Annie Baghdayan PhD, BCBA-D, LBA University of Oklahoma The Skills We Need to Teach: How to Prepare Post-High School Students with ASD for Employment Annie Baghdayan PhD, BCBA-D, LBA University of Oklahoma © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Autism Spectrum Disorder Autism spectrum disorder (ASD) is a Developmental disability that can cause: social, communication and behavioral challenges people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. http://www.cdc.gov/ncbddd/autism/facts.html © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Facts and statistics About 1 % of the world population has autism spectrum disorder. (CDC, 2014) Prevalence in the United States is estimated at 1 in 68 births. (CDC, 2014) More than 3.5 million Americans live with an autism spectrum disorder. (Buescher et al., 2014) Prevalence of autism in U.S. children increased by 119.4 % from 2000 (1 in 150) to 2010 (1 in 68). (CDC, 2014) Autism is the fastest-growing developmental disability. (CDC, 2008) Prevalence has increased by 6-15 % each year from 2002 to 2010. (Based on biennial numbers from the CDC) Autism services cost U.S. citizens $236-262 billion annually. (Buescher et al., 2014) Retrieved From http://www.autism-society.org/what-is/facts-and-statistics/ © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Facts and statistics A majority of costs in the U.S. are in adult services – $175-196 billion. (Buescher et al., 2014) 35 % of young adults (ages 19-23) with autism have not had a job or received postgraduate education after leaving high school. (Shattuck et al., 2012) In June 2014, only 19.3 % of people with disabilities in the U.S. were participating in the labor force – working or seeking work. 16.8 % of the population with disabilities was employed. 6% of individuals with ASD are actively employed (Shattuck et al., 2012) By contrast, 69.3 percent of people without disabilities were in the labor force, and 65 % of the population without disabilities was employed. (Bureau of Labor Statistics, 2014) © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Employment Skills What is the Problem? What do we need to do? Transition planning from education to employment for young adults diagnosed on the autism spectrum is inadequate. What do we need to do? Students need schools and adult service providers to begin a collaborative Autism Focused transition model to prepare students with autism for competitive employment and Post secondary education. © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Legal requirements IDEA 2004 states that transition services must: Begin no later than the first IEP to be in effect when the student is 16 and updated annually thereafter Be provided until The student turns 21, or The student graduates from high school with a regular diploma © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved 6

IEP requirements Appropriate measurable postsecondary goals Based on age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills Transition services (including courses of study) needed to assist the student in reaching those goals © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved 7

What are we planning for? Key Transition Areas: Employment Postsecondary education Living arrangements Community participation Community mobility Financial independence Recreation and leisure Friendships and relationships © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved 8

Top Five Traits Employers are looking for in job candidates Professionalism (86%) High energy (78%) Confidence (61%) Self-monitoring (58%) Intellectual curiosity 57%) Universum, the Stockholm-based employer branding firm that annually surveys over 400,000 students and professionals worldwide on jobs-related issues © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Increasing employment skills professionalism What are the behaviors that make us decide that an employee is acting “professionally”? Appearance (The way we are dressed) Reliable (Complete the task) Punctual (on time) Ethical (no swearing, name calling, joking, etc.) Communication skills (don’t talk about the boss and coworkers in a negative way, stick to the topic in the meetings, etc.) Other © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Increasing employment skills High energy What are the behaviors that convey ‘high energy”? Excitement (I am excited) Positive statement about work Positive statement about self Goal oriented (establish a list and deadlines and track achievement) © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Increasing employment skills High energy Positive statement Negative statement I am good at this I like what I do I enjoy my work This is fun This is boring I’m sick of doing this I don’t like this job I don’t like the people around me © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Teaching Confidence Convey Confidence Eye Contact Voice Quality Posture (stand-up straight, hand shake, etc.) Gestures (smile, node, etc. ) © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Self Monitoring Task list Outlook Reminders Apps: Pacifica (free)-This app lets your track your mood throughout the day, gives you a place to set daily goals… Tallymander ($3.99)-This App is very basic app and used for tracking and counting. MotivAider (habitchange.com)-The MotivAider comes as a device or an app. © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Intellectual curiosity I can do this I’m willing to learn I will research about that other © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Other skills Social skills (physical proximity, posture, etc.) Communication skills (reciprocity, opening and closing a topic, etc.) Organizational skills (time, tasks, materials, etc.) Self-regulation (thought, feelings, actions, etc) Self-Advocacy (ask questions, requesting help, etc.) © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

What to do? Look at employability research Teach targeted skills Use task analysis or scripts Teach by using role playing and video playing © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved

Contact Us Annie Baghdayan, PhD, BCBA-D, LBA abaghda1@ou.edu The National Center for Disability Education & Training http://ncdet.ou.edu/ University of Oklahoma 3200 Marshall Ave. Norman, OK 73072 © Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved