Autism Spectrum Disorders: Communication, Interaction, and the First Interview Nila Benito Florida Center for Inclusive Communities Moderator: Jill Houghton.

Autism Spectrum Disorders: Communication, Interaction, and

the First Interview

Nila BenitoFlorida Center for Inclusive Communities

Moderator: Jill Houghton

July 27, 2011

TACE Center: Region IV, a project of the Burton Blatt Institute.Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved

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The Reality• There are an estimated 750,000

students with autism in US public schools.

• Often high school transition services fall short in providing the appropriate services to prepare for employment.

• Individuals with ASD have limited opportunities for career development and work experience matched to their interests during their high school years.


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• Individuals with autism spectrum disorders (ASD) differ so greatly from one another that just the knowledge of an ASD diagnosis is of little use to the employment professional.

• Successful employment depends on a thorough understanding of the persons unique characteristics, skills, learning style, strengths and most importantly interests is necessary.

• Individuals with ASD will have greater employment outcome to the utilization of customized employment supports.

Autism & Employment


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• Many traditional vocational rehabilitation practices around the country are not only ineffective for people with ASD, but actually is distressing to them.

• Individuals with ASD are among those within the disability community that are least likely to be employed only 15 percent of persons with autism are employed.

• Although a number of external factors, from market trends to employer discrimination, can impact employment outcomes, employment outcomes can be improved by addressing specific support needs that are common among Individuals with ASD.

Autism & VR


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• Individuals with autism spectrum disorders (ASD) have very individual profiles with characteristics falling in the areas of communication, socialization, and restricted interests.

• What matters is what the person can do with the right supports.

Supports


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• Most individuals with autism spectrum disorders are visual learners.

• They understand what they see better than what they hear. (Yet people tend to communicate with them primarily with talking.)

• Do you use a day planner or a calendar or write notes to yourself to help you remember?

Then you use visual supports.

Visual Learners


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Common Visual Supports

• Social Stories• Calendars• Schedules• Task Analysis• Choice Boards• Videos


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Social StoriesThe goal of a Social Story™ is to share accurate social information in a simple and reassuring manner that is easily understood by the person

reading it.


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The primary purpose of a schedule is to give event/location and sometimes time information.

Visual Schedule/Calendar


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Choice Boards

The primary purpose of giving person choices is to have him or her have some control over certain situations. It is a visual representation of all possible appropriate choices.


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Task Analysis

A Task Analysis lists each step of an activity in the correct

order.


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Video Modeling

Instructional video modeling is an efficient technique for understanding and learning relatively long sequences, directions, and routines. The video modeling approach is consistent and can be repeated a countless number of times in an identical manner.


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Sensory Processing

How would you cope if you always:

•Felt like you where riding a rollercoaster?

•Saw lights that were flashing?

•Heard a bee was buzzing in your ear?

•Hurt when someone touched you?


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Sensory Integration• It has long been theorized that individuals with autism might not be

integrating across all the senses very well, thus making it difficult to use the body effectively within a given environment.

• In August 2010, researchers from Albert Einstein Medical Center found that the senses atypically integrate in individuals with autism . There is a pronounced delay in the processing of sensory stimuli to the brain’s cortex which plays a key role in memory, attention, perceptual awareness, thought, & language.

• This includes the five traditional senses: sight, hearing, touch, smell, and taste and whole body senses: Proprioception: where the body is in space and Vestibular: how the body interacts with gravity as it moves and retains its balance.


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Sensory Supports• Some individuals with autism may wear soft cotton clothing,

ear plugs, listen to iPods, and hold fidgets (squeeze balls).

• Many behaviors commonly thought of as “autism characteristics” including toe walking, hand-flapping, humming, pacing, spinning, and rocking are attempts to deal to integrate their senses.

• Those with "picky" eating habits are often avoiding unpleasant textures.

