1. Ronda Feterl Black Hills Special Services Cooperative

2. RE-CAP Understand some fundamental characteristics of autism spectrum disorder Basic knowledge of three types of thinking: Visual- Music/Math- Verbal Logic Employment preparation: Employment accommodations to consider Potential Employment considerations

3. Learner Objectives Employment provisions, placement and retention Reasonable accommodations How to provide directions to people with ASD To disclose or not to disclose ASD to co-workers What does the change of criteria in DSM-5 bring?

4. What we Know The disorder is growing at a rate of 10-17% annually Very little known as how best to provide support in postsecondary success Employment opportunities are limited. Maintaining employment is difficult due to unique communication and social impairments

5. What we Know… Adults with ASD rank the lowest among all disability groups in employment with 12% having jobs Those who are employed are typically underemployed, switch jobs frequently, have difficulty adjusting to the job setting. Master the job but not the complex everyday situations. (hidden curriculum)

6. Obstacles to successful employment People with ASD have markedly different vocational needs than people with other developmental disabilities. Each individual is UNIQUE Variability in social interactions, language, abilities, sensory, and behavioral deficits found in people with ASD, makes autism especially baffling.

7. Examples…. Communication and social difficulties with supervisors and coworkers Difficulty understanding directions Inability to “Read Between The Lines” Read Facial Expressions/Tone of Voice Asking Too Many Questions Inappropriate Hygiene and grooming EXECUTIVE Functioning: attention, motor planning, working memory, Problem Solving, Organization

8. Strategies for Success Supported Supported employment is often necessary for SUCCESS Support: Job Placement- Supervisors and Co-Workers On-the-job provisions Work place modifications Long Term Support

9. 1. Job Placement Job Placement should be individualized and based on the person’s strengths and interests. Job Placement should be appropriate to the person’s intellectual and educational background; AND also matching the person’s social skills and abilities.

10. Job Tasks and Environment Considerations Job that is predictable and can be adapted to a schedule Work tasks are clearly defined and in areas with minimal distractions. Jobs to require minimal social demands, and be void of sensory stimulation

11. Additional considerations… Predictable routines for lunch, breaks, and other unstructured times during the work day Time before the beginning of the work day to organize self and tasks A method to transfer support from you to a mentor/fellow employee

12. 2. Supervisors and Co-Workers Provide a supportive work environment increases employment success Modification to job tasks or the work environment, adjustments to communication exchanges, and assistance with social interactions will be required. Provide autism awareness training to the employers and co-workers to help foster understanding of who they are why they behave in a certain way

13. 3. On-the-job-Provisions Learn the job tasks but also learn communication, interpersonal skills, management of stereotyped patterns of behavior. Learning the tasks to be performed on the job, along with social integration increases the likelihood of success.

14. On-the-job-Provisions Possible objectives for the employment specialist Understanding work tasks Complete tasks to satisfaction of supervisor Understands workplace rules Knows Start Time-End Time-Break Time Understands Sick Leave-Vacation Policies Is Aware of Emergency procedures Knows his way around pivotal areas of building Knows how to get to and from work

15. Teaching methods for on-the-job training Modeling Video modeling Graduated Guidance Hidden Curriculum

16. 4. Work place accommodations Because of difficulties in modulating sensory input, environmental stimuli can be distracting and disorientating. Environmental assessment to identify distractions. Assessment should evaluate noise level, interruptions, crowding, lighting, and space navigation. The employee with ASD will benefit from clearly defined work tasks. Organize a system to help structure and keep track of work: instruction sheets, notebooks, checklists. Idle time; taking a walk, computer game

17. 5. Long-term Support People with ASD may need extended support to avoid later deterioration in work performance leading to employment failure. People with ASD recommends ongoing vocational services that help them prepare and negotiate challenges that arise day to day. Natural supports include identified supervisors and co-workers- mentor. Follow along phone calls to person, employer, families, on-site visits.

18. DSM-V Criteria Changes Merging Autistic Disorder, Asperger’s Disorder, PDD-NOS into single disorder: Autism Spectrum Disorder Combined Communication and Socialization criteria into one criterion: Social Communication Symptoms must be present prior to age 3 (may not manifest until social demands limited capacity) Including a number of specifiers: (age of onset, level of functioning, level of support needed) May be diagnosed with other disorders (ADHD, depression, etc.)