to be in- are complex and require significant prac- for the Severely Handicapped, 26(4), 257-269. cluded in training, such as matching the tice with different examples before feeling Bross, L., Travers, J., Munandar, V., Morn- car description/identification with the app comfortable. While effective technologies ingstar, M. (2019). Video Modeling to Im- Pfeiffer, B., DeRita, J., Giacomucci, E., and texting a family member/friend when exist to teach and demonstrate these skills prove Customer Service Skills of an Em- Gubler, J., Halteman, T., O’Donell, E., Sei- using these services. It is also important (e.g., BST), it takes time to build these rep- ployed Young Adult with Autism. Hammill fired, G. & Pompanio, A. (2021). Barriers to prepare individuals to cope with unpre- ertoires. Employment social skills, work- Institute on Disabilities. 34:4, 226-235. and Facilitators to Public Transportation dictable situations. For example, recently, ing with natural supports and travel train- Use of Individuals with Intellectual and when Trevor’s Uber did not arrive on time, ing need to be targeted during adolescence, Gallup, J., Lamothe, S., & Gallup, A. (2015). Developmental Disabilities. Occupational he needed to rely on his problem-solving with systematic teaching approaches in a Enhancing transportation education using Therapy in Mental Health, 37:1, 1-14. skills to quickly identify an alternative variety of settings for individuals to be pre- mobile devices and applications. Teaching solution to get to work. With this kind of pared for the workforce in adulthood. Exceptional Children, 48:1, 54-61. Price, R., Marsh, A., & Fisher, M. (2018). thoughtful teaching, ride share services can Megan Robinson Joy, PhD, BCBA, is Di- Teaching young adults with intellectual and greatly expand the options for transporta- rector of Pennsylvania Autism Services at Grob, C., Lerman, D., Channing, L., Villante, N. developmental disabilities community-based tion and access to meaningful employment. Devereux Advanced Behavioral Health. Ash- (2019). Assessing and Teaching Job-Related Social navigation skills to take public transporta- ley McClennen, MEd, LBS, is Clinical Man- Skills to Adults with Autism Spectrum Disorder. tion. Behavior Analysis Practice, 11, 46-50. Future Directions ager, Sasha Birosik, BA, is Community Out- Journal of Applied Behavior Analysis, 52:1, 150-72. reach Coordinator, Amanda L. Duffy, MEd, Storey, K. (2003). A Review of Research Despite having some degree of instruc- BCBA, LBS, is Program Director and Emily Lindsay, S. & Lamptey, D. (2019). Pedestrian on Natural Support Interventions in the tion, Emily, John and Trevor all felt they Judovits, Trevor Marsh, and John Pagnoni navigation and public transit training interventions Workplace for People with Disabilities. would have benefited from receiving addi- are Participants at the Devereux Advanced for youth with disabilities: a systematic review. International Journal of Rehabilitation Re- tional training before they transitioned to an Behavioral Health Community Adult Autism Disability and Rehabilitation, 41:22, 2607-2621. search, 26 79-84. AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 15 PAGE 16 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Supporting the Transition to Employment for Adolescents with Autism

By Ashleigh J. Hillier, PhD community and society as a whole. Strate- is important, etc., will be critical. Professor of Psychology gies discussed here will emphasize the fun- Building a positive attitude and excite- University of Massachusetts Lowell damentals, or “employment philosophies,” ment towards getting a job is also import- such as helping the individual realize what ant. The young adult can be reminded of employment actually means, what jobs are why this transition is so positive, e.g., they raduating from high school and like, and some of the realities of employ- will have their own money, they will meet transitioning to the world of ment. These issues are critical for helping new people, they will learn new skills, they work is an extremely important the young adult understand the importance will have something to do during the day, and exciting milestone. How- of employment and the magnitude of the they will increase their self-confidence and Gever, for many young adults with autism role it will (hopefully) play in their life. improve their self-image, etc. Employment obtaining and maintaining employment can be talked about as something which can present some unique challenges. Un- Successful Employment: Preparation will be exciting and the individual will en- fortunately, despite the vastly increasing joy. Making plans for the future and iden- numbers of individuals being diagnosed Understanding the purpose of employ- tifying goals the adolescent would like to with autism spectrum disorder (ASD), ment is critical for ensuring enthusiasm reach and how these goals can be achieved adult services for this population are se- and motivation for the transition to the will help maintain enthusiasm for employ- riously lacking (Debevois, 2008; Hillier world of work. If an adolescent with au- ment and also serve as a reminder that they et al., 2007). Many autistic young adults tism does not fully grasp the fundamentals need to be realistic in their employment remain unnecessarily dependent on family such as how important getting a job is go- expectations. It is also important that the members, unable to reach their full poten- ing to be for them and why, a successful young adult with autism has opportunities tial. They often live at home, are unem- transition will be much harder to achieve. to gain insight into the huge variety of job ployed or underemployed, or participate For an adolescent who is used to having options available and what these jobs are in programs that are inappropriate, leav- many of their needs met by their parents, like. Adolescents can be encouraged to ing many parents worried about what the Ashleigh J. Hillier, PhD the idea of having to get a job is often not consider what career paths may suit them future holds for their adult child. This is particularly appealing and may not seem well before high school graduation. Due to in spite of the fact that autistic individu- Although demands for employment ser- to be something urgent. Many adolescents the abstract nature of imagining what a par- als bring many strengths to the workplace vices for adults with autism are increasing with autism may be reluctant to even think ticular job would be like, it can be difficult such as attention to detail, trustworthi- substantially, currently there are few spe- about life after high school when every- for anyone to decide what might be a good ness, reliability, and low absenteeism cialized services available and not much thing will change and there will be even match for them regarding employment. (Howlin, Jordan, & Evans, 1995; Morgan, is known about how best to support those greater expectations of them. Spending Constant observation of what other people 1996). In addition, aspects of jobs that with autism in achieving success. How- time thinking about some of the philoso- are doing while you are out and about can other employees may find unattractive in- ever, there are some strategies which may phy behind employment such as why it is be helpful. This exercise can help the ado- cluding social isolation or repetitiveness help empower autistic young adults to important to have a job, what it means to lescent recognize the huge variety of often appeal to persons with ASD (Van achieve rewarding, satisfying employment have a job, what an employer is looking for Bourgondien & Woods, 1992). and make meaningful contributions to their in an employee, why being “independent” see Transition on page 32

Engagement in Special Interests Influences Well-Being and Provides Employment Opportunities in Neurodiverse Individuals

By Sharon Eva, OTR/L Literature has shown that positive par- worth from their special interests, similarly Pediatric Occupational Therapist ticipation in special interests influences stating that the interests “define [them]” well-being of individuals on the spectrum. (2012, p. 400). Many articles found that positive social- Formation of identity around special in- brief note on the terminology ization around special interests combats terests is what builds confidence, much like used in this article: While peo- depression and anxiety and provides ave- an adolescent who is part of a sports team: ple should practice sensitivity nues for increased well-being through so- they refer to themselves with identity-first towards various opinions, many cial participation. Furthermore, the special language i.e. “basketball players.” Further- Aadults on the autism spectrum have dis- interests have been described as avenues more, this shared identity provides a sense closed the preference of identity-first lan- to build careers and provided employment of belonging, a feeling that many individu- guage over person-first language (Botha opportunities. It has also been evident als with autism have unfortunately lacked. et al., 2020). Thus, identity-first language, from literature that knowledge develop- Belonging to a group with a shared identi- such as “autistic individual” will be in- ment around special interests influences ty is a potent tool to improving well-being; terchangeably used with “individual with well-being of individuals on the spectrum. special interests can aid in the acquisition autism” throughout this article (Botha et An article by Lee et al. (2020) found in of that tool. Engagement in special inter- al., 2020). their special interests program that the stu- ests clearly produces positive participation Winter-Messiers et al. (2007) found dents improved their coding skills, and this and engagement, increased social skills, that 90% of people with Asperger’s syn- opportunity for skill development had a learning opportunities, and identity for- drome display special interests, which is significant part in improving their well-be- mation. Furthermore, the special interests so prevalent that it cannot be neglected ing. Finally, literature has shown that in- were described as avenues to build careers in research and practice. Special inter- creased confidence around special interests and provided employment opportunities, ests are defined as various iterations of Sharon Eva, OTR/L influenced well-being of individuals on the looking to ways that engagement in special the same concept: “obsessions” (Klin et are at a higher risk than neurotypical indi- spectrum. In Winter-Messiers et al. (2007), interests can be helpful long-term rather al., 2007, p. 90), “an intense focus on viduals for poor mental health outcomes the identified special interests had positive than as a temporally constrained character- specific topics” (Jordan & Caldwell-Har- (Teti et al., 2016), including increased implications for home, school, and as fu- istic (Jordan & Caldwell-Harris, 2012). ris, 2012, p. 391), and more positively, rates of depression and anxiety (Robe- ture job opportunities. The youth said that The power of the neurodiverse individ- “those passions that capture the mind, wrtson, 2009). Autistic individuals also their special interests were not just a fleet- ual arguably lies in these special interests - heart, time, and attention…providing the have lower well-being and fewer positive ing curiosity, but they “defined who they their special interests help them to cultivate lens through which they view the world” emotions (Lord et al., 2020). Providing are” (Winter-Messiers et al., 2007, p. 77). strengths such as attention to detail and reli- (Winter-Messiers, 2007, p. 142). The top- avenues for meaningful engagement and Similarly, in an article by Jordan and Cald- ability. These strengths can then translate to ic of exploring engagement in special in- improved well-being of individuals on well-Harris which analyzed data through job-related skills, such as the requirements terest’s influence on well-being is import- the spectrum is a serious imperative of internet discussion forums, the autistic in- ant because individuals on the spectrum practitioners and researchers. dividuals noted that they drew their self- see Special Interests on page 19 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 17

Doin’ It My Autistic Way: Why Being Self-Employed Was the Logical Solution for Me

By Becca Lory Hector, CAS, BCCS would be filed away for just this occasion. Autism & Neurodiversity Consultant/ The first day would always be the hardest. Speaker/Author/Advocate No way to properly prepare when you have Evolving Skye, LLC no idea what you are getting into. But, af- ter a day or two, I would have memorized most people’s routines and have found the h, the wonderful world of work. pattern for appropriate dress, bathrooming, It’s a marvel, isn’t it? The way and eating. After that it gets easy for a bit. we have all indirectly given up My brain loves information and learning our individual freedoms in hot a new skill is way up my alley. In each job, Apursuit of the all mighty dollar. The way the first few weeks were fun. All kinds of we semiconsciously reorder our priorities information filling my brain, as it comes up to accommodate all the time and ener- with faster and better ways to do the tasks. gy this pursuit demands. The years spent But my brain will soon master it all, and participating in the unending ritual of 9-5, that’s when trouble sets in. With nothing Monday through Friday, that requires so new to learn, and 8 hours to occupy with much more of us than our meager weekends only 4 hours’ worth of work, I get bored. offer in return. Decades making unhealthy I start to notice that folks have noticed me habits out of coping mechanisms, simply and now they want to know more. In comes to survive the work week. Or at least that’s the social aspect of work, and I get sucked how it feels when you are autistic. in, certain that this time I can master it. For autistics, the world of work is far Sadly, that is never the case and, ultimately, from wonderful or marvelous. For us, it’s Becca Lory Hector, CAS, BCCS it will begin to burn me out and lead to a more of a mental mystery that must be meltdown. Then it’s just a matter of time solved, and emulated, in order to earn your I am no different than my autistic peers. assistant, to working in construction, to be- before I get a talk about my “dramatic” be- rewards. Or maybe think of it as a timed My job history is, by neurotypical stan- ing a veterinary technician. In each job, the havior in the office and get fired, or I quit test in which failure means returning to the dards, a giant mess. In the years leading cycle was the same and so was the trauma. first - all 13 times over the span of 15 years. beginning with one less pencil and zero up to my autism diagnosis at 36, I went I would breeze through the interview When my autism diagnosis entered the erasers. No matter the analogy you prefer, through jobs like nobody had ever seen process, confident my “crazy rolodex picture, I was in burnout and suicidal from work for autistics is a mine field of un- before, or so I thought. In the span of 15 brain” would know enough to sound a little my last “cycle” of work. It gave me the written social rules and nonsensical adult years, I interviewed, got hired, and worked knowledgeable in the field, knowing that chance to rethink a lot of things in my life behavior in which we are required to par- in 13 different jobs, in 11 different fields. at some point I had read a book or watched ticipate, trauma aside. I tried everything from being an executive a documentary about it, so a tidbit or two see Self-Employed on page 31

Unemployment from page 10 For more information email nvillani@ ceoincworks.com or visit www.ceoincworks. progress in the field of supported employ- com. ment and transition for individuals with disabilities. As a presenter, he has trained Footnotes hundreds of professionals in the field of vo- cational services across the United States. 1. Isabel Wilkerson, Aug 2020 “Caste: The Mr. Villani was the administrator and over- Origins of Our Discontents” Penguin Ran- saw the operations of services in the field dom House of transition, vocational rehabilitation and day programs for major not-for-profit 2. Nicholas A. Villani, Feb 2021 “The agencies on Long Island. Nick has been a Vocational Engagement Model: A Jour- leader in the field serving on the associ- ney Into the Intersection of Different ations for the employment of individuals Disciplines to Reinvent the Job Place- with special needs and has worked for ment Process” Page Publishing. The in- not-for-profit and for-profit organizations tersection of different disciplines Page performing transition services since 1990. Publishing PAGE 18 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Social Skills Intervention: Key Piece of the Employment Puzzle

By Michelle Gorenstein, socially inappropriate behaviors, poor hy- The Seaver Autism Center giene, and difficulties understanding others and Michele Shapiro, perspectives.7-8-9-10-13 Based on this research AHRC New York City the Seaver Autism Center recognized the importance of creating a social skills cur- riculum for adults with ASD focused on or the one-year period between the soft skills required to obtain and main- April 2020 and March 2021, un- tain successful employment. The Seaver employment rates for people with Autism Center believes that targeted social disabilities in New York State skills groups are a critical piece to solv- Faveraged 16.2 percent, an increase of 8.9 ing the employment problem for individ- percent over the prior year, according to uals with ASD. However, this is only one the state Department of Labor’s Division piece of the puzzle and must coincide with of Research and Statistics. This rate is customized employment, traditional job significantly higher than for the general coaching, workplace accommodations, and population - the monthly average unem- trainings on inclusion in the workplace. ployment rate for all New Yorkers be- The Seaver Autism Center developed tween April 2020 and March 2021 was a 15-week curriculum (Job Based So- 11.3 percent, an increase of 7.5 percent. cial Skills; J.O.B.S.S.) that is easy to dis- These latest figures seem consistent with seminate and is based on The Interview the Centers for Disease Control’s 2020 Skills Curriculum (ISC)11-12 and the web- figure that only 17.9 percent of individ- based social skills program, JobTIPS.14 uals with a disability are employed. Un- Michelle Gorenstein Michele Shapiro J.O.B.S.S.7 is a structured group that in- fortunately, many people with intellectu- corporates psychoeducation, social skills al and other developmental disabilities, are an extremely valuable and underuti- Lack of Social Skills and Job Loss training, and some Cognitive Behavioral including autism, are unemployed or un- lized talent pool. Many traits that are pres- Therapy techniques. Lessons covered in deremployed. ent in individuals with ASD are an asset Deficits in social skills are a core feature the J.O.B.S.S. curriculum include active A large proportion of these young adults in the workplace. Individuals with ASD of ASD and a significant barrier to obtain- listening, nonverbal communication, the- with autism spectrum disorders (ASD) ex- are highly dependable, honest, and direct. ing and maintaining successful employ- ory of mind, making a good impression, perience poor outcomes across various do- They can see the world through a different ment. In fact, research suggests that up to identifying emotions, coping strategies, mains, but especially in employment and lens and may bring new ideas to the work- 90 percent of job losses in individuals with problem solving, assertiveness, conversa- social engagement.1-2 Unsuccessful tran- place. Some individuals with ASD display disabilities are due to difficulties in social tion skills, hidden rules, correspondence sitions to adulthood can increase the risk attention to detail and patience for repet- communication.6 Some challenges that in- and social media, and interview skills. of poor health and social outcomes later in itive tasks. Individuals with ASD can be dividuals with ASD face with regards to life. 3-4-5 However, people on the spectrum literal and logical thinkers. employment include poor interview skills, see Social Skills on page 28

Matching Interests Key to Successful Employment for People with Autism

By Michael Lettman preschool classes. It was an excellent work enjoyed being their helper, even though Autism Advocate experience for me and I truly enjoyed it. It it took a while for me to adjust to not be- AHRC New York City really felt like I had a real job (a job that ing with Ms. Leda and her students during I wouldn’t mind having in my future). I those summer school days. was assigned to work in a UPK (Universal rom my perspective, people with Pre-Kindergarten) class which was taught Summer School (2015): I was assigned to autism need to find ways to get by a teacher known as Ms. Leda. (I don’t work with someone in the kitchen of the into work that they can enjoy with recall her first name). I’ve had some good childcare center. It was another “change,” great happiness. I managed to en- times being a helper for the young stu- but I managed to not get too upset about it. Fjoy working at a childcare center because dents, whom I referred to as “My Ador- I sorted bottles and other kitchen supplies, it was a place that matched my interest in ables.” I did have some struggles which helped clean the plates and utensils, and working with children. gave Ms. Leda some hard times when she helped deliver the food to the classrooms So maybe if people with autism find jobs was trying to do her job as a teacher. Ms. so the students could enjoy their breakfast, that are based on their interests, then maybe Heather Lifland helped me get better at my lunch, and snack. I didn’t get to be with they would like to work there and gain ex- job for Ms. Leda and her young students. any Adorables during that time, but help- perience. That way, they will have real jobs As a helper, I cleaned tables, swept the ing with their meals was very important, so or volunteer opportunities at places where floor, sorted their work into folders, read a I truly enjoyed helping out in the kitchen. they can learn how to work before they’re few stories to the children, put up the cots ready for employment. Maybe they will like for their nap time, and joined them on their My “Final” Goodbye to P373K: As I’ve their jobs or maybe they won’t, but I’m sure outside walks. I was a happy student work- been happy with my Adorables graduating, there are lots of chances for autistic people Michael Lettman ing as a helper in a UPK class at a childcare I eventually had to graduate myself and to enjoy their work experience. People with center for my final three years with P373K. I wasn’t sure if I was that happy about it autism want to work hard - even if they are I feel bad when I hear that a high per- since I had to say goodbye to my job as a not earning as much as they would like - centage of people with autism are unem- Then Came “Change” helper. Just like my Adorables, it was time THE MONEY IS WORTH IT. A lot of au- ployed or underemployed. This is NOT for me to step into the next chapter in my tistic people really need it for their future. OK because everyone needs to work. Summer School (2014): I had to be sent life, but I was going to miss working at the I never knew that some people with au- into another room with different teachers Northside Center for Child Development. tism became successful in their lives by Enjoying My Early and different young students which was a doing their own work. I’m very impressed Work/Volunteer Experience “change.” I was upset because I wanted to with how some successful people on the au- be in the same room with the same teach- College Life During Pandemic tism spectrum can create, own, or run their During my student days at P373K (The ers and the same children until their grad- own company/business related to their suc- Brooklyn Transition), I attended a Head uation, but they wouldn’t let me do that. I’m currently working on my future career cessful ideas - like how Satoshi Tajiri creat- Start class that volunteered at the Northside I couldn’t accept the “change,” but after goals while attending AHRC New York ed Game Freak as its President and one of Center for Child Development. That class speaking with Ms. Lifland, along with a City’s Melissa Riggio Higher Education its Founders. Here’s a list of some Excellent was taught by Heather Lifland who made few weeks in the new preschool class, I Businesses by Successful Autistic People. sure we enjoyed our work as helpers in managed to recover from the “change.” I see Matching on page 28 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 19