• Other common sensory supports include: gum, lollipops, rocking chair, bounce chair, massage chair. dancing, swimming, swinging, pillows, blankets, and weightlifting.


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The Reality for VR

• One state VR agency recently found that 90% of their clients with autism who were sent for a traditional vocational evaluation withdrew before the evaluation was completed.

• Traditional formal vocational assessment, job placement and job development strategies do not work for the majority of individuals with autism.

• Customized employment and the Discovery vocational profile process do work!

Customized Employment• Customized employment is an effective alternative to

traditional employment and assessment that supports individuals with complex disabilities with becoming competitively employed in jobs based on their strengths and interests.

• Customized employment begins with the Discovery process and developing an individualized vocational profile that leads to the development of a customized employment plan focused on the job seekers’ strengths, needs and interests.


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DiscoveryDiscovery is a person centered process where information is gathered about a student’s interests and strengths, the types of environments and activities in which a person is at his or her best, the types of supports that are most effective, and the present skills in natural life activities.

Marc Gold & Associates© 4101 Gautier-Vancleave Rd. Ste. 102 Gautier, MS 39553 (228) 497-6999


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Tools of Discovery

They are the time-honored tools of qualitative researchers:

• interview and conversation,• observation and time together,• review of information,• and organization of information.


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Discovering & Gathering Information

• Have both structured and informal conversations with the individual, as appropriate, to determine their perspectives.

• Interview those who know the person best.

• Determine when the individual is at their best.

• Ultimately identify the individual’s ideal conditions for employment and range of skills for employment outcomes


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Considerations For the First Interview

• Find out in advance: How does the individual communicates? What has worked in similar situations? Is there anything the person reacts

negatively to?• Find out about any sensory or environmental

sensitivities.• Provide an outline, photos, and/or video in advance

about what to expect.• Allow plenty of time for the appointment.


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Informed Decision-Making

• It’s important to understand an individual’s frame of reference.

• In order to find out what their REAL strengths, choices, and interests are: Inquire about any career work experiences they may have had.

• This information is critical in developing and achieving employment goals.


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Tips for Communicating with an Individual with ASD

• Talk in direct, short phrases. • Allow for delayed responses to questions or directions.• Avoid literal expressions and random comments. • Talk calmly and/or repeat. • Model calming body language, slow breathing, hands low. • Do not expect eye contact.• Do look directly at the person when speaking to them.• Realize that humor is not always understood.• Watch for signs the person may need a break.• Be patient if the person repeats phrases.


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Avoid:• Rapid pointing or waving.• Talking loudly. • Having your cell phone on.• Wearing strong cologne.• Touching person, especially near shoulders or face.• Standing too near or behind.• Stopping repetitive behaviors.

More Tips for Communicating with an Individual with ASD


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With a customized job and individualized support, individuals with Autism Spectrum Disorders make excellent employees!

It’s All In the Customization


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• Dedicated to getting the job done.• Eager to learn.• Low absenteeism.• High level of concentration for long periods of

time.• Loyal.

Vocational Assets


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Vocational Assets (cont.)

• Can be very precise and accurate in completing work with excellent attention to detail.

• Many individuals have a great memory. • Often have interests that if well matched to the

job, will be a tremendous asset to an employer.


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• Writing down workplace rules.• Daily or weekly meetings.• Identify one person to give directions/instruction.• Allow time for responding.• Alternative and augmentative devices.

Possible Accommodations


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Possible Accommodations (part 2)

• Re-arranging the work area, clearing up clutter, dividers.

• Moving work area to quiet location.• Allowing sunglasses.• Head phones, ear plugs.• Allowing short breaks.• Visual prompts.


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Possible Accommodations (part 3)

• Daily schedules.• Calendars, appointment books.• Task Analysis.• Photos, drawings, videos, icons.• IPOD touch.• Advance notice for routine changes.• Timers, watches.


