bridges from college to career for students on the spectrum jane thierfeld brown, ed.d. and lisa...

Bridges from College to Career for Students on the Spectrum

Jane Thierfeld Brown, Ed.D. and Lisa King, M.Ed.

College Autism SpectrumAHEAD 2015

College Autism Spectrum 2014 Do not use without permission

Let’s Review

Group of conditions with similar symptoms characterized byProblems with language, socialization and repetitive patterns of thoughts and behaviors

Why should we pay attention? Increases in college graduation rates for students on the spectrum

Lack of job exposure/experience

Strengths in the Workplace:Loyal, hardworking, stays with job longerLittle desire to get involved in office politicsCan perform routine work and has focused desire to maintain order and accuracyNot 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

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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 PersonnelWolf, Thierfeld Brown, Bork, 2009.


Basic Social Competence expected from entry level workers

Personal Presentation:General cleanliness and good hygiene, groomingJob and age appropriate clothingInitiation of greetings and introductions

Social BehaviorsWhat to do on breakWhat to talk about/ not talk about at workUse telephone and email effectivelyUnderstanding private behavior is different than public

Communication SkillsAsking for assistance when neededEye contact, listening and responding skillsHow to talk to supervisorsExcusing oneself to use restroom

Organization for Autism Research, 2006.


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 Hidden Curriculum or

“SOFT SKILLS”:

The foundation skills often learned Non-verbally or

INTUITIVELYCollege Autism Spectrum Do Not

ReproduceWolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce


Must teach Explicitly…..through

• INTERNSHIPS

• COACHING

• MENTORING

• COLLABORATION

College Autism Spectrum Do Not ReproduceWolf, 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


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.)


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


B. Look for information that provides insights on students’ ability to:

accept feedbackidentify/perceive an issue once it has been

pointed outproblem solve independentlyhandle stresstypes of things that are stressorscoping strategies


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

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


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)

Wolf, Thierfeld Brown, King, Bork, 2012 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


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


• * 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


Strategies continued:

Insure These Skills are Developed

*BEFORE*APPLYING FOR “COMPETITIVE EMPLOYMENT”

– Personal Management– Time Management– Relationship Building


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


What Makes a Job Work

Clear Expectations

Overt Social Rules

Support in Times of Change

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Actions by employers can promote retention:

Laurie Ackles, Spectrum Support ProgramRochester Institute of Technology

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 ReproduceCollegeAutismSpectrum.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


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


http://autism.sedl.org/

http://autism.sedl.org/

http://www.ocali.org/

http://www.jan.edu/

http://www.autism-society.org/

College Autism Spectrum Do Not Reproduce


Wolf, Thierfeld Brown, King, Bork, 2012 CollegeAutismSpectrum.com Do Not Reproduce


Questions and Comments

Thank you for coming.

Jane Thierfeld Brown, Ed.DLisa King, M.Ed.

www.CollegeAutismSpectrum.com

bridges from college to career for students on the spectrum jane thierfeld brown, ed.d. and lisa...

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