Six Steps for Greater Autism Inclusion in the Workplace

By Ashish Kaushal Reuters reported that 80% of people on book is a helpful, step-by-step guide for Founder and CEO the autism spectrum globally are either un- getting started. Consciously Unbiased employed or “severely underemployed.” With an estimated 50,000 people on the Look for Talent in the Right Places - To spectrum entering adulthood every year, find candidates, build relationships with magine you have an employee who this is a huge untapped talent pool. universities and colleges that have au- excels at pattern recognition, thinks There are many things businesses can do tism-related programs, work-readiness “outside of the box” and has extreme to support people with autism in the work- programs and job fairs. Also, tap into your attention to detail. Yet, they might not place, and steps taken should be custom- marketing team and think about how you Ienjoy making eye contact or be the best at ized to the individual and the company. To could update your social media messaging reading social cues. get started, here are some general steps for to raise visibility and interest in finding tal- This was the case for one company’s new companies to create a more inclusive cul- ent who may be on the spectrum. hire that I learned about during a recent ep- ture for people with autism - and tap into Furthermore, keep in mind that many isode of my podcast. This new employee the strengths people on the spectrum can people on the spectrum might not make it was given the same onboarding document bring to the workplace. through the interview process because it’s handed to the roughly 70,000 new hires at not designed for them; they might not apply the global organization who came before Raise Awareness - To start, employers for a job in the first place - even if they are him. He noticed a mistake in one of the should have a good understanding of what highly qualified - because they may read steps, brought it to his manager’s attention autism is and what it looks like in the work- job descriptions very literally and opt out if and saved the company roughly 25,000 place. It’s important to communicate why they don’t meet every point in the descrip- hours because it cut processing time by hiring workers on the spectrum fits with tion. That’s why when posting these job 50%. The new hire was brought on through Ashish Kaushal your company’s values, such as greater in- descriptions, it’s important to use clear and the company’s neurodiversity program and clusion, and also the benefits to company concise language and distinguish between is on the autism spectrum, which is a broad detail, excel at repetitive tasks such as cod- culture, such as being a catalyst for creat- what are “must-have” skills and experienc- range of conditions often tied to challeng- ing and analytics, and are loyal employees ing clear processes, increasing communi- es and what’s simply “nice to have.” es with social skills, repetitive behaviors, with low turnover rates. cation skills and boosting innovation. Such speech and nonverbal communication. Often our differences can also be our training is key for managers and teams to Rethink Your Interview Process - People Each person with autism has a distinct set greatest strengths. If everyone at the table understand the mission. on the spectrum might not be best at show- of strengths and challenges. thought the same, we would not be neces- ing their strengths and skill sets through Those on the spectrum often struggle sary. Climate activist Greta Thunberg, who Get Executive Sponsorship - In order for traditional job interviews. Ernst & Young, with “social communication and interac- is on the autism spectrum and has Asperg- a program to be successful, it’s key to have for example, created a different approach tions,” according to the Society for Human er’s syndrome, tweeted she is “sometimes support from the top down, assign program when interviewing candidates on the spec- Resource Management. That being said, a bit different from the norm. And - given leaders, and build partnerships with your trum by engaging them in a week-long many people on the spectrum have also the right circumstances - being different is human resources, diversity and inclusion, been shown to have increased attention to a superpower.” and legal teams. The Autism @ Work Play- see Inclusion on page 21

Special Interests from page 16 can see a bright future”: Parents’ perceptions of the outcomes of participating in a strengths- of charting for a mental health technician. based program for adolescents with autism When therapists, researchers, and employ- spectrum disorder. Journal of Autism and De- ers alike are able to see special interests as velopmental Disorders, 50(9), 3179-3194. avenues for meaningful engagement and https://doi.org/10.1007/s10803-020-04411-9. successful participation in job tasks, they ABOUT BROWN BELL CONSULTING, LLC better serve and reap the strengths of neu- Lord, C., McCauley, J. B., Pepa, L. A., Huerta, M., & rodiverse individuals. Pickles, A. (2020). Work, living, and the pursuit of Brown Bell Consulting is a full service Corporate Relations company happiness: Vocational and psychosocial outcomes offering individuals and organizations customized solutions to meet all Sharon Eva is a pediatric occupational for young adults with autism. Autism, 24(7), 1691- therapist currently working in Waco, Tex- 1703. https://doi.org/10.1177/1362361320919246. of their relationship needs. What differentiates us is that we fully and as. She is passionate about serving the seamlessly integrate into client culture making your goals, our goals. neurodiverse population and is pursuing Robertson, S. M. (2009). Neurodiversity, quality her PhD in occupational therapy at Nova of life, and autistic adults: Shifting research and Southeastern University. Please feel free professional focuses onto real-life challenges. We Offer the Following Services: to contact her with any questions or com- Disability Studies Quarterly, 30(1). https://doi. ments at: [email protected] org/10.18061/dsq.v30i1.1069. • Corporate Relations Support

References Teti, M., Cheak-Zamora, N., Lolli, B., & Maur- • Government Relations/Advocacy er-Batjer, A. (2016). Reframing autism: Young • Crisis Management Botha, M., Hanlon, J., & Williams, G. L. (2020). Does adults with autism share their strengths through Language Matter? Identity-First Versus Person-First photo-stories. Journal of Pediatric Nurs- • Social Media Management Language Use in Autism Research: A Response ing, 31(6), 619-629. https://doi.org/10.1016/j. • Special Events Planning to Vivanti. https://doi.org/10.31219/osf.io/75n83. pedn.2016.07.002. • Facilitation Jordan, C. J., & Caldwell-Harris, C. L. (2012). Un- Winter-Messiers, M. A. (2007). From tarantulas derstanding differences in neurotypical and autism to toilet brushes: Understanding the special in- • Community Relations and Marketing spectrum special interests through internet forums. In- terest areas of children and youth with Asperg- tellectual and Developmental Disabilities, 50(5), 391- er syndrome. Remedial and Special Education, 402. https://doi.org/10.1352/1934-9556-50.5.391. 28(3), 140-152. https://doi.org/10.1177/0741932 5070280030301. @BrownBellConsulting Klin, A., Danovitch, J. H., Merz, A. B., & Volkmar, F. R. (2007). Circumscribed interests in higher Winter-Messiers, M. A., Herr, C. M., Wood, C. @brownbell consulting functioning individuals with autism spectrum dis- E., Brooks, A. P., Gates, M. A., Houston, T. L., orders: An exploratory study. Research and Prac- & Tingstad, K. I. (2007). How far can Brian ride @BrownBell_LLC tice for Persons with Severe Disabilities, 32(2), the Daylight 4449 Express?: A strength-based 89-100. https://doi.org/10.2511/rpsd.32.2.89. model of Asperger syndrome based on special 202.486.0495 interest areas. Focus on Autism and Other De- Lee, E. A., Black, M. H., Falkmer, M., Tan, T., velopmental Disabilities, 22(2), 67-79. https:// [email protected] Sheehy, L., Bölte, S., & Girdler, S. (2020). “We doi.org/10.1177/10883576070220020701. PAGE 20 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Networking for Good

By Lesli Cattan, LCSW networking efforts. and Marjorie Madfis, MBA Workshops were offered in multiple Yes She Can week chunks, scaffolding skills leading to networking opportunities. The workshops were broken down into the following topics: ost people find employment opportunities through a net- • Exercises to enhance self-awareness work of people they know, of vocational preferences and interests and it is well documented including strengths, likes and dislikes, Mthat professional networking is an import- environmental setting awareness, need ant investment in time to begin and grow for direction, work hours and modes of one’s career (Augustine, Top Resume). In available transportation fact, the U.S. Bureau of Labor Statistics indicates that “85% of jobs are filled by • Develop an understanding of the concept networking making it a critical skill to de- of active listening and moving from a velop on the road to employment.” prepared script to responding to an un- Networking allows people to establish expected suggestion or information and nurture long-term mutually beneficial relationships, learn about career options and • Managing one’s own anxiety via prac- developments, guide skill acquisition and de- tice of skills in small group settings and velopment, maintain an awareness of chang- Lesli Cattan, LCSW Marjorie Madfis, MBA in one-on-one settings es in a particular industry and potentially lead to job opportunities (McIntyre, 2020). Networking requires actively listening Our professional team at Yes She Can de- • Job exploration using videos and guest Even in the best of circumstances, for to another person and then responding veloped a curriculum to teach networking speakers from a variety of career ave- a person with significant confidence and spontaneously to develop rapport. The art skills that assumed some level of success nues to help increase awareness of po- ability to articulate one’s thoughts and of networking is one of the harder skills along with a willingness to provide signif- tential job possibilities respond appropriately to social cues and to achieve, yet its value is undisputed icant preparation and reasonable dignity of nuances, networking can be challenging. and a skill worth developing amongst job risk. Preparing job candidates with autism • Understanding the types of resumes used For adults on the autism spectrum, net- seekers with autism. We know that adults for networking opportunities is multi-lay- and completing a current resume working is counter-intuitive and extremely with autism specifically are a disability ered and cannot be rushed. challenging. By definition, individuals di- population that has an extremely low rate The thorough preparation included a se- • Establishing an account that accurately agnosed with autism are likely to be chal- of employment (Roux et al., 2015) and ries of mini workshops over the course of reflected each person’s strengths, work lenged by social communication and have therefore, we implemented a curriculum months that could be replicated in a variety and volunteer experiences, job interests difficulty understanding the social cues to address the multiple challenges of job of settings and provide the tools necessary that influence day-to-day interactions. acquisition. for people with autism to succeed in their see Networking on page 31

A Bridge to Employment

By Ruth Eren, EdD and Issue #1: Transition Focus vs. On De- Laura H. DiGalbo, MEd mand Environment Education Environment - Transition Focus Students are instructed in programs that s a student’s remaining time in are individualized. Instruction is tailored to high school dwindles down to meet their learning style, educational, and a year or two, school district environmental needs. personnel are challenged to Employment Environment - On Demand Ameet the expectations of both students and Environment parents regarding life after high school. Employees are expected to execute duties Post-secondary education transition brings when instructed to do so, to the best of their its own set of challenges while employ- abilities, with or without accommodations. ment opportunities for those not going on to further educational programs involve Issue #2: Development of Life Skills vs. quite another set of more complex and un- Execution of Job Requirements chartered demands and expectations. Education Environment - Development of Although many districts provide work Life Skills experience programs in a student’s final School curriculum is still very much fo- year, the shift from school work experience cused on instruction in independent living programs to employment is quite dramatic. Ruth Eren, EdD Laura H. DiGalbo, MEd skills, social communication competencies Some parents have described it as falling and the development of self-determination. off a cliff and are left to wonder if a para- rights legislation providing safeguards for research project, the authors believe in Employment Environment - Execution of chute will open in the form of an employ- persons with disabilities in the areas of their critical importance through their ac- Job Requirements ment opportunity. Many parents fear, what employment, housing, and transportation tive consultation and interaction with the Employment is solely about getting the many of us know from research, that many among others. many parties involved with the transition job done correctly and efficiently, with or individuals with autism will remain high- As consultants to programs that are process. The authors strongly believe if without accommodations. ly dependent upon their families well into faced with this seismic shift, the authors the seven issues are fully understood by all adulthood (Howlin, p.112). It is a seismic have identified seven common transition parties involved, a bridge between the ed- Issue #3: Individuals with Disabilities shift from school programs to employment. issues that have confused and frustrated ucation environment and the employment Education Act (IDEA) vs. Americans School programs for persons with dis- parents. These issues, if misunderstood environment can be constructed allowing with Disabilities Act (ADA) abilities is an entitlement with services, or not fully explained, often create mis- the transition from school to employment Education Environment - Individuals with supports and due process required under understanding and communication issues to be a much smoother (yet still challeng- Disabilities Education Act (IDEA) the Individuals with Disabilities Educa- between parents, their adult son or daugh- ing), process! The following is brief list of Individuals with disabilities law is a law of tion Act (IDEA). Employment, unlike ter, potential employers and adult provid- the seven issues that demonstrate the shift entitlement that ensures students with education, is guided by the Americans ers of vocational services. Although the between the two worlds the young adult is with Disabilities Act (ADA) that is civil seven issues are not based on a formal moving from and to: see Bridge on page 27 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 21

Self-Advocacy and Successful Onboarding and Maintenance of Employment

By Casey Schmalacker, BA make meaning. In order to ensure that an and Alissa Cappelleri, MAT individual can meet expectations, self-ad- New Frontiers Executive Function Coaching vocacy and individualization will be essen- tial. The following strategies and questions to ask can enable one to advocate for them- he topic of employment struggles self and gather the necessary information for those on the Autism Spec- to rise to the occasion of a new position. trum tends to focus on gaining meaningful work opportunities, Clarifying What is Communicated Twhile the conversation needs to continue by looking at sustaining employment. In How can we define expectations? a 2018 study, only 14.3% of the sample The employer’s traditional onboarding sustained employment for a period longer process should be reviewed with the in- than 18 months (Chan et al., 2018). There dividual and meaningful checks for un- can be many reasons why employment is derstanding are to be incorporated. Any short lived. One focus area should be how opportunity for the new employee to put language deficits characteristic in those an expectation in their own words and con- with ASD highlights challenges with a firm comprehension is valuable. Assump- “typical” onboarding/hiring process. In- tions of clarity in terms of language use dividuals can take ownership of their allow for gaps and may lead to a mismatch onboarding process to ensure a smooth Casey Schmalacker, BA Alissa Cappelleri, MAT regarding what an employer was looking transition into a new role, while setting up for and the employee’s work production. sustained employment. understand that the focus of onboarding ASDs benefit from explicit language when Having a shared language framework that The current state of onboarding is lack- employees is not on setting them up for learning new tasks (Muller, et al., 2008). all agree upon minimizes this potential out- ing. According to a 2017 Gallup poll, 88% success. If the goal is to sustain employ- Typical onboarding is not guaranteed to be come and can sustain employment. By us- of organizations’ onboarding processes are ment, it is the prerogative of those being developed with respect to neurodiversity. ing questions, Individuals should compile not designed well (Gallup, 2017). Most hired to advocate for an onboarding period Individuals seeking employment should a list of expectations to their understanding organizations (58%) center their onboard- that complements their strengths and miti- utilize self-advocacy and communication and present them for review. ing programs around processes and pa- gates their challenges. strategies to make the onboarding process perwork, and 25% of companies say that Autism Spectrum Disorders are char- as successful as possible. What does success look like in this job their onboarding program doesn’t include acterized by “persistent deficits in social The onboarding process must be evalu- position? training (Bauman, 2018). Further, 60% communication and social interaction” ated for potential roadblocks for those with Expectations may be outlined in the job of companies don’t set clear expectations (APA, 2013). Some of this is the result of ASDs. Guidelines may be presented that description. However, what is presented on in terms of goals for new hires (Bauman, weaknesses with figurative language (Ka- leave room for interpretation and further 2018). Looking at these statistics helps one landadze et. al., 2018). Individuals with clarification in order for those with ASD to see Onboarding on page 30

Inclusion from page 19 example, if noise or light sensitivity are an issue, provide noise-canceling headphones process known as “SuperWeek,” which or dim the lights. If making eye contact is gauges how potential employees work by uncomfortable, mirror the new hire and giving them problems to solve in a team don’t look directly into their eyes. Provide setting over the course of one week with updates about changes in tasks well in ad- feedback incorporated throughout. Rather vance and offer meeting notes to help them than traditionally interviewing candidates prepare beforehand. Offer regular, concise with autism, your organization can consid- feedback. er a series of assessments or participation in a group project to gauge skills and po- We might overlook candidates whose tential fit. social skills don’t shine in an interview or who we perceive as not being a “culture Customize Onboarding - Work within fit.” We might not have diversified talent your mainstream HR processes, but add pools for tapping into potential hires with specifics geared toward employees with autism. But this can lead to missing out on autism and customize the onboarding pro- trustworthy and loyal employees who are cess. Bring on a job coach who special- creative problem solvers. Let’s strive to izes in working with people with autism create workplaces where people’s differ- to help optimize their success. Put a sup- ences are truly valued, and everyone can port circle in place to help mentor the new show up to work being who they are. hire about workplace expectations such as dress code, roles and expectations, and This article has been reprinted with permis- social norms. sion. You may view the original article here. Ashish Kaushal is Founder and CEO of Make Accommodations - Every person Consciously Unbiased, an organization is different; make accommodations to help helping companies meet their diversity and new hires with autism be successful. For inclusion goals. PAGE 22 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021 AUTISM SPECTRUM NEWS DESK

Early Screening Tool Leads to Earlier Diagnosis and Treatment for Autism Spectrum Disorder

By Scott LaFee and received a comprehensive evaluation, ASD is now estimated to affect one UC San Diego Health diagnosis and treatment referral by age 15 in every 54 children born in the United months. States. Multiple studies, including research “There is extensive evidence that ear- conducted by Pierce and colleagues have ince it debuted in 2011, the Get SET ly therapy can have a positive impact on found that simple parent checklists per- Early program, which provides pe- the developing brain,” said Pierce, who formed as early as a child’s first birthday diatricians and parents with a rel- is co-director of ACE. “The opportunity can identify symptoms of ASD. Early diag- atively simple process to screen to diagnose and thus begin treatment for noses have been found to be highly stable Sfor indicators of autism spectrum disorder autism around a child’s first birthday has as early as 14 months. (ASD) in children as young as age 1, has enormous potential to change outcomes Pierce said the Get SET Early program, steadily grown in use and validation. Ear- for children affected with the disorder. which has expanded to other cities and ly screening and identification of ASD has These toddlers, as part of the Get SET Ear- states with funding from the National In- been linked to more effective treatment. ly program began treatment roughly three stitute of Mental Health, can be adopted by A new study, published in the April 26, years earlier than the national average of any pediatric office, at virtually no cost. 2021 issue of the Journal of Pediatrics by 52 months.” researchers at University of California San But the study also revealed some sur- This article has been reprinted with per- Diego School of Medicine, further bolsters prising findings: Participating pediatri- mission. You may view the original article these findings. cians referred only 39 percent of toddlers at https://health.ucsd.edu/news/releases/ Led by Karen Pierce, PhD, a professor who had failed a screening for additional Pages/2021-05-10-early-screening-tool- in the Department of Neurosciences who evaluation. leads-to-earlier-diagnosis-and-treat- with colleagues created the Get SET Early “Data from the iPads indicated the lack men-for-autism-spectrum-disorder.aspx. program, researchers at the UC San Diego of referral follow-through was because pe- Scott LaFee is Director of Communi- Autism Center of Excellence (ACE) assem- Karen Pierce, PhD diatricians thought that the results of the cations and Media Relations at UC San bled a network of 203 pediatricians in the screen were wrong,” said Pierce. “But if a Diego Health. San Diego region who conducted system- Digital screens automatically scored parent noted that they were concerned by Co-authors include: Vahid Gazestani, atic screenings of 59,411 infants or toddlers patients as pass or fail. Pediatricians were checking ‘yes’ on the last question, the re- Lizabeth Bacon, Eric Courchesne, Amanda at their 12-, 18- and 24-month check-ups. asked to indicate whether they were refer- ferral rate increased to 70 percent. Cheng, Cynthia Carter Barnes, Srinivasa Parents completed a validated question- ring toddlers who failed a screening for “These findings underscore the impor- Nalabolu, Debra Cha, Steven Arias, Linda naire about their child’s use of eye contact, further evaluation and if not, why not. tance of parent participation and input Lopez and Christie Pham, all at UC San words, gestures and other forms of age-ap- Overall, 897 children failed the initial when seeking to detect the earliest signs of Diego; Kim Gaines, Gohar Gyurjyan, Ter- propriate communication, using either a screening and received further evaluation ASD or other development delays in young ri Cook-Clark and Kathy Karins, all at San paper form or an iPad. The final question at ACE. Within this cohort, 403 received children. If you are a parent and have even Diego Regional Center. on the screening tool: “Do you have any a subsequent diagnosis of ASD. Approxi- minor concerns about how your child is de- Funding for this research came, in concerns about your child’s development?” mately 60 percent of these children were veloping, you must speak up. Don’t wait. part, from the National Institute of Mental (Yes or No). assessed at their 12-month well baby visits, Your voice carries weight.” Health (grant R01 MH104446).

