Bridges from College to Career for Students on the Spectrum Jane Thierfeld Brown, Ed.D. and Lisa King, M.Ed. College Autism Spectrum AHEAD 2015 College Autism Spectrum 2014 Do not use without permission

Let’s Review Group of conditions with similar symptoms characterized by Problems with language, socialization and repetitive patterns of thoughts and behaviors

CollegeAutismSpectrum.com Do Not Reproduce Increases in college graduation rates for students on the spectrum Lack of job exposure/experience Strengths in the Workplace: Loyal, hardworking, stays with job longer Little desire to get involved in office politics Can perform routine work and has focused desire to maintain order and accuracy Not afraid to tell the truth Without supports, often potentially skilled employees can’t get past the HR interview Potential to drain time and resources without assistance up front Remember college is not an end in itself, but a vehicle towards the goal of employment and career development Why should we pay attention? Lack of job exposure/experience Academic prep takes precidence over life/independent living skills Little motivation for work unrelated to special interest Communication and social skills not commensurate with technical skill CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce The transition from college……… The student with an Autism spectrum diagnosis should begin preparing for the world of work much earlier There are real advantages to testing out job readiness skills in the protected environment of the college setting Encourage students to become clients of your state division of Vocational Rehabilitation Ruth Bork, co author Students with ASD: A Guide for College Personnel Wolf, Thierfeld Brown, Bork, 2009. CollegeAutismSpectrum.com Do Not Reproduce

Basic Social Competence expected from entry level workers Personal Presentation: General cleanliness and good hygiene, grooming Job and age appropriate clothing Initiation of greetings and introductions Social Behaviors What to do on break What to talk about/ not talk about at work Use telephone and email effectively Understanding private behavior is different than public Communication Skills Asking for assistance when needed Eye contact, listening and responding skills How to talk to supervisors Excusing oneself to use restroom Organization for Autism Research, 2006. College Autism Spectrum 2014 Do not use without permission

But what does potential supervisor see in a student with ASD? May talk at length about their area of interest May deliver blunt pointed remarks interpreted as argumentative, or insubordinate May use calming strategies like tapping, fidgeting, etc. May have awkward gestures or not make eye contact May make inappropriate comments or jokes, may not get sarcasm May have odd voice tone May have delayed responses May have inability to manage frustration in the face of unexpected change Laurie Ackles, Spectrum Support Program RIT CollegeAutismSpectrum.com Do Not Reproduce

It’s about: The foundation skills often learned Non-verbally or The Hidden Curriculum or “SOFT SKILLS”: The foundation skills often learned Non-verbally or INTUITIVELY HOW DO WE TEACH SKILLS TO THOSE WHO DO NOT LEARN INTUITVELY College Autism Spectrum 2014 Do not use without permission College Autism Spectrum Do Not Reproduce Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce

Must teach Explicitly…..through INTERNSHIPS COACHING MENTORING COLLABORATION College Autism Spectrum 2014 Do not use without permission College Autism Spectrum Do Not Reproduce Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce

Transitioning from the Educational Mode to the Internship/Job Mode DS does have a role: A. Getting student engaged in process early B. Assessing student strengths and potential obstacles A. Identifying and nurturing relationships with campus allies CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce A. Engage Student Early Encourage participation in Career Fairs (may need assistance) Connect with Career Services for Interest inventories and assessments Encourage Service work and Learning opps Encourage shadowing opportunities in major areas (nursing, classroom for education majors, etc.) Ex. Jenny Lehman: I can’t touch people) CollegeAutismSpectrum.com Do Not Reproduce

B. Assess Student Skills Focus on competencies and challenges Assess student skills: glean information from students parents faculty, particularly of classes where students have worked on projects, group projects and labs If no current employment, set up volunteer experience CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce B. Look for information that provides insights on students’ ability to: accept feedback identify/perceive an issue once it has been pointed out problem solve independently handle stress types of things that are stressors coping strategies Getting ready to interview The issue of disclosure Working with a mentor Understanding the organizational chart Getting things done Handling stress and anger Getting along with others on the job CollegeAutismSpectrum.com Do Not Reproduce

Important areas of focus General work culture Arrive on times Follow the dress code Meet task/project deadlines Understand how to address others Specific office policies: Absences Eating at your desk Office “don’ts”: Making personal phone calls Playing computer games Office dress code Grooming and hygiene Office comportment Telephone equipment Learning new vocabulary Vocational success frequently depends not only on meeting the technical requirements of the job, but upon ability to fit in Learning office routines Time sheets Lunch hours Breaks Doors

C. Identify your partners on campus Office of Career Services: introduce students to them in sophomore year Departmental liaisons to create volunteer opps Reassure staff! Mentors Educate point people in college offices on ASD Market student strengths to them Offer to help with adjustment process Sit in on feedback sessions CollegeAutismSpectrum.com Do Not Reproduce

