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Journal articles on the topic 'Autism in the workplace'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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1

Nagib, Wasan, and Robert Wilton. "Examining the gender role in workplace experiences among employed adults with autism: Evidence from an online community." Journal of Vocational Rehabilitation 55, no. 1 (2021): 27–42. http://dx.doi.org/10.3233/jvr-211144.

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BACKGROUND: Despite the fact that poor employment outcomes of adults with autism was evident in literature, little attention was paid to the role of gender in shaping their labor market experiences. Recent research emphasizes the critical need for such an investigation to inform gender-specific vocational support and workplace accommodation. OBJECTIVE: This exploratory study investigated the gender-based differences among employed adults with autism about both types and severity of the challenges they face in the workplace. METHODS: The study drew on qualitative content analysis of 714 randomly sampled posts (357 by women and 357 by men) from an online autism forum to explore on-the-job challenges as voiced by individuals with autism. RESULTS: The overarching observation was that women were more likely to experience greater workplace challenges. Women expressed higher concerns related to workplace stress, social interaction, and interpersonal communication. Additionally, women were disadvantaged by gender-related office expectations, especially about appearance. Men revealed a higher struggle with deficiencies in executive functions and disclosing their disability. Over-stimulating the physical environment influenced the workplace wellbeing of both women and men. CONCLUSION: Gender-sensitive vocational approaches in addition to flexible, communicative, structured, and supportive management behavior are needed to improve the workplace experiences of adults with autism.
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McNaughton, David, and Laura Richardson. "Supporting Positive Employment Outcomes for Individuals With Autism Who Use AAC." Perspectives on Augmentative and Alternative Communication 22, no. 3 (2013): 164–72. http://dx.doi.org/10.1044/aac22.3.164.

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Abstract Employment is a valued transition outcome for many individuals with autism who use augmentative and alternative communication (AAC). As for anyone, a successful employment experience will require careful planning during the school years and the provision of appropriate supports in the workplace. Consideration of the individual's skills, preferences, and needed supports will play a critical role in ensuring positive workplace participation. This article will describe key strategies for supporting positive outcomes for individuals with autism who use AAC and illustrate these approaches with case examples.
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3

Patton, Eric. "Autism, attributions and accommodations." Personnel Review 48, no. 4 (2019): 915–34. http://dx.doi.org/10.1108/pr-04-2018-0116.

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PurposeIndividuals with autism spectrum disorders (ASD) represent a growing segment of the population but face important obstacles in the workplace. Even for ASD individuals with the mildest form/highest-functioning type, unemployment is 80 percent, and many of those who work are underemployed. This in spite of the fact that these individuals are highly intelligent and capable of excellent work. The purpose of this paper is to present a model of the unique challenges that workers with ASD face in the modern workplace based on stigmas and discrimination surrounding mental health, attribution theory and the disconnect between behaviors common to neurodiverse individuals and some of the most researched theories in the field of organizational behavior. The goal of the paper is to encourage more empirical research focused specifically on ASD workers.Design/methodology/approachA review of the literature on ASD in juxtaposed to evidence-based social psychology and management theories to demonstrate the difficulties faced by individuals with ASD.FindingsRecommendations for overcoming these barriers and using management theories to help integrate ASD workers are discussed.Originality/valueWorkers with ASD are a growing population in the workforce, but have received scant research attention. This is the first paper to link several theories to ASD and the hope is that subsequent research will illuminate these relationships empirically.
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Westover, Jonathan H., Kathrynn Hughes, and Teresa Cardon. "Autism in the Workplace Today: A Literature Review and Examination of Five Autism Programs." International Journal of Interdisciplinary Organizational Studies 13, no. 2 (2018): 1–13. http://dx.doi.org/10.18848/2324-7649/cgp/v13i02/1-13.

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Annabi, Hala, and Jill Locke. "A theoretical framework for investigating the context for creating employment success in information technology for individuals with autism." Journal of Management & Organization 25, no. 04 (2019): 499–515. http://dx.doi.org/10.1017/jmo.2018.79.

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AbstractThere is limited research that addresses the inclusion of individuals with autism in the workforce. Autism employment in information technology (IT) is a new phenomenon and there is no established theory to draw from to investigate this phenomenon. In this paper, we review the existing literature on autism employment and present a theoretical framework to study information technology workplace readiness to equitably include individuals with autism. Our proposed framework extends Annabi and Lebovitz’s organizational interventions mitigating individual barriers theoretical framework to include Ajzen’s Theory of Planned Behavior constructs. The framework will contribute to advancing the knowledge and understanding of the needs of individuals with autism, the knowledge and attitudes of neurotypical information technology employees, and organization and employment characteristics. Ultimately, this work will lead to discoveries that broaden participation of individuals with autism in the information technology industry and beyond.
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van den Bosch, Karin E., Anna Krzeminska, Eun Young Song, et al. "Nothing about us, without us: A case study of a consumer-run organization by and for people on the autism spectrum in the Netherlands." Journal of Management & Organization 25, no. 04 (2018): 464–80. http://dx.doi.org/10.1017/jmo.2018.54.

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AbstractIn this exploratory case study based on qualitative research, we explore the perspectives and experiences of autistic self-advocates in the Netherlands regarding autism, (self-)advocacy, and consumer-run organizations. The focus of our study is a consumer-run organization by and for adult Persons on the Autism Spectrum in the Netherlands: PAS-Nederland or PAS for short. Our analysis reveals four themes relevant to the acceptance and integration of adults with autism into society and work: (1) invisibility of autistic adults; (2) diversity of the autism spectrum; (3) autistic leadership; and (4) collaboration between people with and without autism. We discuss the practical implications of our findings for the inclusion of people with autism in work and society. Our study underscores the importance of putting autistic people at the center of decision-making processes and solutions aimed at improving their outcomes in society, in general, and in the workplace specifically.
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Pouliot, Danielle M., Eve Müller, Nancy F. Frasché, Ann S. Kern, and Israelle H. Resti. "A Tool for Supporting Communication in the Workplace for Individuals With Intellectual Disabilities and/or Autism." Career Development and Transition for Exceptional Individuals 40, no. 4 (2016): 244–49. http://dx.doi.org/10.1177/2165143416683927.

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Speech and language impairments can pose significant challenges to the successful workplace inclusion of young adults with intellectual disabilities (IDs) and/or autism spectrum disorders (ASD). Breakdowns are most likely to occur when support staff, workplace supervisors, or co-workers are unsure how to support effective communication. “Communication Stories” offer an innovative means of helping young adults with ID/ASD advocate for themselves by teaching others about the expressive, receptive, and social/pragmatic communication strategies they use. This article provides guidelines for how to develop customized, electronic “Communication Stories” for young adults with ID/ASD to use in the workplace. Suggestions are also given for use in other contexts, and for low-tech options.
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8

Steinemann, Anne. "Fragranced consumer products: effects on autistic adults in the United States, Australia, and United Kingdom." Air Quality, Atmosphere & Health 11, no. 10 (2018): 1137–42. http://dx.doi.org/10.1007/s11869-018-0625-x.

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Abstract Fragranced consumer products, such as cleaning supplies, air fresheners, and personal care products, can have adverse effects on both air quality and health. This study investigates the effects of fragranced products on autistic individuals ages 18–65 in the United States, Australia, and United Kingdom. Nationally representative population surveys (n = 1137; 1098; 1100) found that, across the three countries, 4.3% of adults (n = 142) report medically diagnosed autism (2.3%), an autism spectrum disorder (2.4%), or both. Of these autistic adults, 83.7% report adverse health effects from fragranced products, including migraine headaches (42.9%), neurological problems (34.3%), respiratory problems (44.7%), and asthma attacks (35.9%). In particular, 62.9% of autistic adults report health problems from air fresheners or deodorizers, 57.5% from the scent of laundry products coming from a dryer vent, 65.9% from being in a room cleaned with scented products, and 60.5% from being near someone wearing a fragranced product. Health problems can be severe, with 74.1% of these effects considered potentially disabling under legislation in each country. Further, 59.4% of autistic adults have lost workdays or lost a job, in the past year, due to fragranced product exposure in the workplace. More than twice as many autistic as well as non-autistic individuals would prefer that workplaces, health care facilities, and health care professionals were fragrance-free rather than fragranced. Results show that vulnerable individuals, such as those with autism or autism spectrum disorders, can be profoundly, adversely, and disproportionately affected by exposure to fragranced consumer products.
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Khalifa, Ghaidaa, Zonera Sharif, Madiha Sultan, and Briano Di Rezze. "Workplace accommodations for adults with autism spectrum disorder: a scoping review." Disability and Rehabilitation 42, no. 9 (2019): 1316–31. http://dx.doi.org/10.1080/09638288.2018.1527952.

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10

WONG, Peter, Michelle DONELLY, Philip NECK, and Bill BOYD. "Positive Autism: Investigation of Workplace Characteristics Leading to a Strengths-Based Approach to Employment of People with Autism." Review of International Comparative Management 19, no. 1 (2018): 15–30. http://dx.doi.org/10.24818/rmci.2018.1.15.

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11

Spoor, Jennifer R., Simon M. Bury, and Darren Hedley. "Non-autistic employees’ perspectives on the implementation of an autism employment programme." Autism 25, no. 8 (2021): 2177–88. http://dx.doi.org/10.1177/13623613211012880.