Perspective from page 13 example, the robot asked one ASD adoles- there is a familiar and comfortable connec- cent what he wanted to do in the future, tion between the sophistication of the RAI parent, therapist or teacher, guiding ASD regarding playing the piano. His mother and ASD individuals. In any case, I have individuals to learn new behaviors and was amazed that he had a plan of forming observed how productive and joyous ASD develop new skills. MOVIA’s Robot-As- a band, and had a name picked out for his children respond to RAI and I am excited sisted Instruction (RAI) systems help band. Moreover, the adolescent was pro- to discover more about this population. For children with Autism Spectrum Disor- lific in asking the robot questions about the first time, when the first conversation ders and other special needs unlock the “himself” - “Why do you have an unusual was in process between the robot and child, potential to learn and grow through their name? How old are you?” In the years I’ve I felt honored to glimpse inside the beau- unique robotic technology. MOVIA Ro- worked with this population, the curiosi- tiful, intelligent, and creative mind of an botics builds systems to help these chil- ty and questions are not observed signifi- autistic child. dren remove barriers to learning, social- cantly toward other people as opposed to izing and adapting, while facilitating a the robot. The strategy, in part, is to make Lisa Lichtenstein has established a positive learning environment at school communication comfortable and routine multi-faceted career as a psychotherapist and at home by dynamically leading them so that this behavior is generalized onto practicing for over 20 years. She runs a through activities using evidence-based other people in the adolescent’s life. The psychotherapy private practice in Santa prompting and instructional design. I was robot also encourages generalization of Monica, CA, is a Clinical Director in two astonished to observe how ASD individu- new skills. special education schools in Los Angeles, als naturally connect effortlessly with the Lisa Lichtenstein At a public school in Los Angeles, I and is the psychological expert for MOVIA robot. It’s as if the rapport is immediate- created a customized program where the Robotics, focusing on the implementation ly established, a fundamental in effective One of my favorite options I utilize with robot taught moderate to severe Autis- of RAI for children with socio-emotional, therapy. RAI is the ability to customize communi- tic children. These lessons included Why behavioral, communication, and academ- The second observation in working with cation coming from the robot, as it inter- and How to Wear a Mask, Washing Your ic challenges. Lisa’s impassioned career the ASD population using RAI is that the acts with my clients. With this modality Hands, and Practicing Social Distancing, promotes people becoming healthier and skills ASD children develop naturally be- I’ve been able to ask questions, through in preparation to returning to a hybrid happier, and her work with MOVIA pro- come generalized onto other situations the robot, that previously would not elic- in-person school schedule. To my happy motes the use of assistive technology that and people. For example, as the robot and it a response. When the robot communi- amazement the children were “glued” to expedites psychological and emotional child practice a lesson on “How to Ask for cates, the majority of the ASD children the robot, seemingly enjoying the delivery, growth and profound progress. (License: Help,” many children carry this behavior I’ve worked with consistently respond the warmth, and the information. MFC39938 lisalichtenstein.com│Lisa- over to adults/teachers in their lives. and initiate further communication. For I’m not a neuroscientist but I wonder if [email protected]│ (310) 980-2179) AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 23

How Practicing and Building Interview Skills Can Help Individuals with ASD Feel Less Overwhelmed

By Nancy Fraher workplace, coping with sensory overload, Another tool we have found to be helpful Program Coordinator for Project organizing and completing tasks, and com- is the creation of a slide presentation that SEARCH Autism Enhancement municating with coworkers (Roux, Rast, allows participants to visually share more The Arc Westchester Anderson and Shattuck, 2017). We have about themselves and the work and train- found that helping individuals learn the ing they are doing throughout the program. skills needed to be successful in the work- This presentation uses photos and/or video ccording to the Centers for Dis- place starts with preparing them for the in- clips of the individual working throughout ease Control and Prevention terview process. the various phases of the program and de- (CDC), 1 in 54 children has been Strong interview skills begin with basic scriptive captions explaining what they are identified with autism spectrum communication skills, and this is some- doing. We have found that our interns with Adisorder (CDC, 2020). Since there is no thing that should be an integral part of any ASD sometimes struggle with open-ended evidence to suggest that the prevalence employment training program curriculum. or direct questions, and utilizing the slide of ASD will decrease, the need for tran- Individuals with ASD may have difficul- presentation provides another avenue for sitional services, especially those related ties with some behaviors related to social discussion and takes a bit of the pressure to employment, has become even greater. skills including eye contact, engaging in off the situation. All of the information Over the next decade, approximately half reciprocal conversation and responding to from the visual presentation is also includ- a million young people on the autism spec- another person’s interactions, which can ed on their resume, which we help them trum will transition to adulthood (Demer, pose a challenge in the work environment write and update throughout the program. 2018), and it is critical that they receive the (Hendricks, 2010). From day one, it is im- If using a visual component like the supports and learn the skills needed in or- Nancy Fraher portant to work with individuals on hon- above, it is important to give individuals der to do this successfully. ing these skills, from making small talk the opportunity to practice presenting their At The Arc Westchester, our Project byterian Hospital, and New York-Presby- in the hallways, to conversing with their story prior to any formal interview. This is SEARCH Autism Enhancement Program terian’s Center for Autism and the Devel- peers and staff, to having phone conver- also something that can be expanded on (PSAE) is a one-year internship program oping Brain. sations and virtual meetings. Individuals over time to help increase their confidence. targeted for young adults, ages 18 to 28, For an individual with ASD, being em- build upon this foundation throughout their Participants can start with presenting to a with ASD whose goal is competitive em- ployed means integration into a social training so when it comes time for a formal member of the staff, then their peers, then ployment. PSAE uses the proven curric- network, contributing to society, making interview, they are comfortable with the familiar faces who they do not interact ulum from the original Project SEARCH their own choices and decisions and being interaction and have had a variety of expe- with every day, but who they know, and so program at Cincinnati Children’s Hospital less reliant upon publicly funded programs riences. It is important to maintain routine on. Gradually build out that circle, so that Medical Center that has been enhanced by (Roux et al, 2013). But for many individ- practice reviewing topics that are appropri- when it comes time for them to show the NEXT for AUTISM and UNC TEACCH uals with ASD, finding and keeping a job ate to discuss at work (sports, the weather, presentation to a potential employer, they evidence-based practices in partnership can be difficult, with challenges includ- etc.) and what is not, including personal with The Arc Westchester, New York-Pres- ing navigating the social dynamics of the information. see Interview Skills on page 29

Safety from page 4 workplace environment can far exceed the risk when making minor changes to the disability learns through the real-time ex- traditional way that jobs function. These ample of watching another person perform modifications are worth implementing. the same task. This can also be the function They lead to meaningful employment op- of a job coach if the employee receives that portunities for people with Autism. type of support mentioned earlier within Heather Purcell has earned a Bachelor this article. Consult with local and state- of Science degree in Community and Hu- based providers to learn more about re- man Services. She is the chairperson for gional support offerings. the Orange County Community Services While these recommendations are board I/DD subcommittee with thirteen largely related to the function of Human years of experience in the human service Resources, they are steps which can limit field. Irwin Siegel Agency (ISA) has been the risks associated with managing an in- the leading Program Administrator for the clusive workforce. Supervision and clear Human and Social Service industry for de- responsibilities set the tone for an environ- cades. Members of the Risk Management ment which is safe. In these environments, Division from ISA come from a Social Ser- each person works within their hired ex- vice background, giving them an accurate pectations. When adhering to concrete job perspective of the day-to-day challenges duties there is less risk than one would ex- that provider agencies face when it comes perience in a more subjective role where to managing risk. For more information responsibilities shift or may be a bit gray. contact [email protected]. Supervision and mentorship which meet the employee’s needs leave little risk for References accident or injury. This is because there is always a helpful member of the team Office of Disability Employment Poli- available to provide guidance and support cy (n.d.). Autism. https://www.dol.gov/ from keeping the employee on task to rec- agencies/odep/program-areas/autism#:~:- ognizing if they are in a potentially haz- text=Americans%20on%20the%20au- ardous situation. tism%20spectrum,according%20to%20 The benefits of creating an inclusive the%20research%20literature.

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Implementing Common Sense Practices to Improve the Psychological and Emotional Safety of Autistic Adults in the Workplace

By Heidi Stieglitz Ham, PhD Psychological Safety 101 CEO and Founder Spectrum Fusion We have all heard about companies who touted their “open-door” policies, encouraging their employees to candidly hired five adults on the autism spec- share their ideas or feelings only to have trum. Am I a hero? No. Do I have all those same employers use the information of the answers? No. However, after against their employees at a later date. In years of actively listening to autistic organizational psychology, the most wide- Iadults describe their emotional struggles ly accepted definition of psychological whilst they desperately tried to maintain safety was put forward by Edmondson employment in the traditional workplace, (1999) as a shared belief by the employ- I am committed to taking their lessons on ees as to whether it is safe to engage in board and creating a productive, vibrant, interpersonal disclosure in the workplace. psychologically and emotionally safe work Psychological safety is the belief that one environment at Spectrum Fusion. won’t be humiliated or retaliated against Employment outcomes for neurodiver- for sharing ideas, questions, concerns, or gent individuals are bleak, especially for even mistakes. Google’s Project Aristotle adults on the autism spectrum. Published research revealed that psychological safety studies in the United States, UK, Australia, was the most critical factor in highly pro- and Canada all report high unemployment ductive teams. Recently, Yuwan and Keller rates for adults on the autism spectrum. In (2021) published their findings that project 2012, Shattuck and colleagues published Spectrum Fusion Media team from left to right: Darren Logue teams in R&D perform better and stay lon- their findings that approximately 85% of ger. This makes perfect sense. Our team at autistic adults were unemployed. Although (Production Assistant and Videographer), Rhys Griffin, (Visual Spectrum Fusion report that they feel safe 35% of adults on the autism spectrum at- Storyteller), and Philip Thomas (Lead Editor and Videographer) to share without fear of retribution. tend college, only 15% were employed, a much larger disparity than that found in the 53.4% of autistic adults ever held a paid sense practices, companies can create psy- Resilience and Stamina population at large. Moreover, such indi- job since graduating from high school. chologically and emotionally safe work- viduals were more likely to be underem- Securing and sustaining employment place environments that will attract and re- Adults on the autism spectrum report ployed, thus not contributing to their full continues to be the number one challenge tain adults on the autism spectrum so they suffering from trauma and PTSD after level of capability (Shattuck et al., 2012). facing autistic adults in 2021. It doesn’t can thrive, grow, and bring their talents to Roux et al. (2013) reported that merely have to be this way. With a few common society. see Common Sense on page 35

Holistic from page 6 For example, managers can practice med- their responses (Hasson and Butler, 2020). al (2019). Perceived Organizational Support itation, mindfulness, and stress resilience, Under the Americans with Disabilities for the Use of Employees’ Strengths and Em- needs. Employees who can work in a way share their knowledge with their direct re- Act, employers must provide reasonable ployee Well-Being: A Cross-Country Com- that allows them to use their strengths are ports and make these activities available accommodations to eligible individuals, parison. J Happiness Stud 20, 1825–1841. happier, less stressed, and more confident. during team meetings. Another technique including those with a diagnosed men- Researchers Auston and Pisano have noted identified in the 2010 piece “The Way tal-health disorder. Miller, M., Williams, P., O’Neil, M. since 2017 that there is an ongoing effort We’re Working Isn’t Working” is the prac- Employers have the power to enhance (2018). The Healthy Workplace Nudge: to recognize and celebrate the strengths of tice of managers encouraging their direct the mental well-being of all employees. How Healthy People, Culture, and Build- autistic and other neurodivergent individ- reports to take a short break after 90 min- By building a work environment that pro- ings Lead to High Performance. Wiley. uals in the workplace. Managers should utes of busy work to increase their focus by motes psychological safety, acknowledges continue to maximize strengths and mini- 30%. Another useful technique is schedul- employees’ strengths and autonomy, and Newport, C. (2016). Deep Work: Rules for Fo- mize deficits to set autistic and other neu- ing blocks of time during the work week builds wellness practices into the work- cused Success in a Distracted World. Piatkus. rodivergent employees - and all employees for direct reports to perform deep work to day, they can create a foundation for strong for that matter - up for success. be absorbed in what they are doing, solve mental health and growth. Rothwell, W.J., Stavros, J.M., Sullivan, It’s been long understood that talented complex challenges, gain mastery, and R.L. (2015). Practicing Organization De- employees with a high workload and lit- deliver signature solutions (Miller et al., Louis Chesney is Manager of Neurodi- velopment: Leading Transformation and tle autonomy encounter difficulty in their 2018). Switching between tasks quickly versity at Rethink Benefits. For more infor- Change. Wiley. learning and development, resulting in without having much time to think things mation, email louis.chesney@rethinkbene- stress (Ruysseveldt and Dijke, 2011). These over can deplete creative energy and com- fits.com or visit www.rethinkbenefits.com. Schwartz, T., Gomes, J., McCarthy, C. employees should create a plan of action promise mental health (Newport, 2016). (2010). The Way We’re Working Isn’t with their manager if they feel swamped, Organizations that infuse mental wellness References Working: The Four Forgotten Needs That according to this research. Employers can into their DNA will always have an imme- Energize Great Performance. Free Press. tailor environments for neurodiversity or diate positive effect on current and incom- Austin, R. D. & Pisano, G. P. (2017). Neu- individual differences in productivity and ing employees. rodiversity as a competitive advantage. Vahratian A., Blumberg S.J., Terlizzi E.P., learning styles, allowing all employees to Harvard Business Review. Schiller J.S. (2021). Symptoms of Anxiety become more autonomous, especially when One Final Note on Mental Well-Being or Depressive Disorder and Use of Men- under a heavy workload. As someone with Hasson, G., Butler, D. (2020). Mental tal Health Care Among Adults During first-hand experience of social anxiety re- You may face a situation in which one Health and Wellbeing in the Workplace: the COVID-19 Pandemic - United States, lated to speaking, I benefitted from produc- of your employees struggles with severe A Practical Guide for Employers and Em- August 2020–February 2021. MMWR tivity enhancements like allowing me to mental-health difficulties. They may pres- ployees. Capstone. Morb Mortal Wkly Rep 2021;70:490–494. write out my thoughts instead of verbaliz- ent a more pessimistic view of the future. Oomen, D., Nijhof, A.D. & Wiersema, J.R. ing them in group discussions. At work they may suddenly show less en- Honeybourne, V. (2019). The Neurodi- (2021). The psychological impact of the thusiasm or initiative. When someone is verse Workplace. London: Jessica Kings- COVID-19 pandemic on adults with au- Integrating Wellness diagnosed with a disorder such as major ley Publishers. tism: a survey study across three countries. Into Business Practices depression, bipolar disorder, or schizo- Molecular Autism 12, 21. phrenia, they might worry about telling Kahn, W.A. (1990). Psychological Condi- In addition to formally communicating their employer. As a manager, you can ed- tions of Personal Engagement and Disen- van Ruysseveldt, J., van Dijke, M. (2011) wellness practices to employees, it’s also ucate yourself on mental health, recognize gagement at Work. Academy of Manage- When are workload and workplace learning important for employers to instill these symptoms and signs as cues to talk with an ment Journal. 33 (4): 692–724. opportunities related in a curvilinear man- practices in workgroups and make wellness employee about their well-being, ask them ner? The moderating role of autonomy. Jour- a part of the daily routine of the workplace. open-ended questions and actively listen to Meyers, M.C., Adams, B.G., Sekaja, L. et nal of Vocational Behavior, 79: 470-483. AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 25

Ensuring Equal Access to Employment Opportunities for Adults with Autism Requires Bold Legislative Initiative

By Assemblyman Angelo Santabarbara more than a culture of awareness, but we included a measure aimed at promoting Chair of the New York State need acceptance and incentives to get overall accessibility in the day-to-day lives Assembly’s Sub-Committee on us there. The New York State Assembly of individuals with disabilities like re-es- Autism Spectrum Disorders recently passed a bill establishing a tax tablishing the Office of the Advocate for credit ranging from $5,000 to $25,000 for People with Disabilities to help those with small businesses that employ people with disabilities receive services and support n the wake of an unprecedented year, disabilities (A.3960 of 2021). This cred- in order to enable them to make informed many of us are all keenly aware of the it would be available for companies with choices and decisions (A.3130).5 difficulties that can come with find- fewer than 100 employees that employ a Providing substantive change for the ing and keeping a steady, good-paying disabled person for at least 6 months for a thousands of adults with autism requires Ijob. However, for adults diagnosed with minimum of 35 hours a week.2 a great deal more on our part. Aside from autism spectrum disorder (ASD) or other To further combat discriminatory em- amending portions of our law to encourage developmental disability, this already-dif- ployment practices, I have introduced a fair and fulfilling employment opportuni- ficult endeavor can be further complicat- bill that would seek to award 5% of state ties, we need to support the countless orga- ed by a host of additional barriers. People contracts to businesses where 15% of the nizations and nonprofits that have the con- with disabilities serve an essential role in employees are individuals with disabilities nections and framework in place to provide our workforce and deserve a fair chance (A.2593). The bill would involve creating people with autism and their families all to succeed. That’s why, in honor of this a statewide study to determine whether the resources they need to succeed. In this year’s New York State Assembly Legisla- there is a disparity between the number of year’s New York State budget, I’m proud tive Disabilities Awareness Day, I helped qualified businesses able to perform state that my work with that of local advocates passed a legislative package designed to contracts and the numbers actually en- ensured important funding for the Autism remove these barriers to employment so gaged and determine any changes needed.3 Society of the Greater Capital Region all New Yorkers can follow their dreams New York State Assemblyman Another bill passed would ensure the to support the Gig Works program. Gig and lead a fulfilling life. Angelo Santabarbara rights of state employees to sue New York Works is an innovative program that fos- Those with disabilities are often over- State for damages due to violations of the ters connections between employers and looked for employment opportunities due alarmingly higher rate than their peers.1 Americans with Disabilities Act of 1990, people with autism all the while creating to employers’ false assumptions that they This is a sad reality that prevents capable the Fair Labor Standards Act of 1938 and a support system to help these individuals will be unable to complete their duties ad- individuals from entering the workforce. the Family and Medical Leave Act of 1993 navigate the workforce.6 equately. According to a number of studies Adults living with a disability deserve the (A.7121). This will not only give further Whether an individual is searching for and data sets, adults with autism are unem- same opportunities to support and provide agency to adults with disabilities, but will meaningful employment or a training pro- ployed at a rate of 75-85%. Even those who for themselves and their families just like also deter employers from using discrim- gram, we must do everything we can to achieved a college degree find themselves anyone else. inatory hiring and workplace practices.4 to be underemployed or unemployed at an To help alleviate this barrier, we need In addition, this the legislative package see Equal Access on page 26