Partnering with DS to offer support Career Services Counseling, Health and Wellness Disability services Types of Services: “Lunch and Learn” workshops on specifc employment topics Mock interviews Working with other offices to offer Etiquette Dinner (reception of carefully chosen people) College Autism Spectrum 2014 Do not use without permission Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce C. Campus field sites Identify various field sites around your campus that represent different office cultures Educate offices on ASD Offer to consult /supervise student with ASD Use work sheets to help students focus on points important to their own personal development Use mentors to engage students in discussions that focus on their individual areas of need CollegeAutismSpectrum.com Do Not Reproduce

Making a good first impression Preparing for the interview 60 second commercial (30 seconds) Preparing for a career fair Disclosure and self- accommodation on the job Mock Interviewing Networking

Effective Strategies for SWD Participating in Internship Programs * Rearrange observation time to include short assignments within a demonstrated task. * Involve the student in a task and give direct feedback on his or her contribution. * Restructure routine to have repeated practice of a targeted skill. * Assist student with breaking task into smaller components, rather than assigning one large project. Adapted From : Briel and Getzl 2001 CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce Strategies continued: * Extend the learning time for skill acquisition. * Role-play social interactions. * Ensure student writes out steps to a skill. * Identify stress management strategies and encourage use at the work site. * Provide clear boundaries for coworker relationships. * Videotape intern performance, review with intern, and provide constructive feedback. Adapted From : Briel and Getzl 2001 CollegeAutismSpectrum.com Do Not Reproduce

Insure These Skills are Developed *BEFORE* APPLYING FOR “COMPETITIVE EMPLOYMENT” Personal Management Time Management Relationship Building College Autism Spectrum 2014 Do not use without permission

Preparing and supporting the employer If students choose to disclose to potential employer: Provide advance information on difficulties with interviewing, sensory environment Request questions be clear, concrete Consider providing the candidate questions in advance Disclosure after employment Advantages/disadvantages Promote acceptance in the workplace Educate employees College Autism Spectrum 2014 Do not use without permission

Support in Times of Change What Makes a Job Work Actions by employers can promote retention: Clear Expectations Overt Social Rules Support in Times of Change Laurie Ackles, Spectrum Support Program Rochester Institute of Technology College Autism Spectrum Do Not Reproduce

What makes a job work continued General understanding of ASD as well as specific understanding of individual Willingness to make reasonable accommodations Discretion and sensitivity in addressing problems, yet maintaining confidential employee info. Willingness to think outside box is solving issues that arise due to social skills Consideration of work trial before permanent decisions are made Bedrossian and Pennamon, 2006

Last Words… Begin transition early Collaborate with all partners Real World Experiences And Remember, Post-secondary education is not the goal, it is a vehicle toward the goal of employment and career development College Autism Spectrum Do Not Reproduce CollegeAutismSpectrum.com Do Not Reproduce

Helpful Career Resources Developing Talents: Careers For Individuals With Asperger Syndrome And High-functioning Autism (Temple Grandin 2006)

Employment Programs targeting Jobseekers with disabilities American Association of People with Disabilities Internship Program: The AAPD manages internship programs for students with all types of disabilities. http://www.aapd.com Emerging Leaders: At Emerging Leaders, we help you find interns with disabilities who are exceptionally qualified, well educated and highly motivated to succeed. http://www.emerging- leaders.com/employers.htm EntryPoint!: A program of the American Association for the Advancement of Science (AAAS). AAAS identifies and screens undergraduate and graduate students with disabilities who are pursuing degrees in science, engineering, mathematics, computer science, and some fields of business, and places them in paid summer internships.http://ehrweb.aaas.org/entrypoint/ Workforce Recruitment Program (WRP): The WRP is a recruitment and referral program that connects federal and private sector employers nationwide with highly motivated postsecondary students and recent graduates with disabilities who are eager to prove their abilities in the workplace through summer or permanent jobs. http://www.wrp.gov CollegeAutismSpectrum.com Do Not Reproduce

CollegeAutismSpectrum.com Do Not Reproduce Other Resources Vocational Rehabilitation Service Models for Individuals with Autism Spectrum Disorders http://autism.sedl.org Ohio Center for Autism and Low Incidence http://www.ocali.org (OCALI) Job Accommodation Network http://www.jan.edu Autism society of Amerca http://www.autism-society.org CollegeAutismSpectrum.com Do Not Reproduce

College Autism Spectrum Do Not Reproduce College Autism Spectrum 2014 Do not use without permission

College Autism Spectrum 2014 Do not use without permission

Questions and Comments Thank you for coming. Jane Thierfeld Brown, Ed.D Lisa King, M.Ed. www.CollegeAutismSpectrum.com College Autism Spectrum 2014 Do not use without permission Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce