1. 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
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2. Let’s Review
Group of conditions with similar symptoms characterized by
Problems with language, socialization and repetitive patterns
of thoughts and behaviors

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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
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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.
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6. 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 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.
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7. 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
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8. 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
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9. Must teach Explicitly…..through
INTERNSHIPS
COACHING
MENTORING
COLLABORATION
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10. 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
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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)
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12. 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
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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
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14. 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

15. 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
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16. 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)
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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
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19. 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

20. 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
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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
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22. Insure These Skills are Developed
*BEFORE*
APPLYING FOR “COMPETITIVE EMPLOYMENT”
Personal Management
Time Management
Relationship Building
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23. 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
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24. 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
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25. 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

26. 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
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27. Helpful Career Resources
Developing Talents: Careers For Individuals With
Asperger Syndrome And High-functioning Autism
(Temple Grandin 2006)

28. 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.
Emerging Leaders: At Emerging Leaders, we help you find interns with disabilities who are exceptionally qualified, well educated and highly motivated to succeed. 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.
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.
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Other Resources
Vocational Rehabilitation Service Models
for Individuals with Autism Spectrum Disorders
Ohio Center for Autism and Low Incidence (OCALI)
Job Accommodation Network
Autism society of Amerca
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32. Questions and Comments
Thank you for coming.
Jane Thierfeld Brown, Ed.D
Lisa King, M.Ed.
College Autism Spectrum Do not use without permission
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