Job Search from page 1 this is especially true with creative indus- 50 customers per week. (skills = adept tries such as design. at problem solving, working well un- from playing video games, collecting rare der pressure, ability to deal with a wide coins, eating a certain type of candy, or The Resume and Cover Letter range of people in difficult situations, simply sitting among nature. Now make a as Your Self-Marketing Tool commitment to and satisfaction in help- list of everything you don’t enjoy. Maybe ing others, promoting a positive image of it’s getting up early in the morning, wash- Your resume is your calling card. This the store and being a brand ambassador, ing the dishes after dinner, or, specific to and your cover letter will give the viewer and the list goes on…) some autistic individuals, avoiding crowd- their first impression of you, so maximize ed places with a lot of noise. Let your mind your skills and sell what you do best. This • Reviewed 125 incoming weekly stock run; just keep writing it all out until you is of paramount importance if you have deliveries for accuracy (high attention to have a sizable list of pros and cons. limited professional experience. Your task detail, reduced errors) Already you may begin to discover some is to craft your skillset into a marketable possible jobs to embrace or avoid. My example of how you will be an asset to a • Organized stock shelves and unpacked above scenario means that I enjoy technol- given organization. To the point: get the 2 pallets containing 35 large product ogy and thrive on competition; however, I hiring manager to “fall in love” with you. boxes nightly for visual store display would prefer to stay in my own space away Not literally, but make them want you for (ability to visually organize and com- from people. I have a very high attention that job as the perfect candidate. plete a task in a defined amount of time) to detail and a passion for certain parts You can create impact with virtually of history. I’m also fascinated by the way any set of responsibilities by quantifying Quick tips for writing a resume that gets in which things are made or constructed. accomplishments and using strong active noticed: I would prefer to find a job with flexible Michael Giorgio verbs to make your skills applicable to any hours or at least that would allow me to number of potential jobs, thus allowing the • Your profile/objective should clearly work remotely. Based on these preliminary exist but are not well known. There is reader to draw parallels to what they are state what you want in relation to the conclusions, I definitely do not want to gold to mine in your special interests! seeking. Perhaps you worked in a super- job application and how your accom- work in a restaurant or dining hall! market as a cashier or stock clerk: plishments will match that particular Jobs or professions I might like (be • Food science or manufacturing position. NOTE: you can have a se- broad in your exploration): • Managed over $25,000 per week and ries of resumes to suit different types • Ecology, Environment Science accurately reconciled the daily cash of jobs: one for computer work, an- • Game designer (my “dream” job) drawer (skills = attention to detail with other for museums, etc. Overall, be • Working in a National Park or Nature no mistakes and ability to handle large sure to adapt your profile/objective • Computer technician, IT specialist or Preserve amounts of money responsibly) to the job. Moreover, avoid appear- Webmaster/designer ing as a “jack-of-all-trades.” Employ- Some of the above jobs may require ad- • Interfaced with 200 customers per week ers are looking for targeted experience, • Museum or art gallery guide/docent ditional education, while others are possi- in a high production environment (skills = so that is what you need to show them. ble entry level opportunities that can grow working with people in a fast-paced set- • Archeology in responsibility. Some jobs may even pay ting and the ability to handle a large vol- Example: Seeking a growth-oriented po- for you to go back to school. Internships ume of products in a short amount of time) sition as a museum tour guide utilizing • Numismatic Jobs (coin related): Who while in school can sometimes lead to jobs my expertise in historical coins. thought you could have a career in coins? as well and are a most effective way to • Delivered superior service and resolved Just one of many examples of jobs that enter a competitive industry or company - customer and product issues for over see Job Search on page 36 PAGE 26 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

The Connection Between Transportation Access and Future Employment

By Andrew Arboe ty to county, with some having a variety driving services. There was also only one Director of Community Outreach of choices and others having very little to place that provided clinical assessments, Planning Across the Spectrum offer. A common example of this is that which evaluates an individual’s driving suburban areas often have public bus stops ability. As I researched other services na- and/or active Uber drivers while rural areas tionwide for my online consultations, I have given countless driving semi- often lack both. As you research potential found some additional resources that can nars, and in all of them I talk about employment options, research the area’s provide people with several ideas when it the importance of discussing the transportation options as well. Here is a list comes to finding and managing transpor- impact of driving and transporta- of a few nondriving methods of transporta- tation options. Here are some services to Ition on employment. It is my belief that tion that are valuable to consider: look into for your state: potential employment opportunities must always be discussed with the individual’s • Public transportation (buses, trains, • Association for Driver Rehabilitation transportation options in mind. Available subways) Specialists (ADED) - They have a transportation is important in life as it in- member directory for all 50 states. creases both social and employment relat- • Ubers or other similar services such as ed opportunities, both of which increase Lyft • Search for “adaptive driving schools” the overall freedom and independence a online. person can have. • Nearby friends who drive As someone who works with the autistic Andrew Arboe • Search for articles on the topic by both community, and is autistic myself, I under- • Walking or biking (if there are side- autistic and non-autistic voices who stand that transportation options are often Consider Your Career Path walks in the area) have experience with disabled driving. limited, but I also understand the potential consequences of this. If someone has lim- Before transportation is even discussed Consider if Learning to Drive Build Your Roadmap ited transportation options, their opportu- regarding employment, it is important to Is Right for You nities become much more limited by their consider what field of work you are inter- Transportation should never be left in location. One of the many results of this ested in. What career path you choose of- Now that you have a lot of crucial informa- the dark during discussions about future is that employment becomes much hard- ten heavily influences what transportation tion, it’s time to make an informed decision or potential employment. It can make all er to find. I recall hearing a story back in method you are mostly likely to use for on if learning to drive is right for you, espe- the difference. It is also important to begin my community college days. It was about your future jobs. Researching job listings cially at this point in your life. It’s important discussions about transportation and dif- someone who graduated but was finding can help you get an idea of the licensing to mention that this is an ongoing process, ferent transportation methods early on in their employment search much more diffi- requirements and required transportation. and you might not be ready to learn now, life. If possible, promote these talks with cult than expected, and for an unexpected Some listings may require you to drive a but may be later in life. The point of getting those around you who are raising disabled reason. This person didn’t have a license, certain number of miles for the job while the full picture, including understanding al- children. and apparently it was really standing in some may allow you to work at home a ternative transportation options, is to take It’s true that there is no one roadmap to their way of finding a job. The reason this certain amount of the time. Positions such the pressure off. However, as discussed, for adulthood, but that ambiguousness can be story still sticks is that this person was also as being bus driver will likely require addi- many driving can create new and valuable scary at times. We all need to be encour- part of the disability specialist program, tional licenses. employment opportunities. If you do want aged to explore what our own roadmap is the same program I was enrolled in. It Sometimes a job is simply much more to learn to drive, or even are just curious to going to be like by understanding our own made me realize how crucial it was to con- difficult without access to certain types of try it out and see if it is something you feel needs and the resources and services we sider one’s transportation options through- transportation. To provide a personal exam- comfortable following through with, there have access to. In my experience, I wish I out life, especially for myself and others in ple from my own journey, working in the are great direct steps you can take. had more discussions about transportation similar positions in life. autism field heavily influenced me to get a growing up, especially before I graduated I started thinking more about how trans- driver’s license as I saw numerous mentor- Identify Useful Resources school. I missed out and I had to learn a lot portation was related to freedom and inde- ing positions that I had to drive to. Research Online and in Your Area very quickly. But by building my roadmap pendence, and I realized many important can help you effectively prepare for your on informed decisions and research, I was things. Possibly most importantly, I real- career path, in general and regarding trans- This may or may not be challenging to able to succeed far beyond I ever expected. ized that the career path someone chooses portation requirements. Knowing what is find, considering each state is very differ- Whatever choices you make, they should may influence, or even determine, the type needed for the future can give you an idea ent with resources. Driving school can be a be informed to effectively forge your own of transportation one may have to use. Cer- of the steps you need to start taking now. great first step for many potential drivers, roadmap. For many that includes driving, tain jobs require people to be able to drive, but for other disabled drivers such as my- for many it includes more public transpor- but others require less expected transpor- Consider Alternative self, it gets a little more complicated. Some tation-centered methods of travel. By dis- tation requirements, like taking the train, Transportation Options states may have adaptive driving schools cussing transportation when talking about or the subway, or the bus. Navigating these or driving rehabilitation programs that future or potential employment opportuni- different transportation options, and how As you are researching job positions, work with individuals with various disabil- ties, you set yourself up for success, and they relate to your chosen career path, can it is also important to investigate non- ities, while others do not. for a more free and independent life. be scary, and you may not know where to driving transportation options in the area. A few years ago, as I was becoming start if you are currently looking to plan for wWhere you or a potential job are located more active in the disabled community, Andrew Arboe can be contacted by your future. I am here to help though by can also influence your choices on poten- everyone talked about the public transpor- emailing arboea@planningacrossthespec- providing pointers and proactive ideas that tial transportation methods. The available tation and never about driving. There was trum.com. For more information, please will help get you started on the right foot! options vary from town to town and coun- only one driving school that had adaptive visit www.planningacrossthespectrum.com.

Equal Access from page 25 are developing a stronger framework for a nyassembly.gov/Santabarbara. 3. https://nyassembly.gov/leg/?bn=A02593 more fair and inclusive society. &term=2021 ensure New Yorkers with disabilities re- As the chair of the New York State As- Footnotes ceive fair and equal treatment. Individuals sembly Subcommittee on Autism Spectrum 4. https://nyassembly.gov/leg/?term=2021 with disabilities make up a significant por- Disorders, I welcome any and all questions 1. www.naceweb.org/career-development/ &bn=A07121 tion of our workforce, and they deserve the and concerns readers may have. Please special-populations/autism-spectrum-dis- same opportunities and protections granted feel free to contact my office at 518-382- orders-on-the-rise/ 5. https://nyassembly.gov/leg/?bn=A03130 to all workers. I’m confident that by using 2941 or send me an email at Santabar- &term=2021 practical policy initiatives like those we’ve [email protected]. You can also find 2. https://nyassembly.gov/leg/?bn=A03960 established here in New York State, we more information on my website at www. &term=2021 6. www.asgcr.org/gig-works/ AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 27

Autistics and Employment: Far Too Many Rivers to Cross

By Karl Wittig, PE are terminated), and always involved in- 1991, when some job advertisements be- Advisory Board Chair appropriate behavior (sometimes a single gan the practice of concluding lists of de- Aspies For Social Success (AFSS) incident), doing or saying things that were sired qualifications with such phrases as not well received, breaking rules that were “strong interpersonal and communications never formally stated (“hidden curricu- skills required.” Interestingly, this was at or as long as I have known about lum” violations), or more generally inter- least three years prior to the publication of autism, I have heard reports that personal, social, or political issues. In fact, DSM-IV, so that less-severe variants of au- autistics have the highest unem- the only exception that I recall involved tism were not even recognized yet. Appar- ployment rate among all disabili- a “door-to-door” salesperson – an occu- ently, human resource managers, who had Fty groups - or, for that matter, just about pation that requires the ability to “read” never heard of the autism spectrum, were any demographic. Even at the time of my potential customers and persuade them to somehow familiar enough with its deficits own diagnosis (late 2000), by which such buy products that they neither needed nor to know that they did not want to hire any- milder variants as Asperger Syndrome wanted - hardly the ideal job for an autistic body who had them. had been recognized, official rates were with limited nonverbal communication and For me, this was just further confirma- still awfully close to 100%. As public theory-of-mind skills. tion of what I had personally experienced awareness improved during subsequent A common story (one that I have heard for many years. Although a few people years, the numbers gradually went down, numerous times) involves someone being (amazingly) assumed that I had gotten just but nevertheless remained alarmingly let go because it was “just not working about every job I ever applied for (presum- high. This reduction was almost certain- out,” in spite of previously receiving fa- ably based on my skills and accomplish- ly due to expansion of diagnostic criteria vorable performance evaluations, without ments), the reality is that, even though re- in the DSM-IV (1994) and the likelihood being given an explicit reason for the ter- sponses to resumes and cover letters were that many less-impaired autistics man- mination (this is perfectly legal in “em- usually quite fast (they must have been aged to find employment. In any case, I Karl Wittig, PE ployment at will” states); clearly the real impressed by my credentials), the subse- have always believed that these numbers reason involved something apart from quent interview almost never led to a job are much higher than the actual rates, and knowledge of the situation from attending the quality of their work or adherence to offer. The only exceptions to this were re- that many undiagnosed autistics have long and facilitating Aspie support groups for workplace regulations. Sadly, by not being search and development laboratories (I am been employed in a variety of occupations over 20 years, in addition to learning from told the real reason (which they could not an electronics engineer) - an environment (as was the case with me). books, articles, and presentations during figure out for themselves), they were not in which a significant portion of the staff Whatever the real unemployment rate those years. What has always struck me able to learn what their mistakes were and was often considered “eccentric;” such in- among autistics might ultimately be, there most is the observation that, for just about thereby avoid repeating them. stitutions, at the time, offered among the can be no question that a highly dispro- every person on the spectrum I have en- best working environments for those with portionate percentage of the autistic pop- countered who lost a job, the reason never Things Go From Bad to Worse autistic challenges, so I consider myself ulation has serious difficulties finding had to do with incompetence, malfeasance fortunate to have found my way there. employment. Along with the many studies (e.g., stealing), negligence, or absenteeism The first evidence of change in em- that have established this, I have first-hand (the more common reasons why people ployer priorities that I noticed was around see Employment on page 34

Bridge from page 20 case, parents continue to have a voice in to enroll or continue with vocational ser- can sometimes be overlooked. The authors their young adult’s educational program. vices, the provider will deliver supports are very grateful to have had this unusu- disabilities be provided individualized Employment Environment - Self-Determi- only in individualized, competitive em- al opportunity to work together and share programming and due process if a student nation Executed ployment settings. No longer are group set- perspectives. The seven issues cited above does not demonstrate progress. Parents do not have a voice in the employ- tings used for vocational skill development are a direct result of this collaboration and Employment Environment - Americans ment environment unless the parent has on the job site. will hopefully serve as a bridge that will with Disabilities Act (ADA) been deemed guardian of the employee by help schools, parents, employers and most Civil rights legislation/ADA insures that the adult court. Employees must advocate Conclusion importantly, adults with disabilities, work “eligible” persons with disabilities are for themselves. toward a more effective transition from the given equal access to employment with or These seven issues have been iden- education environment to the employment without accommodations. Issue #6: Modifications vs. Accommodations tified by the authors, one of whom has environment. Education Environment - Modifications extensive background and experience in Issue #4: Manifestation Determination Under IDEA modifications can be made special education, the other has over 30 Ruth Eren, EdD, is Professor Emerita vs. Otherwise Qualified to allow a student with a disability to be years of experience in state agencies in- and Director (Retired) at the Center of Ex- Education Environment - Manifestation maintained in the general education setting volved with employment for people with cellence on ASD at Southern Connecticut Determination with the curriculum modified to meet his disabilities. Through their consultation State University in New Haven, CT. Laura Under IDEA a student cannot be denied an instructional needs. work with programs for adults with dis- H. DiGalbo, MEd, is a Nationally Certi- education if his inappropriate behavior is a Employment Environment - Accommodations abilities who are seeking employment, fied Rehabilitation Counselor (CRC) and manifestation of his disability. A suitable Under the ADA employees may have dis- and working as a team, these issues con- a Licensed Professional Counselor (LPC). educational program must be provided, and ability related accommodations to the pro- tinued to surface as prominent challeng- For more information, contact Dr. Eren the behavior must be addressed with sup- cess of executing job tasks. Modifications es. The nature of the consultation allowed at [email protected] and Laura at ports and additional services if necessary. of essential job tasks are not included in the authors the luxury of stepping back [email protected]. Employment Environment - Otherwise the Law. in order to look at the overall process in- Qualified volved when a person with disabilities References Under ADA an employee must be able to Issue #7: Pre-Vocational Exploration/ transitions from the educational environ- meet the essential functions of the job, in- Training vs. Individualized/Customized ment to the environment of employment. Americans with Disabilities Act of 1990. cluding behavioral expectations, with or Employment The expertise of the consultants allowed Public Law 101-336. 108th Congress, 2nd without accommodations; to be considered Education Environment - Pre-Vocational for collaboration and most importantly, session (July 26, 1990). qualified for the job or to remain on the job. Exploration/Training direct communication between the sys- In the school setting, pre-vocational train- tem of school- based transition services Howlin, P.(2014).Outcomes in adults with Issue #5: Parental Influence vs. Self-De- ing and sometimes career exploration in and adult employment services. autism spectrum disorders. In Volkmar, termination Executed various jobs can occur. Often this includes There was a unique opportunity for the Rogers, Paul, Pelphrey (Eds.) Handbook of Education Environment - Parental Influence group placements and the support of a vo- different philosophies and structure of each autism and pervasive developmental disor- Up until the age of 18, a parent can accept cational rehabilitation agency along with of the two environments to be discussed ders, 4th Ed.(pp.97-116) Hobken, NJ:Wiley. and approve all services and programs of- significant modifications on the job site. and more fully explained. This is not al- fered. Once the student reaches 18, those Employment Environment - Individual- ways possible in the transition process Individuals with Disabilities Education rights belong to him unless the student is ized/Customized Employment where the focus is on the student soon to be Improvement Act of 2004, Pub.L. No. 108- under guardianship of the parent. In that If exiting students with disabilities choose adult, entering the world of work. Process 446, 118, Stat. 2647 (2004). PAGE 28 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Social Skills from page 18 Kaen explained that he has struggled to a more inclusive environment making the cents with disabilities. The need for occu- find a job that matches his skill set. “Work- overall staff feel good about their work- pational socialskills training. Exceptionali- During each session, the specific skill is ing at AiCure makes me feel confident that place. Everybody has different abilities, ty, 9(1-2), 91-105. broken down into concrete steps using I can succeed,” he said, adding that he has and it is a win-win to the business and visuals and the skill is practiced through learned he is capable of being in the work- community when neurodiverse individu- 7. Gorenstein, M., Giserman-Kiss, I, Feld- role-plays, video self-modeling, and in- force. “I have set an example for others on als are included and achieve their career man, E., et al. (2020). A job-based social teractive games. By providing individuals the autism spectrum that there is hope.” dreams. In other words, hiring people with skills program (JOBSS) for adults with au- with ASD specific strategies around social autism is a sound business decision. tism spectrum disorder: a pilot randomized skills in the workplace and emotion regula- Study: Full-Time Workers “Everyone is nice and (AiCure) is a controlled trial. Journal of Autism and De- tion we hope to help individuals with ASD Find More Satisfaction welcoming workplace,” Press said. “I feel velopmental Disorders, 50 (12) 4527-4534. get hired and more importantly have suc- comfortable doing my job and therefore try cessful long-term employment. The recently released Autism @ Work: giving my best.” 8. Feig, J.H. (2020). A job-based social New Insights on Effective Autism Employ- skills program (JOBSS) for adults with au- Workers with Autism Fitting In ment Practices from a World-First Global Michelle Gorenstein is a Clinical Psy- tism spectrum disorder: a pilot randomized Study, found that full-time workers with chologist and Director of Community controlled trial. Journal of Autism and De- AiCure, an artificial intelligence and ad- autism are more satisfied with the work Outreach of the Seaver Autism Center for velopmental Disorders, 50 (12) 4527-4534. vanced data analytics company that mon- environment and organizational practices Research and Treatment. She earned her itors patient behavior and enables remote an employer provides than individuals on Doctorate of Psychology in Clinical Psy- 9. Hendricks, D. (2010). Employment and patient engagement in clinical trials, recog- the spectrum who work part-time.16 chology from Ferkauf Graduate School at adults with autism spectrum disorders: chal- nizes the unique abilities of workers with Employees on the spectrum working at Yeshiva University. She receives funding lenges and strategies for success. Journal of autism. With the support of AHRC New social enterprises (for-profit companies from UJA Federation of New York to help Vocational Rehabilitation, 32(2), 125-134. York City’s (AHRC NYC) Employment providing solutions to make a positive im- disseminate more effective social skills and Business Services, six people on the pact on society) were the most satisfied programs for children, adolescents, and 10. Howlin, P. (2013). Social disadvantage spectrum are currently working full time at and secure in their positions, followed by adults to community centers across the tri- and exclusion: adults with autism lag far AiCure’s New York City headquarters. private sector businesses, non-profit orga- state area. behind in employment prospects. Journal Since 2018, Robert Press has worked on nizations and then government/education Michele Shapiro is an Assistant Director of the American Academy of Child and AiCure’s video review team. His job in- sector, the study found. in the Employment and Business Services Adolescent Psychiatry, 52(9), 897-899. volves watching videos to see if patients The decision to hire people with autism department at AHRC New York City. She have taken the proper dosage of medica- was tied to the design of the jobs, which earned her Masters in Social Work from 11. Hurlbutt, K., & Chalmers, L. (2004). tion. Press also analyzes videos either re- would require repetitive tasks and very New York University. She has worked at Employment and adults with Asperger quested by studies or within the company structured goals and processes to meet Ai- AHRC NYC for over 30 years, assisting in- syndrome. Focus on Autism and Other De- to improve the patient engagement appli- Cure’s objectives, Hall said. “There was an dividuals with different abilities to prepare velopmental Disabilities, 19(4), 215-222. cation. “What I like best is that I do feel interest in hiring a team which was aware for, obtain and maintain employment. like I’m contributing to a good cause and of and particularly suited to keep up with 12. Leatzow, A. & Morgan, L. The inter- my work is appreciated,” he said. these demands,” she added. “An initial Footnotes view skills curriculum manual. Unpublished Though he likes to keep to himself, he round of testing showed that outsourcing manuscript, The Florida State University. works on a team, where members are as- the work returned sub-par results that need- 1. Rast JE, Shattuck PT, Roux AM, An- signed videos to watch. Working at Ai- ed to go through quality checks. Keeping derson KA, Kuo A. The medical home and 13. Morgan, L, Leatzow, A., Clark, S. Cure, “has given me the opportunity to the work internal, instead, with a team ded- health care transition for youth with autism. &Siller, M. (2014). Interview skills for improve on my socialization skills,” he icated to the workflow meant that we got Pediatrics. 2018;141(s4):e20164300J5. adults with autism spectrum disorder: A said. “Through simple interaction in the higher quality work, with a team that was pilot randomized controlled trial. Journal office, the company messaging service, confident in and proud of its contributions.” 2. Roux AM, Shattuck PT, Rast JE, Rava of Autism and Developmental Disorders, team/company meetings (both in-person For many years, AHRC NYC has assist- JA, Anderson KA. National Autism In- 44(9), 2290-2300. and video), and planned group activities, I ed individuals with autism to find mean- dicators Report: Transition Into Young have opened more of myself than I would ingful and successful careers in the world Adulthood. Philadelphia, PA: Life Course 14. Müller, E., Schuler, A., Burton, B. A.,& have normally.” of work. AHRC NYC has heard repeatedly Outcomes Research Program, A.J. Drexel Yates, G. B. (2003). Meeting the vocational “Keeping employees connected and from employers that hiring people on the Autism Institute, Drexel University; 2015 support needs of individuals with Asperger providing fun and social activities, which spectrum has made their supervisors better syndrome and other autism spectrum dis- go beyond happy hour, is important to Ai- managers because they have had to learn 3. Buescher AV, Cidav Z, Knapp M, Mandell abilities. Journal of Vocational Rehabilita- Cure,” said Gabriella Hall, Video Review how to support people with different learn- DS. Costs of autism spectrum disorders in tion, 18, 163-175. Supervisor. “We can respect that everyone ing and communication styles. the United Kingdom and the United States. will have their own working styles, but AiCure found that hiring people on the JAMA Pediatr. 2014;168(8):721–728 15. Strickland, D. C., Coles, C. D., & when we come together we can all share spectrum changed its corporate culture “by Southern, L. B. (2013). JobTIPS: A transi- the same goals and help each other when really grounding everyone to work with 4. Hogan DP, Astone NM. The transition to adult- tion to employment program for individu- times get tough.” empathy,” Hall said. “We can appreciate hood. Annu Rev Sociol. 1986;12:109–1308. als with autism spectrum disorders. Journal Andrew Kaen, who also secured his Ai- that everyone might have different interests of Autism and Developmental Disorders, Cure job with support from AHRC NYC, or have different ways of enjoying coming 5. Lavelle TA, Weinstein MC, New- 43, 2472-2483 said he feels comfortable in his role as a together as a group. Instead of assuming house JP, Munir K, Kuhlthau KA, Pross- senior video reviewer. He has been with everyone will enjoy or appreciate the same er LA. Economic burden of childhood 16. Krzeminska, A., Härtel, C.E.J, Carrero, the company since 2017. “There is no things, we’ve put more thought into how autism spectrum disorders. Pediatrics. J. &Samayoa Herrera, X. (2020). Autism stress and the position fits my lifestyle,” we can provide for everyone, regardless 2014;133(3). Available at: www.pediatrics. @ Work: New insights on effective autism he said. He appreciates AiCure’s focus on of how comfortable they are to put them- org/cgi/content/full/133/3/e520 employment practices from a world-first hiring people with autism for the video re- selves out there or interact independently.” global study. Final Report. Brisbane. Au- view team. Hiring people on the spectrum promotes 6. Elksin, N. &Elksin, L. (2001). Adoles- tism CRC.

Matching from page 18 career interest of wanting to work with them, I didn’t get many results. However, tism) so I can be happy in my work life. children. I’ve updated my resume with this I did enjoy my remote job interviews with Program at Kingsborough Community internship, and I’ve really enjoyed working them to prepare for future employment. Career of Interest (1) - Children: From College. Thanks to the Assistant Transition with a child, even if it was remote via Zoom. my experience at a childcare center, I might Developer named Frank Laskowitz, I’ve During the month of World Autism Future Career Goals like a job working with children so I can completed an excellent resume which shall Awareness (which is April), Kingsborough improve my skills as a helper. I would en- start things off for my career path. Due Community College had a virtual recruit- I’ve been trying to find new work expe- joy supporting young kids or serving food to the coronavirus pandemic, my career ment week for students to interview with riences before I choose to settle into a real to them when they need it. I also wouldn’t planning got ruined, but Mr. Laskowitz en- employers for work opportunities. I decid- job, and it sometimes makes me miss my mind an opportunity to work with autistic couraged me to attend virtual career fairs ed to try it out by arranging to meet with old job back at the childcare center. I’d pre- children to see if I can become a big help to to find any opportunities in remote work/ employers from the Quality Services for fer to be happy in a job even if it pays less them as a mentor, which is what I’m aim- internships. I didn’t find much, so I began the Autism Community and SKIP (Sick than I’m hoping for - it will at least be the ing for with my autism project. searching in new ways. Kids [Need] Involved People) of New official job that I’ll end up having for my Thanks to Professor Susan Carpenter and York’s Community Center. Unfortunate- future. I plan to get a job with good hours Career of Interest (2) - Trains: I’ve en- Professor Eric Conte, I found a remote in- ly, the employers were unable to attend, that I would enjoy. I wouldn’t mind the hard joyed trains since I was little, so I might like ternship working with a first-grade student so I was advised to send them my resume work, especially if it involves my interests as an assistant teacher which relates to my and cover letters. After hearing back from (children, trains, or even my project on au- see Matching on page 35 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 29

Disclosing Autism During an Interview

By Mike Dierdorff but it is his hope that everyone will be Autism Self-Advocate accepting of those on the spectrum. With Autism Society of Iowa his last two jobs, he has disclosed with no issues. He believes his strengths and chal- lenges balance out, but a person not famil- question that is widely debated iar with autism may not give that person a in the Autism community is chance, which my honest opinion is most whether a prospective employ- unfortunate. He believes in being upfront ee should disclose during the when being interviewed or you’re going to Ainterview process they are autistic (I use have a tough working for that employer. identity first language). Opinions vary on This is just a small sample of people I this topic. It is my opinion that the comfort asked this question to. I’m sure there are level the interviewee has is a determining other who do not disclose, and it’s strictly factor in disclosing. a personal choice. I do believe that more Personally, I choose to disclose. When people in personnel decision making are the interviewer asks to tell me a little bit starting to understand what autism is and about myself, that’s when I choose to dis- how it may affect them throughout the close. From my experiences interviewing workday, and thusly, it may open up more (I’m 56), it puts me at ease. I have dis- avenues for autistic people in the future. closed since 2016, and my disclosing defi- Autism education needs to happen every nitely makes me feel more comfortable. Mike Dierdorff single day. My goal is to see the unem- The public as a whole is understanding ployment rate within our community in autism more. When I first spoke to Talk comparison, I was diagnosed at the age of current employer of several years. When line with the national average. Will it take To Me Technologies in Cedar Falls, IA, I four). She was open with the pastor and he was working with the Vocational Rehab lots of hard work? Absolutely it will. But had an idea as to what they did, and I dis- the lay people during the process. She also people several years ago, it was suggest- business leaders and autistics need to work closed at the first informal meeting. I sent was involved in writing the description for ed to him that he disclose so businesses together to come up with solutions. Here’s several emails to them, telling them I was the job, including the flexibility in which weren’t surprised with any behaviors he a quote from a former colleague of mine: still interested in working for their com- she needed before she was diagnosed. Her may exhibit or any needs he may have. “Be proactive, not reactive;” this has stuck pany. In August 2017, I was unemployed, disclosing explained why she did things He had overheard a conversation between with me for many years. I believe some so I looked at their website to see what the way she did. She works with families two women at a local television station (a day this can happen. It won’t happen openings they had. There was an opening with loved ones who have ADHD and are worker at the station and the person who overnight, but we need to keep moving for a shipping/inventory clerk, which was autistic, and one autistic parent. Her boss interviewed him), and one of them com- forward. Educate people in power about something I had experience in. I didn’t get at the church has learned her insight as be- mented that it was an odd conversation. Autism. We as a community need to keep the original job, but they created a new po- ing autistic and having ADHD is seen as a He wasn’t sure what it meant, but he never making progress. sition in which I would disinfect AAC de- valuable resource in planning events that heard back. Despite this setback, he feels it Special thanks go out to Marie and Brian vices that came in from loans and devices are neurodivergent friendly, and not only is best to disclose so there aren’t any sur- for contributing to this article. Your help is that were in need of repair. I accepted their does this benefit churches, but all business- prises down the road. He’s hoping in the greatly appreciated, and I hope more autis- offer, and at the age of 56, this is the best es would benefit from having neurodiverse future that conversations about autism will tics will have the courage to come forward. job I’ve ever had. employees on their staff to provide view- become less awkward and it just becomes We must keep educating. Marie Ugorek, who is an employee of a points from an autistic’s point of view. a normal part of himself. He realizes some church, says she disclosed during her in- Brian Johnson, who works at a small ru- members of society are a long way from For more information, you can email terview. She was recently diagnosed (in ral newspaper, also chose to disclose to his being accepting to those who are autistic, Mike at [email protected].

Interview Skills from page 23 are working towards an in-person inter- that completes our program. Finding that al. Prevalence of Autism Spectrum Disor- view. For example, if they do not know right match is so important – that first job der Among Children Aged 8. Autism and are as comfortable as possible. the answer to a question, let them know it may not always be a forever job, but every Developmental Disabilities Monitoring When there is an opportunity for an in- is okay to say, “I don’t know,” but to fol- person deserves to be in a role where they Network. March 2020 dividual with ASD to participate in an ac- low that up with, “But I’ll find out.” This can use their skills and make a difference. tual interview, there are several additional may alleviate some anxiety in the moment Consideration of individual character- Demer, Linda L. The Autism Spectrum: Human steps that can be done to help them prepare. while indicating to the interviewer that the istics including strengths, needs, as well Rights Perspectives. Pediatrics: Official Journal It’s imperative to practice for the formali- question and answer are important. as specific interests, coupled with imple- of the American Academy of Pediatrics. 2018 ty of a one-on-one interview. While many Another helpful practice is to partner mentation of proper supports can result in employers are now conducting interviews with employers that will allow potential successful and ongoing employment (Hen- Roux, Anne M., Shattuck, Paul T., Cooper, over Zoom, it should be stressed that these candidates to participate in a “working dricks, 2010). As previously mentioned, as Benjamin P., Anderson, Kristy A., Wagner, should be treated the same as an in-person interview.” This allows the employer to more people with ASD transition out of high Mary and Narendorf, Sarah C. Postsecond- interview and go over what is appropriate to observe the candidate performing the job school and into adult programming such as ary employment experiences among young wear for the interview and how to conduct that they are interviewing for, while allow- employment, there is a clear need for pro- adults with an autism spectrum disorder. themselves in this virtual format, which ing the candidate to showcase how they grams to help these young adults reach their Journal of the American Academy of Child may include having a neutral background, have prepared for the role and their skills. goals. It is my hope that programs like Proj- & Adolescent Psychiatry. June 2013. learning to mute and unmute their micro- We have found that this type of interview, ect SEARCH are more widely funded and phone, turning on their camera and refrain- when possible, has successfully positioned adopted to help individuals with ASD learn Roux, Anne M., Rast, Jessica E., Anderson, ing from distractions. We have found that our interns for employment. the skills needed to find gainful employ- Kristy A., and Shattuck, Paul T. National many of the interns in our program are more One of the most important things I have ment in integrated work settings alongside Autism Indicators Report: Developmen- relaxed in the virtual setting. Another great learned throughout my career is how crit- their neurotypical coworkers. tal Disability Services and Outcomes in tip is to help job candidates prepare ques- ical it is to find the right fit for each in- Adulthood. Philadelphia, PA: Life Course tions for the prospective employer about the dividual candidate. While preparing them Nancy Fraher is Program Coordinator Outcomes Program, A.J. Drexel Autism job responsibilities and the company. This for an interview or a certain role can be for Project SEARCH Autism Enhancement Institute, Drexel University, 2017. often impresses the interviewer and shows similar, everyone has their wstrengths and at The Arc Westchester. they are truly invested in the opportunity for something different to bring to the work Hendricks, Dawn. Employment and adults employment at that particular business. environment. We work tirelessly with The References with autism spectrum disorders: Challeng- Helping individuals learn how to answer Arc Westchester’s Supported Employment es and strategies for success. Journal of questions is also an important skill as they Program to find the right fit for each intern Maenner, MJ, Shaw, Kelly A., Baio, J, et Vocational Rehabilitation, 2010. PAGE 30 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Onboarding from page 21 process and allows needs to be met sooner. How do we communicate what we need? information, email [email protected] or call Think of developing an On-Site Resource The new employees should be prepared to (646) 558-0085. paper may not align with what employers Guide: “When X happens, I should go to Y state clearly what the need is and identify are looking for in action. By asking for tan- to assist, if I am having challenges.” what resources have already been explored References gible examples of successful work, one is and evaluated. The purpose of this conver- able to construct a model to refer to. From Who are the appropriate colleagues to sation is not only to communicate appro- American Psychiatric Association. Di- there, an individual should define what a reach out to? priately but also to outline how one can be agnostic and statistical manual of mental poor, average, and successful performance Not everyone an individual works with successful in their role when armed with disorders. 5th ed. Arlington, VA: American looks like to serve as a model. This allows is equipped to assist with all issues. Be- the most effective tools. Compiling the Psychiatric Association; 2013. for measuring performance against a con- ing knowledgeable of those around and main points to be discussed previously and crete classification of success and enables their specialties continues to guide prob- reviewing them with someone outside of Baumann, A. (2018). [Infographic] The one to identify where they are meeting the lem-solving and guarantees productive the workplace best prepares the individual Onboarding New Hire Statistics You Need mark and where improvement is needed. communication. New hires should try to for the conversation. to Know (with 2018 Updates). UrbanBound. This can be incorporated through mentor- build a relationship with an on-site mentor www.urbanbound.com/blog/onboarding-in- ship and collaboration with other existing who can help point them to the appropri- When is the best time to have a conver- fographic-statistics. employees that are performing to the ex- ate colleagues when initially navigating sation about accommodations? pected standards. the workplace. As time goes on, the new During the onboarding process is the best Chan, W., Smith, L. E., Hong, J., Green- hire can continue to add to their On-Site time to communicate one’s needs. As pol- berg, J. S., Lounds Taylor, J., & Mail- How is success measured? Resource Guide. icies and procedures are presented, one ick, M. R. (2018). Factors associated Knowing the manner in which an employer must evaluate whether they will be able with sustained community employment will be assessing performance is important Who else can be a source of support? to work within the expectations with what among adults with autism and co-occur- to seek a clear understanding during the There are times where outside perspec- is currently being provided. It is best to ring intellectual disability. Autism : the onboarding process. Gaining insight to the tive and support may be beneficial. Cre- communicate needed accommodations international journal of research and specifics one will be evaluated on is im- ating a team of individuals outside of the prior to beginning work. Therefore, ad- practice, 22(7), 794–803. https://doi. portant so that they may structure their par- workplace can allow one to practice skills justments can be made and agreed upon org/10.1177/1362361317703760 ticipation appropriately. An employee can while off the clock to strengthen their per- while preserving one’s confidence in request to see any review documents in ad- formance. Family members, friends, and their competence. It can be detrimental Gallup (2017). State of the American vance of structured reviews. They can also job coaches present external perspectives to one’s employment to agree to expec- Workplace. Gallup. www.gallup.com/work- clarify, based on requirements and metrics of how those in the workplace may be per- tations that are not attainable which can place/238085/state-american-workplace-re- found in the review, to better understand ceiving the participation of the individual then negatively impact their self-concept. port-2017.aspx. how to meet and exceed expectations by and can provide feedback more readily asking questions. than coworkers. Self-advocacy helps to ensure successful Kalandadze, T., Norbury, C., Nærland, onboarding and the retainment of employ- T., & Næss, K. B. (2018). Figurative Knowing Your Resources Awareness Along the Way ment by arming an individual with all the language comprehension in individu- necessary information needed to meet job als with autism spectrum disorder: A What is provided by the employer? How do we know if we need more? expectations while also identifying addi- meta-analytic review. Autism : the in- During the onboarding process, explicit It cannot be assumed that one will find tional support if needed. Clarifying work ternational journal of research and questions should be asked about what sup- the existing process accessible. Therefore, expectations, outlining accessible resourc- practice, 22(2), 99–117. https://doi. ports are available in terms of materials thinking critically about what is being pro- es, and demonstrating awareness of needs org/10.1177/1362361316668652 and team members. Laying out all options vided helps to better make sense of the allows individuals with ASDs to influence and reviewing when to utilize them pro- needs an individual has. Looking at what is the onboarding process. Müller, E., Schuler, A., & Yates, G. B. vides one with an arsenal they are aware of. readily available compared to the level of (2008). Social challenges and supports from Rather than taking a reactive approach to support necessary for success helps to see Casey Schmalacker, BA, is Operations the perspective of individuals with Asperg- problem-solving and seeking out answers where potential areas of struggle may lie Manager and Alissa Cappelleri, MAT, is er syndrome and other autism spectrum dis- during times of stress, having a clearly de- so that additional avenues of accommoda- Program Coordinator at New Frontiers abilities. Autism, 12(2), 173–190. https:// fined guide facilitates the decision-making tions can be identified. Executive Function Coaching. For more doi.org/10.1177/1362361307086664