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Comments & Questions

• Group Discussion & Inquiry Wednesday, August 10, 2011 Time: 12:00 pm – 1:00 pm ET

• Complete Follow-Up Survey


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• Adult Autism and Employment – A Guide for Vocational Rehabilitation Professionals - Scott Standifer, Ph.D.http://dps.missouri.edu/Autism/Adult%2520Autism%2520%26%2520Employment.pdf

• Supporting Individuals With Autism Spectrum Disorders: Quality Employment Practices - Alan Kurtz and Melanie Jordanhttp://www.communityinclusion.org/article.php?article_id=266

• Job Accommodations for People with Autism Spectrum Disorders - Job Accommodations Network https://www.disability.gov/viewResource?id=5410923

Resources

http://dps.missouri.edu/Autism/Adult%20Autism%20&%20Employment.pdf

http://dps.missouri.edu/Autism/Adult%20Autism%20&%20Employment.pdf

http://www.communityinclusion.org/article.php?article_id=266

https://www.disability.gov/viewResource?id=5410923


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• Working in the community: A Guide for Employers of Individuals with Autism Spectrum Disorders, Alpine Learning Grouphttp://www.alpinelearninggroup.org/resources/documents/Alpine_Employment_Manual.pdf

• Rehabilitation of Individuals with Autism Spectrum Disorders -Institute on Rehabilitation Issues Monograph No. 32 D. W. Dew and G. M. Howard (Eds.)http://www.autism-info.org/2007_employment_&_ASD_report.pdf

Resources

http://www.alpinelearninggroup.org/resources/documents/Alpine_Employment_Manual.pdf

http://www.alpinelearninggroup.org/resources/documents/Alpine_Employment_Manual.pdf

http://www.autism-info.org/2007_employment_&_ASD_report.pdf

http://www.autism-info.org/2007_employment_&_ASD_report.pdf


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Upcoming Webinars

Autism & Employment Learning Community Series

• September 7 – Real Lives, Real Stories• October 12 – From the Field• November 16 – Community Partnerships,

Organization, & Employers


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Education CreditsCRCC Credit - (1.0)Approved by Commission on Rehabilitation Counselor

Certification (CRCC) • By Friday, August 5, 2011, participants must score 80% or

better on a online Post Test and submit an online CRCC Request Form via the MyTACE Portal.

CEU Credit - (0.1)Approved by the University College at Syracuse University• By Friday, August 5, 2011, participants must submit an

online CEU Request Form via the MyTACE Portal.

My TACE Portal: TACEsoutheast.org/myportal

**For CRCC credit, you must reside in the 8 U.S. Southeast states served by the TACE Region IV [AL, FL, GA, KY, MS, NC, SC, TN]. If beyond TACE Region IV, you may apply for CEU credit.


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Contact Information

Nila Benito

The Florida Center for Inclusive Communities University Center for Excellence in Developmental Disabilities

http://flfcic.fmhi.usf.edu/projects/autism.htm

Email: [email protected]

http://flfcic.fmhi.usf.edu/




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THANK YOU!


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TACE Center: Region IV

Toll-free: (866) 518-7750 [voice/tty]

Fax: (404) 541-9002

Web: TACEsoutheast.org

My TACE Portal: TACEsoutheast.org/myportal

Email: [email protected]


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Disclaimer

This presentation was developed by the TACE Center: Region IV ©2011 with funds from the U.S. Department of Education, Rehabilitation Services Administration (RSA) under the priority of Technical Assistance and Continuing Education Projects (TACE) – Grant #H264A080021. However, the contents of this presentation do not necessarily represent the policy of the RSA and you should not assume endorsement by the Federal Government [34 CFR 75.620 (b)].

Autism Spectrum Disorders: Communication, Interaction, and the First Interview Nila Benito Florida Center for Inclusive Communities Moderator: Jill Houghton.

Documents

autism employment slide

tace center

burton blatt institute

rsa grant

autism spectrum disorders

autism vr slide

employment outcomes

successful employment