Identity Language from page 12 the preferences of the autistic community If a program does not address all the root tism? Perspectives from the UK autism com- should always dictate what is codified in causes of stigma against autistic people, munity. Autism : the International Journal E935). Some employees’ use of “autistic company materials. To that end, identi- then it will prove ineffective in creating a of Research and Practice, 20(4), 442-462. person” may belie ableist beliefs and per- ty-first language should be used in inclu- legitimately inclusive workplace (Link & DOI: 10.1177/1362361315588200 petuate stigma. Autistic people may react sion training, with a disclaimer at the start Phelan, 381). with scorn to workplace materials using of the training program explaining that To that end, inclusivity cannot just be a Link, B., & Phelan, J. (2001). Conceptual- person-first language and come to the con- some individuals still prefer person-first superficial corporate initiative. It must also izing Stigma. Annual Review of Sociology, clusion that they are not truly valued by language and that the discussion surround- be a personal reckoning with deep-seated 27(1), 363–385. https://doi.org/10.1146/ their employers. To prevent these kinds ing these terms continues to evolve. biases. That reckoning begins when one annurev.soc.27.1.363 of misunderstandings from happening, all Moreover, when dealing with autistic steps out of their comfort zone, actively team members need to be on the same page employees directly, it is advised to ask listens to autistic people, and allows their Palumbo, J., & Noyes, J. (2021, April 28). regarding not just the use of identity lan- what the individual’s identity language perspectives on identity language and oth- Navigating identity language as the par- guage, but its greater implications. preferences are, much like you would ask er aspects of the autistic experience to re- ent of a child on the autistic spectrum. Employers are in a unique position to for someone’s pronouns. Use of an autistic shape their world. Only when autistic peo- Thrive Global. https://thriveglobal.com/ accomplish this task. They can leverage individual’s identity language preference - ple are embraced as they truly are - not in stories/2146642/. the influence they have over employees to whether it is identity-first or person-first - spite of their autism, but because of it - can counter dominant (and often incorrect) per- signals that they are cared for on a personal true inclusivity and allyship begin. Singer, J. (1999) ‘Why can’t you be nor- ceptions of autism, all while empowering level, and implies a level of mutual respect. mal for once in your life?’ From ‘a problem their autistic employees. The easiest way They are not just a diversity hire, but a per- Jillian Noyes is an autistic filmmaker, ed- with no name’ to the emergence of a new to do this is to actively include autistic peo- son brimming with potential. itor, writer, and designer based in Connecti- category of difference. In M. Corker and ple in curriculum development and to seek cut. To learn more about her and her work, S. French (Eds.), Disability Discourse (pp. their input on complex issues like identity True Inclusivity please visit jilliannoyesfilm.weebly.com or 59-67). Open University Press. language. Not only will this make inclusion contact her at [email protected]. programs more authentic, but it will uplift By no means should identity language Spoor, J. R., Bury, S. M., & Headly, D. autistic people and make their voices central serve as the be-all and end-all by which References (2021). Non-autistic employees’ per- to the story being told by these programs. inclusion programs are judged. Nor does spectives on the implementation of More importantly, it is the right and eth- the “proper” use of identity language in- Collier, R. (2012). Person-first lan- an autism employment programme. Au- ical thing to do. At the heart of the identity dicate that a work environment is truly guage: what it means to be a “person.” tism : the International Journal of Re- language debate is a desire to be heard, and inclusive, or that its inclusion program is Canadian Medical Association Journal search and Practice,1-12. https://doi. including autistic perspectives addresses working. Employees who take an anti-bias (CMAJ), 184(18), E935–E936. https://doi. org/10.1177/13623613211012880 that need. training course may come out of it know- org/10.1503/cmaj.109-4322 ing more about autism and identity lan- Stollznow, K. (2020). That’s Crazy. In On the Identity Language in Action guage yet continue to exclude their autistic Kenny, L., Hattersley, C., Molins, B., Buck- Offensive: Prejudice in Language Past and peers from after-work hangouts and small ley, C., Povey, C., & Pellicano, E. (2016). Present (pp. 159-195). Cambridge Univer- To create a truly inclusive environment, talk at the water cooler (Spoor et al., 8). Which terms should be used to describe au- sity Press. doi:10.1017/9781108866637.006 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 31

Self-Employed from page 17 est with those around you, and yourself, and admitting that world isn’t quite ready and a reason to figure out what I could do for us in all of our autism-ness. differently and better. I did this with all I sit here writing this at an odd time in my parts of my life but the one that was the work history. After 7 years of self-employ- most important, was rethinking employ- ment, I am taking a risk and returning to the ment. In theory, I was given some clues one job of the 13 that I actually enjoyed, as to where some of my work struggles but it is not without taking the lessons that were originating, and I came to realize that working for myself has given me. Self-em- employment was challenging to me for a ployment taught me so much about myself, number of reasons. Some were related to how resilient and creative I am, how I can my personal brand of autism, like struggles face big decisions and make them because with transitions and sensory overload, but I trust myself and my strengths again, and some had nothing at all to do with it. how I can do the hard things and come In fact, the stuff I struggled with most, out on top because I have learned not to was going to be the same no matter where I fear making mistakes. Through the years, I went to work. When I really looked at why have learned to confidently say yes to risks work was such a challenge, it really came because I know now that I can be full of down to a lot of those unwritten social Becca presents on adult autism supports with her fear and courageous at the same time. In rules. For example, I simply cannot do a other words, I have learned my value, got- “normal” work schedule. My autistic brain Emotional Support Animal, Walter, at the Association ten my priorities in order, and know that hyper focuses and when it does, it takes of Occupational Therapy’s National Conference. under zero circumstances will I ever give me half the time of most to complete my up my personal freedoms in pursuit of a tasks. It leaves me feeling trapped at work 150% of myself. I am uninterested in com- Self-employment is no easy route to paycheck ever again, no matter how big. for no reason, a feeling I recognize from plaints without solutions. I cannot slack take. It means no days off and many hours As a kid, I struggled with authority fig- my school years. Additionally, in order for off at work without feeling guilty that I am working for little or no pay. It means hus- ures for some of the same reasons I strug- my time off to actually be restful AND pro- stealing. For all of these reasons, and a few tling every single day for ways to get paid. gled with bosses in adulthood. My brain ductive, I need more time for my brain to others, I am not built for the current Amer- It means creating your own marketing and cannot help but to work at 150%. My brain transition out of work and into home mode, ican workplace, and neither are thousands network. It means knowing your value cannot stand inefficiency. My brain has no and vice versa. of other autistic people. enough to ask to be paid for your knowl- tolerance for unjust and nonsensical be- Another struggle point for me lies with Until recently, the solution for us has edge. It means budgeting EVERYTHING havior. My brain loves to create organiza- my colleagues and the unwritten rules. been to work part-time. Limiting our hours and many times it means going without. tion from chaos. My brain likes to stream- You know how we are taught to have pride and contact, and also our income. As one Still, what self-employment offers, makes line and edit. My brain does not see age, in our work and standards? How our par- of many autistic adults that would like to all of that worth it ten times over. authority, position, power, color, race, or ents tell us to work hard, and we will be earn an income that I can live off of, I was In a world that finds difference to be gender. My brain sees logical and illogical. rewarded? Well, both of those are lies in faced with a choice. I could either begrudg- a weakness, creating your own rules is In theory, this makes me an ideal employ- the reality of the workplace. If you work ingly get through my life going through cy- looked at with suspicion. But for many ee. In practice, it makes self-employment too hard, your colleagues will not like you cles or I could get creative and make my of us on the spectrum, it is the only way the most logical and viable solution. and will look for reasons to get you in own rules about work. Thusly, I chose to be that we can be happy adults and also main- trouble. If you work too slow, you also get creative and create my own path to an in- tain employment. It means control of your Becca Lory Hector, CAS, BCCS, is an in trouble from colleagues. If you don’t come that matched the life I wanted to live. schedule and your spoons. It means choice autism and neurodiversity consultant/au- socialize at work or slack off on the inter- After years of watching my bosses make when it comes dress, meals, and other per- thor/speaker/advocate based in Colorado. net with your colleagues, you are quick- mistakes, I knew there was only one boss sonal needs. It means being able to balance You can find more of her work, sign up for ly shunned. If you don’t complain about whose decisions I could tolerate, and that your life, your loves, and your responsibil- her newsletter, and follow her social me- your boss, your pay, or your job, you will was me. It was time to go out on my own ities. It means telling yourself that all this dia by heading to her website, www.bec- also be shunned. As an autistic, I know and make a living my way and on my time you were capable, it was the systems calory.com. You can also email her directly no other way to do something than with terms. I was ready to be self-employed. that weren’t working. It means being hon- at [email protected].

Networking from page 20 Volunteer employees were matched with about their interactions. gram at Girl AGain boutique. We welcome a participant in advance of the information- In general, both the volunteer employ- visitors to see our program in action at Girl • Understanding and using LinkedIn as a al interviews. All participants researched ees and the participants described feeling a AGain boutique, located at 4 Martine Ave- networking tool the person they were interviewing on sense of satisfaction and intrigue in learn- nue, White Plains, NY 10606. For more in- LinkedIn. With coaching support, specific ing about each other and appreciation for formation, visit www.YesSheCanInc.org and • Understanding the value of information- relevant questions were developed in ad- the career lessons shared. More specific www.GirlAGain.com. To learn more about al interviewing as a networking tool dition to the general questions that were feedback included participants reporting Yes She Can’s job skills development pro- identified during the workshop series on feeling more confident in their ability to gram send email to [email protected]. • Development of and practicing appropri- informational interviewing. Multiple op- engage in appropriate conversation with ate interview and follow-up questions portunities to practice asking questions, others, feeling better prepared for future References revising follow-up questions, listening for job interviews and an appreciation for their Included in the networking curriculum was unexpected responses, being aware of body expanding network. Most participants in Augustine, Amanda, CPCC. CPRW, The a segment on learning about and conducting language, and tone of voice were offered. the informational interviews have connect- Importance of Networking (and How to Do informational interviews. We worked with The series of remote informational inter- ed with the volunteer employees via email It Well), Top Resume Volunteer New York! to create a series of views were held over several weeks. Each or LinkedIn and in two cases have initiated workshops with their corporate clients where interview included an adult with autism, a a mentoring relationship. McIntyre, Michelle, Dec. 2020., 85% of the participants with autism could participate volunteer employee, and a coach to support The series of informational interviews Jobs are Secured Via Networking: Here’s in multiple informational interviews. all participants in the interview process. In- ended in May 2021, and with time, we will How to Do it Right, Business2Community, Two community partners were identified terviews were scheduled over Zoom for 30 assess its impact on employment acquisi- (www.business2community.com/human-re- (a financial services company and a phar- minutes. Many of the volunteer employees tion. From this experience, participants have sources/85-of-jobs-are-secured-via-network- maceutical company) who each identified were seasoned staff with higher level po- reported an increased self-awareness about ing-heres-how-to-do-it-right-02368331) 18-25 employees interested in volunteer- sitions. Every effort was made to match their interests and strengths, have gained ing their time to help participants with au- these employees with participants where perspective about challenges, mistakes and Roux, Anne M., Shattuck, Paul T., Rast, Jessica tism practice informational interviewing. there may be a shared interest. Even when successes in other people’s careers, expand- E., Rava, Julianna A., and Anderson, Kristy, A. The volunteer employees were self-se- that was not possible, the expectation was ed their knowledge of employment options National Autism Indicators Report: Transition lected and worth noting was their direct that the experience of conducting an in- and networking skills, and developed an into Young Adulthood. Philadelphia, PA: Life experience with a person with autism, an formational interview expands awareness increased sense of mastery and confidence. Course Outcomes Research Program, A.J. Drex- interest in learning more about autism, a of potential vocational fields, encourages el Autism Institute, Drexel University, 2015. recognitio`n that people with autism are an adults with autism to practice appropriate- Lesli Cattan, LCSW, is Director of Train- untapped human resource for employment ly engaging with strangers, expands one’s ing and Marjorie Madfis, MBA, is Executive US Bureau of Labor Statistics needs and/or a general interest in “doing network, and helps to build self-confi- Director at Yes She Can, a nonprofit dedi- good.” Several volunteer employees ex- dence. And, by including a coach during cated to helping young women with autism Whetzel, Melanie, MA, Interviewing Tips pressed a recognition of the role of mentors each interview, the adults with autism develop transferable job skills leading to For Applicants With Autism Spectrum Dis- in their own career development and had reported feeling less anxious and had the employment and greater independence. Yes orders (ASD), Journal of Vocational Reha- an interest in “paying it forward.” opportunity to receive specific feedback She Can operates its job skills training pro- bilitation, vol. 40, no. 2, pp. 155-159, 2014 PAGE 32 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Transition from page 16 challenges seen in autism that relate to the • Clearly define the job task and what ex- Sometimes seeing their child transition job application process. These may in- actly is expected of the individual. to the world of work can be difficult for possible jobs (e.g., sales clerk, manager, clude coordinating the job search process, parents too. However, it is important at this construction worker, engineer, librarian, communicating with potential employers • Break tasks down into smaller compo- time in their life to allow the individual etc.). Whilst observing others or engaging by telephone, and identifying and tapping nents if possible. to become more independent, and to treat in activities questions can be asked such the individual’s “social network” for em- them as the adult they are. Allowing the as: “What jobs are involved when I go to ployment leads (often the most successful • Provide immediate and honest feedback young adult to make their own decisions McDonalds?” - the cashier, the cooks, their approach to finding a job). Coordinating on their performance. and choices – with the guidance of others - managers, where the food comes from – the job search process can be simplified will help ensure their employment success farms, processing plants, designing and by setting up a table with columns for • Minimize verbal instructions (perhaps in the future and throughout their career. manufacturing the packaging, building the job title applied for, when applied, how provide written instructions) and allow restaurant, corporate management of the applied, contact person, follow up date, time to respond. Summary business / franchise, jobs in the banks that etc. Job seekers with autism can practice provide the financing etc.; “What jobs are using the telephone by first calling rela- • Provide models of the specific job skill. Transitioning to employment is an excit- involved in making this computer and get- tives and others they know and slowly ex- ing time in an adolescent’s life. However, ting it to me?” - designing the computer, panding this to individuals they know less • Allow the individual to complete one for many with autism this transition can manufacturing the parts to the computer, well, perhaps the doctor’s office or hair task before beginning another. come with challenges and unfortunately buying the parts from other companies that salon, and finally to potential employers. there are currently few support services go in to the computer, software design, A script can be implemented to help the • Provide checklists and timelines for available to help them. However, a variety managing the people that do these jobs, conversation go smoothly and ensure the when and in what priority tasks should of different strategies can be implemented sales and marketing, accounting, adver- young adult gets all the information about be done. to help make this transition as smooth and tising, shipping, retail, etc. The adolescent the job or next steps that they need. A positive as possible. These include prepar- can be encouraged to ask themselves ques- “spider-gram” type method can be used to • Provide a strategy to communicate when ing early and thoroughly particularly fo- tions such as, “What would these jobs be help the young adult identify all the indi- they need help or have not understood. cusing on the fundamental “employment like and how would I get a job like that?” viduals in their immediate and expanded philosophies” such as the purpose and Another useful strategy is simply asking social network. • Remember the individual may have dif- realities of employment, what different people the young adult meets (including The job interview potentially poses the ficulty interpreting body language, read- jobs exist and what they are like. Once em- friends and relatives) questions about their most significant challenge for autistic ing between the lines, sarcasm, etc., so ployed, often strategies that may have been job such as, “How did you get your job; adults due to challenges in social skills and clear communication is critical. used in the classroom can be adapted and What do you like / dislike about it; What “mind reading.” For many individuals with implemented in the workplace. We hope qualifications do you need; How much do autism, the job interview presents a critical • Be sensitive to resistance to change and that as society increasingly recognizes the you get paid (if appropriate).” People the block in achieving successful employment. provide as much routine and predictabil- assets an autistic employee can bring to the adolescent knows may be willing to have Parents and family members can play an ity as possible. workplace, more vocational supports will them visit their worksite for a job-shad- important role in conducting realistic mock be made available. We look forward to re- owing experience where they observe that job interviews with the young adult where • Be sensitive to any sensory issues the in- warding employment becoming a reality person at work for a couple of days. This they can practice appropriate behavior and dividual may experience that interferes for every adult with autism, empowering will help enormously in exposing the in- how to answer typical job interview ques- with their work. them to contribute to their communities dividual to a variety of jobs (not only the tions such as, “Why do you want this job?” and the larger society. individual they are shadowing but all the “Why should I hire you and not someone • Explain the authority hierarchy (help others who also work there), work environ- else?” “What are your strengths / weak- avoid individual potentially being taken Ashleigh Hillier, PhD, is Professor of ments, and realities of employment. Better nesses?” etc. advantage of by co-workers). Psychology at University of Massachusetts still, actually volunteering at a company Lowell and Co-Director of the Center for or organization will enable them to get Successful Employment: • Encourage social interactions with Autism Research and Education (CARE). hands on experience themselves in trying Strategies in the Workplace co-workers. out different jobs. In addition, they can References record these experiences on their resume Once the young adult with autism begins • Explain the formal and informal rule and have sources for obtaining references. their job it may be useful for them or their structure of how things work at that job Debevois, K. (2008). Letting go: Transi- Even if the volunteer experience is not a supervisor to distribute a brief handout to site. tioning your adult child to independent liv- great match to the adolescent’s interests, co-workers describing autism and some of ing. Autism Advocate, 51, 8-14. they can learn a variety of skills that would the strengths and challenges the individual • Explain unwritten rules of the workplace be applicable to any job such as responsi- may present with. This will help co-work- (these are often social and impact being Hillier, A., Campbell, H., Mastriani, K., Izzo, bility, punctuality, reliability, interacting ers understand the behavior of the young accepted by co-workers, which ultimate- M. V., et al. (2007). A two-year evaluation of and communicating with others, and some adult and perhaps be more supportive. ly impacts job retention). a vocational support program for adults on of the realities of work such as having to Identifying a co-worker who can serve as the autism spectrum. Career Development do tasks which are less enjoyable, having a “mentor” is also a useful strategy. Super- Meeting and communicating with other for Exceptional Individuals, 30, 35-47. to do things the way other people tell you visors can be asked whether there are any autistic adults can also be helpful during to, only taking breaks at specific times, employees who are familiar with autism or this transition. Others with autism can pro- Howlin, P., Jordan, R. R., & Evans, G. rules of the workplace such as no personal other types of neurodiversity who might vide advice and discuss their employment (1995). Module 3, Unit 3: Distance ed- phone calls, no internet, etc. be willing to serve in this role. This per- experiences from a neurodiverse perspec- ucation course in autism (adults). Bir- Regarding the job application process son can serve as an initial “go to” person tive and help the individual realize they are mingham, UK: University of Birmingham, itself, after some practice, searching for when the young adult needs advice or if not alone in the challenges they may ex- School of Education. jobs, completing application forms, and problems arise. They can also help them perience. Finding social groups for young preparing an eye-catching resume should to integrate socially into the workplace adults with autism can be difficult but they Morgan, H. (1996). Underpinning philoso- not pose particular problems for individ- which is critical for job retention and job are increasing in number. Also, email chat phy in the provision of services for adults uals with autism. The internet provides satisfaction. groups on the internet can be found easily. with autism: A critique of global values some very useful resources in these areas Providing supervisors with specific Building a career comes with positive related to specific practice. In H. Morgan and beyond including free job interest strategies for supporting the employee will and negative experiences for everyone. Re- (Ed.), Adults with autism: A guide to theory inventories, statistics on various job cat- also be helpful. Although many more em- minding the young adult that mistakes and and practice (pp. 31–52). Cambridge, UK: egories such as typical salary and neces- ployers will be more familiar with the term failures are useful learning experiences Cambridge University Press. sary qualifications, lots of examples of autism than in the past, they may have little may help them maintain a positive attitude resumes, job hunting tips, as well as of idea of how to best support someone with towards employment when things don’t go Van Bourgondien, M. E., & Woods, A. course the websites for various companies autism in the workplace. Strategies used in according to plan. Quitting jobs, declining V. (1992). Vocational possibilities for and organizations where the individual the classroom remain extremely useful and jobs, and sometimes even accepting jobs, high functioning adults with autism. In E. may be interested in working. However, are often easily adapted to the workplace. can result in negative consequences, but Schopler and G. B. Mesibov (Eds.), High there are some potential obstacles specif- For example, supervisors can be encour- these too can be seen as important lessons functioning individuals with autism (pp. ic to the communication and social skills aged to: for future decision making. 227–239). New York: Plenum Press. AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 33

Benefits from page 12 are, they often do not understand how de- ilar to the more commonly known tax law in a tax advantaged way to cover things fined contribution plans can interact with surrounding 529 college savings plans and such as dependent care. This is extremely on their own, so offering them an afford- disability or medical benefits an individual are also called 529A plans. ABLE account important at a time when more and more able option to carry can be a valuable way may or may not be receiving. Be careful benefits can be easily afforded and offered adults in the household are working. De- to recruit and retain key talent. simply signing up with the plan that your by employers simply by enabling the em- pendent care benefits can be used not only It is also important to know exactly what payroll company or your personal financial ployee to take a portion of their check and for childcare, but for elderly adults and benefits are on the life insurance policy. For advisor recommends. Get an outside opin- have it go directly into an ABLE account disabled family members who need round- example, will the employee be able to pur- ion and schedule a consultation with one from the payroll direct deposit, much like the-clock care. These kinds of benefits also chase and maintain their life insurance if of our 401(k), 403(b), and pension experts a 401(k) contribution. This is a great bene- factor in caretakers of disabled individuals they leave their position? Is that something so you feel confident that the company you fit because the employer can simply be the as well as the individuals themselves. you want to offer? These sorts of questions choose is prepared and able to present op- facilitator of the benefit. An alternative for must be considered when you’re picking a tions to your neurodiverse workforce in an individuals who are not eligible for ABLE Legal Services - Legal services are an im- plan to suit your neurodiverse team. easy-to-understand way. accounts at your organization would sim- portant and often overlooked benefit that Balance is key – you want to offer your ply be to offer direct deposit into tradi- employers can offer. This can be beneficial Disability Insurance - Neurodiverse in- employees choices and flexibility so that tional college savings accounts. If your not only for neurodiverse individuals, but dividuals are likely to have pre-existing they can see the impact of their invest- employees don’t have ABLE accounts, for all employees making it a great, compet- medical conditions that make acquiring ments firsthand, but not too many choic- we specialize in helping people set up and itive and relatively simple to acquire ben- disability insurance on their own a difficult es as to become overwhelming. You also manage ABLE accounts for their neurodi- efit to offer. An employer can negotiate a prospect. That’s why it’s important to not need to consider several things on the back vergent employees. discounted rate with pre-screened attorneys just offer disability insurance to your em- end such as part-time employees, long in different areas of expertise, making it in- ployees if you can, but to do your due dil- term employees, profit sharing, and more. Other Benefits credibly cost effective. There are also legal igence and make sure that they’re eligible A good provider will be able to help you insurance plans which work in many ways for what you’re offering. work out all of these options and coordi- There are many other benefits that em- like health insurance plans do. The employ- Disability, for insurance purposes, boils nate them in a way that works with your ployers can offer that go beyond “tradition- ee pays a monthly premium. If and when down to whether or not an employee employee’s existing benefits. al”. These ala carte benefits can attract and they happen to need legal services, they will can work, which overly simplifies – and retain key employees, offer a unique value have access to an attorney who can help even excludes – certain conditions. Many Financial Planning - Financial planning proposition for your workforce, and may them without any out-of-pocket costs. This pre-existing conditions tend to be exclud- is a unique but useful benefit that employ- be offered in lieu of traditional benefits a comes at no or very low cost to an employ- ed. Fine print items may say if the indi- ers can offer to employees who need it, at neurodiverse employee may not be able to er, as the employee is paying the premium. vidual can perform “any job,” they are ex- their discretion. Many neurodiverse indi- take advantage of. For a neurodiverse individual, routine cluded from collecting disability benefits. viduals have questions about their money, and predictability can be among the most Some plans allow for part-time work, but benefits, and how that may affect them in Transportation - Transportation tends to important aspects to their success. We all some don’t. Many employers do not want the future, but do not have access to some- be a barrier that prevents many neurodi- know, when we need legal help it tends to to deal with the hassle of setting up and do- one who can answer their inquiries. verse and disabled people from holding a be due to something unexpected. Having ing the due diligence on all the tiny details You can directly address this critical job, so offering transportation benefits can legal help already accessible and attainable with disability insurance, but it is worth need by hiring a financial planner to sit serve to attract and retain talent. While this in this way may be the difference between every moment spent for the benefit it can down with each employee to answer their kind of benefit is a no-brainer for employ- a situation running smoothly or a complete give to your team. financial questions, explain their benefits ers who see their employees commute via meltdown making this a benefit one that is package, and educate them on their op- public transportation in cities, you can also not just highly enticing but gives a compet- Retirement and Investment tions. Our financial planners specialize in assist with transportation by offering a di- itive edge to a potential employer. working with neurodiverse people, and the rect cash benefit or a ride sharing commut- 401(K), 403(B), Etc. - 401(k)s and 403(b) services we offer can help enhance their ing service. If assembled correctly, trans- This article has been republished with s both fall under the umbrella of “defined quality of life while promoting the value portation benefits are not taxable to the permission. The original posting can be contribution plans” because there is a of their employer. We have found that em- employee and can produce a huge boost found here. defined amount of contribution that the ployers often save money, get more plan in employee satisfaction & workplace pro- Andrew Komarow is an autistic Certi- company and the employee can and will participants, and ultimately retain employ- ductivity. As long as transportation bene- fied Financial Planner™ and founder of potentially put into the plan. There are ees longer by including financial planning fits are non-discriminatory and offered to Planning Across the Spectrum. Andrew many considerations that you may not have services with their retirement plans. all employees, they can be an invaluable specializes in helping individuals with au- thought of when it comes to a defined con- option for your workforce. tism and intellectual disabilities, achieve tribution plan for neurodiverse employees. ABLE/Other - ABLE accounts are tax ad- financial security. He can be reached at Most advisors are not specialists in group vantaged savings accounts specifically for Dependent Care - An employer has the [email protected] benefits, such as 401(k) plans. Even if they individuals with disabilities. They are sim- ability to set aside employee compensation or 1-855-AUTISM-2.

Autism Spectrum News Editorial Calendar

Fall 2021 Issue: Spring 2022 Issue: “Challenging Behaviors and Autism” “Education and Autism” Deadline: September 2, 2021 Deadline: March 3, 2022

Winter 2022 Issue: Summer 2022 Issue: “Improving Lives with Technology” “Understanding & Treating Co-Occurring Conditions” Deadline: December 3, 2021 Deadline: June 7, 2022

Want to participate? Learn about advertising and article submissions. PAGE 34 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Hiring from page 1 Where Do You Find Autistic Talent? force for most autistic jobseekers. In 2013, SAP led the way in trying to combat this their regular recruiting and interviewing With the growth of neurodiversity hir- problem by establishing the first Autism@ practices. These programs include screen- ing programs, the frustrating reality for the Work program targeted at hiring profes- ing processes developed specifically for au- autism community is that the under- and sional level autistic individuals. Since tistic individuals that require candidates to unemployment rate for autistic individuals then, over 50 other U.S. corporations have spend anywhere from one to several weeks has not seen any noticeable improvement. launched or announced plans for similar in hands-on activities and team exercises at Even companies with the most developed programs. While these programs are still the company, to judge their technical and autism hiring programs claim they struggle in their infancy in terms of tackling the work readiness skills, before determining at times to find autistic talent to fill open level of under- and unemployment in the which candidates will receive an offer of roles. This challenge is driven by two fac- autism community, they can provide a via- permanent employment. Individuals who tors. One, many of the opportunities being ble option for autistic talent. Since not ev- do receive an offer may be hired as part of identified for autistic candidates today are ery company implements the same model a dedicated team of specialists, working un- in technology. While 35% of eighteen- when establishing an autism hiring initia- der one manager, on a specific task (i.e. data year-olds with an autism spectrum diagno- tive, it is important to evaluate the avail- analysis or software testing), or they may sis attend college (Shattuck et al., 2012), able models to determine which will be the be assigned to jobs within the organization. not all of them are interested in or qualified best fit for your needs. These multi-week screening programs can for technology-related roles. As a result, be run by the employer or by third party or- this creates a relatively small talent pool Marcia Scheiner is President of Integrate ganizations hired to assist with the process. for technology jobs. Employers who think Autism Employment Advisors. This article more broadly about the roles available for is adapted from the author’s upcoming Integrated Hiring Processes - Other Marcia Scheiner autistic employees will find a broader can- book “The Neurodivergent Job Candidate: companies choose to integrate their autism didate pool. Recruiting Autistic Professionals” due out hiring efforts into their existing recruiting propriate interview experience for autis- Two, in seeking autistic candidates, many later this year. For additional information, and interviewing practices. This entails tic candidates employers look to the traditional source for please contact the author at marcia@ detailed reviews of current recruiting and employees with disabilities: local vocation- integrateadvisors.org or visit Integrate’s interviewing practices to make modifica- Autistic individuals hired through this al services agencies. Not everyone with website at www.integrateadvisors.org. tions appropriate for autistic candidates. approach go through an employer’s typical autism, particularly college graduates, reg- Some of the key areas of focus in such a recruiting and interviewing process, allow- isters with their state vocational agency, as References review include: ing for customized modifications based on these organizations are not always effective each candidate’s needs, with the goal of ob- in finding competitive employment for au- Idaho Department of Vocational Rehabil- • Reviewing current diversity and inclu- taining an inclusive role in the organization. tistic candidates with college or advanced itation. (n.d.) About VR. Retrieved Sep- sion practices related to people with Regardless of which model an employer degrees. Employers also report mixed expe- tember 1, 2020, from https://vr.idaho.gov/ disabilities chooses, the hiring of the candidate is just rience with vocational rehabilitation (VR) about/ the beginning. All successful models in- agencies. A 2018 study completed by the • Determining appropriate open roles clude structured ongoing support for both United States Government Accountability Shattuck, P. T., Narendorf, S.C., Cooper, available for autistic candidates the autistic employees and their managers. Office found that “(e)mployers in one of B., Sterzing, P. R., Wagner, M., & Taylor, four discussion groups said that VR does J L. (2012). Postsecondary education and • Writing “autism-friendly” job descriptions Specialized Companies - In addition to not always provide enough qualified job employment among youth with an autism large corporations seeing the value in hir- candidates to meet their needs, and employ- spectrum disorder. Pediatrics, 129(6). • Reviewing the interview process, in- ing autistic talent, a number of companies, ers in another discussion group said that job https://doi.org/10.1542/peds.2011-2864 cluding review of questions, inclusion of founded specifically to hire predominantly candidates referred by VR are not always skills-based testing and determination of neurodivergent professionals, have been good matches for their hiring needs.” (GAO United States Government Accountability appropriate interview formats (e.g., indi- founded by autistic individuals, allies of Publication No. GAO-18-577, p. 14) Office. (2018). Vocational rehabilitation: vidual interviews, panel interviews, etc.) those on the spectrum and business entre- Additional federal information could help preneurs. Many of these companies, such Conclusion states serve employers and find jobs for • Determining training needed for recruit- as Ultranauts, Daivergent, Iterators, Au- people with disabilities. (GAO Publication ers, hiring managers and other staff to tonomy Works, Aspiritech and Auticon fo- Standard recruiting and interviewing No. GAO-18-577). https://www.gao.gov/ ensure they know how to create an ap- cus on technology related jobs. practices are a barrier to entry to the work- assets/700/694369.pdf

Employment from page 27 were commentaries that so-called “soft” edy such deficiencies. I seriously question the large size of the autistic population (the skills, such as interpersonal and commu- the value of such miniscule measures for currently accepted incidence rate of 1 in I also recall instances of on-campus in- nication skills, were especially desired (to anyone, and can confidently say that, for 59 implies several million autistics in the terviews before my graduation which re- me, this was an acceleration of the trend those of us anywhere on the autism spec- U.S.), these jobs will only be available to a sulted in no job offer, while other students started many years earlier). Also highly trum, the very idea that they could easily small percentage of the community. whose grades were (sometimes signifi- valued were such traits as flexibility and “fix” something that we have been chal- It has always been my opinion that, in cantly) less than mine received offers from adaptability (bad news for autistics who lenged by our entire lives would be laugh- the past, there were many jobs that cap- the same employer. I should mention that famously have difficulty responding to able were it not so tragic. italized on common autistic skills and the job market in my field was especially change), as well as multitasking (again, talents and yet were very plentiful. For good at the time. One especially memo- not good for autistics with poor execu- What Can Be Done? example, repair and other technician jobs rable incident involved a chance meeting tive functioning skills). The result of this (what I would most likely have done had with a former employee of a company that is that, as adverse as this employment There have been some bright spots in I not become an engineer) were highly I had applied to a few years earlier. He told climate was for everyone, autistics were the effort to find employment for autis- abundant (I can remember at least one me that he remembered those times well, especially disadvantaged. These were ter- tics. Major corporations (SAP, Microsoft, repair shop on every block in New York and that this employer was so desperate rible times to be an autistic trying to find Walgreens, JPMorgan Chase, and Freddie City when I was growing up), before it for workers that they would have hired a work and live independently. Mac, to name a few) have created initia- became cost-ineffective to repair most ap- chimpanzee if one had applied for the po- One thing that I vividly remember from tives to hire autistics for specialized tasks pliances and before much of U.S. manu- sition. Once again, something other than the ensuing period is an interview, on a net- at which they excel, recognizing that there facturing went overseas. Also, accounting the quality of my credentials must have work news program, of the CEO of a major are jobs which autistics can often perform and bookkeeping jobs were plentiful be- been at play. online employment website several years and even excel at, making their employ- fore personal computers automated these The situation began to deteriorate in the ago. When asked what employers were ment profitable for the bottom line. Oth- tasks, as were library and other research early 2000’s, with the “bursting of the tech looking for in the current job market, he er companies, such as Specialisterne and jobs prior to the advent of online search bubble,” which resulted in massive layoffs said that, according to many hiring man- Aspiritech, hire primarily from the autistic engines. These are just a few examples of in industries that were based (or relied) on agers, the three most sought-after skills population. It is a good sign that autistics jobs that many autistics could have been modern technologies - terms like “down- were interpersonal, social, and communi- are being recognized for what they can (and undoubtedly many were) employed sizing” and “offshoring” became com- cation skills. As a member of a community do rather than dismissed because of their at, long before the diagnosis even existed. monplace - and culminated in the finan- that lives with challenges in these areas, I deficits. Still other organizations, such as Unfortunately, there is less and less de- cial crisis of 2008. In its aftermath were (needless to say) found this very disturb- Integrate Autism Employment Advisors mand for these skills, and more and more frequent news reports of 5 or 6 applicants ing indeed. Even more disturbing, howev- (formerly ASTEP), serve to promote the demand for skills that autistics are typi- for every available job; the result was a er, was his subsequent comment that this hiring of autistics by major corporations cally deficient in. Consequently, many au- job market where employers could choose should not be a problem for prospective and other large organizations. As praise- tistics who may have found employment from many qualified applicants for every job applicants because of the many classes, worthy as these efforts have been, I fear position they needed to fill. Often heard workshops, and seminars available to rem- that they will not be enough. Considering see Employment on page 35 AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 35

Employment from page 34 The Secrets of My Employment Success a work environment in which my autistic tial. My decision was vindicated years later differences, although not yet known as when, after my diagnosis, I read an article by many years ago will have great difficulty Although, admittedly, my personal expe- such at the time, were if not fully embraced Temple Grandin in which she described how in the present day. riences with employment can hardly be con- at least tolerated (sadly, this is not true of many autistics in various fields were so suc- Another initiative that has appeared on sidered typical for the autism community, most work environments nowadays). Ev- cessful that they were promoted to manage- the scene are small businesses designed some aspects may nevertheless apply to sig- ery effort should be made to identify such ment but subsequently let go after an av- to be staffed primarily (if not entirely) by nificant portions of the autistic population. environments and to place autistics in them erage of six months. Instead, I was able to autistics. At a presentation about these ef- First, I quickly learned what I was good whenever possible. have a career that lasted almost thirty years. forts, I asked one of the speakers why it at in school and what I was not. Fortunate- Finally, I realized (literally at the very Just because an autistic is capable, or even happened that, given news reports that the ly, my talents were in technical subjects beginning of my career) that I did not want outstanding, at one position is no guarantee great majority of new businesses in the such as physics, mathematics, drafting, and to be a manager, even though this is consid- that this will remain the case after a promo- post-2008 recovery were small in size, computer programming. Also, given my ered the traditional career path (and even the tion or even reassignment to another post or there were no efforts, comparable to those “obsession” since childhood with anything “holy grail”) for those in my field and posi- department. Careful consideration must be for large corporations, to promote the hir- mechanical, electrical, or electronic, it was tion. At the time, I observed that managers given, particularly to skills and talents that ing of autistics by these small business- a foregone conclusion that I would attend an dressed more formally and spent consider- are required for the new position. es. The speaker replied that, although my engineering college, which prepared me for able time at business-related meals. As it Although much has been done to im- comments were entirely correct, business a marketable occupation that I had aptitude happens, I have sensory sensitivities involv- prove the situation and public awareness owners nowadays want smaller numbers for. More generally, autistics (and those ing clothing, along with severe selective-eat- of both the potential and the challenges of of employees who are adaptable and flexi- who support them) need to understand that ing restrictions. Both are common autistic is- autistics has substantially increased, I sus- ble, in particular, to perform a wide variety their restricted areas of ability and interest sues and, as such, were not as trivial as they pect that the problem of employment will of tasks and to quickly “fill in” for other offer the best (perhaps only) hope of future were considered back then. Much more se- continue to plague the autistic community employees in their absence, even when not employment, and that preparation for oc- rious, however, is the fact that management for the foreseeable future. familiar with their jobs. Once again, their cupations that capitalize on these must be positions require vastly different skills from Karl Wittig, PE, is Advisory Board Chair well-known autistic deficits make them pursued as strongly as possible. those of their staff members; in particular, for Aspies For Social Success (AFSS). Karl less-desirable candidates for these jobs. Second, as previously mentioned, I found interpersonal and political skills are essen- may be contacted at [email protected].

Matching from page 28 giving out directions for lost passengers, or would like a job in advocating, interview- hopes that there will be many job openings advocating for transit accessibility. ing, making videos, and working with au- that will accept people with autism as won- working with New York City Metropolitan tistic children. Perhaps I could work with a derful employees. He also hopes to find a Transit Authority, since I’ve enjoyed re- Career of Interest (3) - Autism Project: business or nonprofit organization, or any- fulfilling career that will keep him happy searching what they do. Some of their jobs I might like a job that would allow me to where else that will open some doors for for years to come. You can learn more might be very complicated (like driver or expand the reach of my autism blog and many people with disabilities. about Michael at his Living with Autism conductor), but maybe I could work at tran- YouTube Channel, while helping the autis- blog. You can also check out his Living sit locations, organizing things, cleaning, tic community. For my project’s purpose, I As an Autism Advocate, Michael Lettman with Autism YouTube Channel.

Common Sense from page 24 future, my response is, “Why can’t this be paired with gaslighting that is defined as cal safety and learning behavior in work the model that is used for traditional set- creating another person’s reality. We must teams. Administrative Science Quarterly, working in environments that are not tings as well?” create authentic environments where em- 44, 350–383. well-suited for their neurology and cog- ployees do not have to second guess them- nitive styles. As a result of the resulting Invalidation and Gaslighting selves or their realities. Linehan, M. M. (1993). Cognitive-behav- PTSD, these individuals experienced ioral treatment of borderline personality heightened emotional response to stress Individuals on the autism spectrum may Time for Rest and Recuperation disorders. Guilford. Mountford, V that may lead to adrenal fatigue, emotional be reticent to share their feelings with their exhaustion, chronic fatigue, and burnout. employers for fear of rejection or retalia- Individuals on the autism spectrum Liu, Y., & Keller, R. T. (2021). How It is important to cultivate and environ- tion, and they may have difficulty trusting demonstrate empathy. One of the greatest Psychological Safety Impacts R&D ment where adults have the freedom to be coworkers with their emotions. Many au- misconceptions is that autistic adults do Project Teams’ Performance: In a psy- vulnerable and allow their true selves to tistic adults have been victims of dysfunc- not have the capability to empathize, or chologically safe workplace, R&D shine. Creating a work-life balance and a tional relationships that included emotion- that they do not experience attachment to project teams perform better, more reasonable schedule is crucial for emotion- al manipulation such as invalidation and people or animals. Often, autistic individ- readily share knowledge and engage al healing. gaslighting. Research findings show that uals are highly empathetic and have strong in organizational citizenship behavior, I have developed a tiered approach that children whose emotions were invalidat- bonds with their family members as well as and are less likely to leave. Research is designed specifically for each employ- ed demonstrate difficulties in emotional their family pets. Technology Management, 64(2), 39–45. ee’s neurology. It is unrealistic to expect regulations later in life (Zimmer-Gembeck Even if employees are part-time, we be- https://doi.org/10.1080/08956308.2021 that all individuals are ready to work a full- et a., 2017). Therefore, it is important to lieve that they deserve paid time off for .1863111 time schedule. Some of our employees are validate concerns and build trust in the em- bereavement. One of our employees re- beginning the healing process, building up ployer-employee relationship. cently lost his family pet and was grieving. Roux, A.M., Shattuck, P.T., Cooper, B.P., their stamina and resilience, and may only It is imperative to mitigate any unneces- Although pet bereavement is not a typical Anderson, K.A., and Narendorf, S.C. be able to work a few hours a day. More- sary stress including hidden rules, unclear benefit to most employees, we believe (2013). Postsecondary Employment Ex- over, early mornings are often not a possi- expectations, and indirect communication. that it should be. Spectrum Fusion paid an periences Among Young Adults with an bility and therefore, they start work after Ways that we build trust include being hourly employee for three days of leave so Autism Spectrum Disorder Journal of the noon. If tasks can be completed remotely, transparent, direct, validating employee’s he could grieve the loss of his pet. He re- American Academy of Child & Adolescent that is an option; however, many of our concerns and feelings, and ensuring that turned ready to face new challenges. Psychiatry ,52 (9): 931-939. media projects require collaboration and employees know where they stand. In- Our employees have a desire to work working together as a team to set up video validation is actually a form of emotional but in a way that suits their strengths Shattuck, P.T., Narendorf, S.C., Coo- productions. manipulation and includes judging, min- and cognitive styles. I was told one time per, B., Sterzing, P.R., Wagner, M. and The media team is comprised of indi- imizing, or rejecting someone’s feelings that “Spectrum Fusion is better than real Lounds Taylor, J. (2012). Postsecond- viduals on the autism spectrum and they (Linehan, 1993). life.” Let’s create workplace environ- ary Education and Employment Among have all experienced traumatic situations A few examples include: ments that are safe and allow individuals Youth with an Autism Spectrum Disor- in traditional workplace settings and are to make their dream of sustaining employ- der. Pediatrics, 129:1042–1049. https:// very supportive of one another. The team • “It could be a lot worse.” ment a reality. doi.org/10.1542/peds.2011-2864 has the autonomy to determine when they want to set up a video production. If they • “You really shouldn’t feel that way.” Heidi Stieglitz Ham, PhD, is CEO and Zimmer-Gembeck, M. J., Webb, H. J., Pep- want to work late in the afternoon or late Founder of Spectrum Fusion and Adjunct ping, C. A., Swan, K., Merlo, O., Skinner, into the evening, that is a possibility. Their • “I am sure that they didn’t mean to say Professor at Rice University. For more in- E. A., Avdagic, E., & Dunbar, M. (2017). hours are increased as their stamina begins that (or do that) to you.” formation, visit www.SpectrumFusion.org. Review: Is parent-child attachment a cor- to increase. When traditional employers relate of children’s emotion regulation and suggest that our approach may not be- When someone’s feelings are invalidat- References coping. International Journal of Behavior- hoove our employees if they have to con- ed it can lead to despair, anxiety, emotion- al Development, 41(1), 74–93. https://doi. form to another traditional setting in the al overload and confusion. Often this is Edmondson, A. C. (1999). Psychologi- org/10.1177/0165025415618276 PAGE 36 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

Job Search from page 25 people are doing now). However, millions apply for jobs directly through LinkedIn company already has a program for de- of job opportunities exist where writing you will begin to see how your connections velopmental disabilities, disclosing may Demonstrated ability to effectively com- is not a requirement for a great future. In may be related to that company. Make a di- actually work to your advantage. You municate with diverse populations. Able either case, abide by the spell check func- rect connection (“Hi, John. I see you know may also choose to inform the person to lead and deliver pertinent information tion and have someone proofread your my cousin Robert. I just applied for this that you are autistic but have market- in an engaging and entertaining presen- work! position and hope you will review it / ask able skills and are just looking for op- tation. Record of success in achieving HR to be sure they receive it.”) or ask your portunities to show what you can do. increased return visitor and customer Conducting a Job Search personal connection to introduce you (“Hi But the choice is yours only. satisfaction scores. Robert! Your colleague John is hiring for a Consider this your part/full time job for job I’d really like to be considered for. Can 2) Search Engines and Job Boards - Reg- • Quantify and use strong active verbs. the moment. Dedication, focus, and an in- you introduce me?”) ister for job search engines such as Indeed, tegrated strategy using multiple resources Zip Recruiter and Idealist as well as job • Revise and prioritize accomplishment and are the best method for results. Most im- Informational Meetings are an excellent boards related to your industries of interest. responsibility bullets according to how portant: do not get discouraged! The job way to meet people directly. Ask people Set up job alerts to receive daily or weekly they address the needs of the position. market is competitive for everyone. Do you know if they would be willing to ar- emails with position openings targeted to your best not to take rejection personally. range a short meeting between their associ- your experience and interests. • Limit the resume to one page. Often, it’s not about you. ates and you, especially if their connection Here are the most effective resources for is to one of your targeted companies. The Here are some other resources for con- • Remember that there is no one way to conducting a comprehensive job search: goal is three-fold: ducting a job search, including guides for prepare a resume. There are many varia- the interview process: tions, but all should allow a reader to get 1) Networking - This is foremost in im- 1. Find out more by asking researched a sense of your skill match by scanning portance and is the way in which many questions about that company • Hire Autism Guide: Preparing for the in- from top to bottom in thirty seconds or people will find their job. A mix of old and terview less - because that is about how much new is the best approach. 2. Get that person to like you time a person reviewing hundreds of re- • Inc dot Com: Interview questions (You sumes will give it. Social Media is one of the most valuable 3. Ask for names, phone, and email for 2-3 may be asked these, especially if you tools in connecting to the right people. people to whom they might be willing to choose not to disclose, so best be prepared.) Your cover letter is where you give the LinkedIn is the primary platform for pro- reference you. reader a greater sense of “you” in relation fessional information sharing and employ- Once again, this is a quick tip guide to to your skills and accomplishments. Elab- ment opportunities and is a must; it will not They will either keep your resume in get started and hopefully increase your orate on certain aspects of your experience only connect you to people but acts as a case a job becomes available or reference application response rate. It is advisable that were benchmarks for your success and means for hiring managers to find you and you to someone else they know. Keep do- to obtain the services of support orga- of which you are proud. In short: explain review your profile (learn how to create a ing this to build the network. While you nizations, government agencies such as how you match the job requirements and LinkedIn profile here). may have known nobody in the beginning, VR (Vocational Rehabilitation) ser- confirm the position as one about which now you have a network of people who are vices (here is a list of agencies in every you are very interested in learning more. • Once you create your profile, begin by familiar with you and want to help. Your state), and independent career counselors Close by setting the expectation: “I look searching for people you know: friends, request is simple: “Hello, Mr. Smith. My who specialize in working with autistic forward to meeting with you soon.” relatives, teachers, former employers, cousin Robert suggested I reach out to you. individuals at all levels of experience and The Organization for Autism Research’s etc. Much like other platforms (Face- Would you be willing to meet with me for cognition for interviewing purposes, being Hire Autism Guide provides examples of book, Twitter, Tik Tok, etc.), you will see about 15 minutes so I may find out more offered employment, and retaining a job resumes, cover letters, and even resources their connections. Build your network by about the company and what you do? I’d long-term. for parents. requesting to connect with their friends, also love it if you could review my resume Learn more about Spectrum Works and You do not want your best efforts on relatives, and business associates. and provide feedback.” (People love to our job training and life skills programs resumes and cover letters to be compro- help others!) for transitional age young adults at https:// mised by a few grammatical errors. Gram- • Search for companies and industries of www.spectrumworks.org matical language impairment is some- interest and “follow” them. **** The intention is to build a network. It Good luck in your search. Now get that job! times a characteristic of autism spectrum is not for a job unless that person decides disorder, according to a study by Frontiers • Join groups for your areas of interest. to interview you. You will need to de- Michael Giorgio is Communications and in Psychology. If this is not you, pursue cide whether you want to disclose your Business Development Manager at Spec- that writing career (as countless autistic As you build your network and begin to autism. This is a personal choice. If the trum Works, Inc.

Greater Hudson Valley, NY, Support Groups One Sunday a month from 10:30 am - 12:30 pm YAI Tarrytown - 677 White Plains Road, Tarrytown, NY 10591

Free Support Group for the Family Members of Adults with an Asperger/Autism Spectrum Profile This support group, formerly known as Families of Adults with Asperger’s Syndrome/High Functioning Autism (FAAHFA) is now a part of the Asperger/Autism Network (AANE). This group is for parents, family members and friends of adult individuals who have an Asperger or similar autism spectrum profile. We will be hosting guest speakers at many of our meetings to address various topics of importance related to our loved ones. Our mission is to help people with Asperger Syndrome and similar autism spectrum profiles build meaningful, connected lives. For more information, visit the website www.aane.org or contact the facilitators: Bonnie Kaplan - [email protected] | Judith Omidvaran - [email protected]

Socialization and Life Skills Group for Adults with an Asperger/Autism Spectrum Profile This support group, Opening Doors, is now in partnership with the Asperger/Autism Network (AANE). This group is for adults who have an Asperger or similar autism spectrum profile. Learn, socialize and receive support from others who share common experiences. Focused on: Socialization, Mindfulness, Creativity, Self-Advocacy, Health and Well Being, Career Counseling, Relationships and Fun!

For more information, contact the facilitators: Anna L. Nasci, OTR/L, MS, NCC, LMHC | Masako Hashimoto, MS, NCC, LMHC - [email protected] AUTISM SPECTRUM NEWS ~ SUMMER 2021 www.AutismSpectrumNews.org PAGE 37 Mental Health News Education Autism Spectrum News Board of Directors Editorial Board

Chair Cindy Alterson, PhD, BCBA, Principal of Devereux NY CARES Clinical Director, Devereux Advanced Behavioral Health-New York Debbie Pantin, MSW, MS-HCM, President and CEO Outreach Joel Bregman, MD, Psychiatrist Vice-Chair United Community & Family Services

Rachel A. Fernbach, Esq, Deputy Director and Assistant Joseph D. Buxbaum, PhD, Director General Counsel, New York State Psychiatric Association Seaver Autism Center - Icahn School of Medicine at Mount Sinai Secretary Susan Cortilet-Jones, MS, LMHC, Integrative Wellness Coach for Adults Yvette Brissett-André, MPA, Executive Director and CEO Discovering Your World, Corp. Unique People Services

Treasurer Lynda Geller, PhD, Founder, Spectrum Services A Cooperative of Independent Practices & Organizations, New York, NY Kimberly Williams, MSSW, President and CEO Vibrant Emotional Health Michael Gilberg, Esq. Members of The Board Special Education Attorney, NY/CT

Anita Appel, LCSW, Senior Health Care Consultant Ami Klin, PhD, Director Sachs Policy Group Marcus Autism Center Peter D. Beitchman, DSW, LMSW, Principal Behavioral Health Consultation Becca Lory Hector, CAS, BCCS Autism, Neurodiversity, & Inclusion Consultant/Speaker/Author/Advocate Constance Y. Brown-Bellamy, MPA, President and Co-Founder Advantage Mosaic Group Cecelia M. McCarton, MD, Founder and Executive Director Jonathan P. Edwards, PhD, LCSW, ACSW, Program Consultant The McCarton Foundation, The McCarton School (for Autism) New York City Department of Health and Mental Hygiene Judith R. Omidvaran Roy Kearse LCSW, CASAC, VP Recovery Services & Community Partnerships Autism Parent Advocate, New York Samaritan Village Matthew Loper, CEO Theresa Pirraglia, Co-Founder and Board Member Wellth FECA, The Foundation for Empowering Citizens with Autism

Barry B. Perlman, MD, Past President Howard Savin, PhD, Chief Clinical Officer New York State Psychiatric Association First Children Services Jorge R. Petit, MD, CEO Coordinated Behavioral Care (CBC) Pat Schissel, LMSW, New York Director Asperger/Autism Network (AANE) Keri Primack, CFP, Senior Financial Advisor, SVP Gerstein Fisher Alison Singer, President Joshua Rubin, MPP, Principal Autism Science Foundation Health Management Associates Fred Volkmar, MD, Professor Founding Chairman Yale Child Study Center Alan B. Siskind, PhD, LCSW Linda J. Walder, Esq., Founder and Executive Director Executive Staff The Daniel Jordan Fiddle Foundation Ira H. Minot, LMSW, Founder Dianne Zager, PhD, Head of School Emerita, Shrub Oak International School David H. Minot, BA, Executive Director and Publisher Professor Emeritus, C.W. Post, Long Island University

Autism Spectrum News is a Quarterly Online Publication of Mental Health News Education, Inc., a 501(c)(3) Nonprofit Organization All inquiries regarding advertising, sponsorships, and submitting an article should be directed to: David H. Minot, BA, Executive Director and Publisher (978) 733-4481 • [email protected] • 460 Cascade Drive, Effort, PA 18330 • www.AutismSpectrumNews.org Mental Health News Education, Inc. does not endorse the views, products, or services contained herein. We are not responsible for omissions or errors. Mental Health News Education, Inc. is not responsible for articles submitted to us without the final approval of the organization’s Executive Director, CEO, or Public Relations Department. All articles and advertisements are subject to final approval by our Editorial Board. We reserve the right to edit any article sent to us. Disclaimer of Endorsement and Liability: The information, opinions and views presented in Autism Spectrum News (ASN) reflect the views of the authors and contributors of the articles and not of ASN, the Editorial Board or its publisher. Publication of articles, advertisements, or product information does not constitute endorsement or approval by ASN and/or its publisher. ASN and/or its publisher cannot be held responsible for any errors or for any consequences arising from the use of the information contained in this publication. Although every effort is made by the Editorial Board and the publisher to see that no inaccurate or misleading data, opinion or statement appear in this publication, the data and opinions appearing in articles including editorials and advertisements herein are the responsibility of the contributors concerned. The publisher and the Editorial Board accept no liability whatsoever for the consequences of any such inaccurate or misleading data, information, opinion or statement. Copyright © 2021 Mental Health News Education, Inc. All rights reserved. Content contained in this publication may be reproduced for one-time personal use. However, anyone wishing to reproduce and distribute any content from within this publication for purposes other than personal use must request this intention in writing directly to the publisher. Failure to do so will be in violation of the copyright held by this publication. PAGE 38 www.AutismSpectrumNews.org AUTISM SPECTRUM NEWS ~ SUMMER 2021

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