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Although employees’ attitudes towards an autism employment programme may impact its ultimate success, there is limited research examining the implementation of these programmes from the perspective of non-autistic employees (i.e. co-workers and managers). This study explored the implementation of an Australian-based supported autism employment programme, drawing on qualitative data collected from 32 employees working with autistic trainees in the programme. Thematic analysis revealed three main themes. The programme benefits theme suggested that the employment programme and autistic trainees were generally viewed positively, with the programme benefitting both the trainees and the organisation, and leading to greater understanding of autism. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which paralleled challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment and provides practical insights into barriers and facilitators associated with implementing autism employment programmes. Lay abstract We asked 32 employees who work alongside autistic trainees for their thoughts about the autism employment programme that is running in their company. Specifically, we analysed their responses to understand how the employees perceived the autism employment programme’s implementation and outcomes. How employees within an organisation view diversity, and the nature of specific programmes to increase the inclusion of certain groups of individuals (e.g. autistic employees) in their organisation, can impact the success of these programmes. Research in other organisations has suggested that diversity perspectives that fully support the inclusion of people with diverse backgrounds in the organisation lead to better outcomes. Thematic analysis of the responses in this study revealed that the views of the employees fit three main themes: programme benefits, programme challenges and concerns about workforce integration. The programme benefits theme suggested that the autism employment programme was viewed positively. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which were similar to challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment, and it provides practical understanding into ways in which organisational-based autism employment programmes are more and less successful.
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Schall, Carol M. "Positive behavior support: Supporting adults with autism spectrum disorders in the workplace." Journal of Vocational Rehabilitation 32, no. 2 (2010): 109–15. http://dx.doi.org/10.3233/jvr-2010-0500.

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13

Pesonen, Henri, Mitzi Waltz, Marc Fabri, et al. "Stakeholders’ views on effective employment support strategies for autistic university students and graduates entering the world of work." Advances in Autism 7, no. 1 (2021): 16–27. http://dx.doi.org/10.1108/aia-10-2019-0035.

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Purpose This paper aims to examine effective support strategies for facilitating the employment of autistic students and graduates by answering the following research question: What constitutes effective employment support for autistic students and graduates? Design/methodology/approach Data were collected using the method of empathy-based stories (MEBS) as part of a multinational European project’s Web-based survey. The data consisted of 55 writings about effective strategies and 55 writings about strategies to ]avoid when working with autistic students and graduates. The material was analysed using qualitative inductive content analysis. Narratives were created to illustrate desirable and undesirable environments and processes as they would be experienced by students, supported by original excerpts from the stories. Findings The analysis revealed that effective employment support for autistic students and graduates comprised three dimensions of support activity: practices based on the form and environment of support, social interaction support and autism acceptance and awareness. These dimensions were present in both recommended and not recommended support strategy writings. Originality/value The results add to the literature on autism and employment with its focus on the novel context of autistic university students and graduates. Effective strategies will be based on person-centred planning, to include not only the individual impact of autism but also individual career goals, workplace characteristics in the chosen field, employer needs and allocation of the right support. There is no one-size-fits-all strategy, but rather an individualized process is needed, focused on the identification of strengths, the adaptation of employment and work processes and improved understanding and acceptance of autism by management, colleagues and administration in the workplace.
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Diener, Marissa L., Cheryl A. Wright, Carly Taylor, Valerie D’Astous, and Lauren Lasrich. "Dual perspectives in autism spectrum disorders and employment: Toward a better fit in the workplace." Work 67, no. 1 (2020): 223–37. http://dx.doi.org/10.3233/wor-203268.

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BACKGROUND: Compared with people with other disabilities, individuals with autism spectrum disorder (ASD) have the lowest rates of employment and switch jobs at a higher frequency. Thus, understanding how to support workplace success for people with ASD is important. OBJECTIVE: Grounded in an ecological conceptual model, this study explores the dual employment perspectives of adults with ASD and supervisors who worked with individuals with ASD. METHODS: Using participatory research methods, a purposive sample of ten adults with ASD (all verbal with high school diplomas) and ten supervisors participated in semi-structured interviews on employment experiences. Qualitative analyses were used to identify themes. RESULTS: Four major themes emerged from an ecological framework to create a strong person-environment fit in the workplace: 1) building on interest/experiences/strengths/skills, 2) reducing social demands, 3) clear communication and expectations, and 4) ASD awareness for work environment. Comparisons between the two groups of participants showed substantive differences in expectations and accommodations. CONCLUSIONS: Supervisors, although eager to employ individuals with ASD, could benefit by employing an ecological model to successful employment. Results indicate that multiple lenses on the process of employment for those with ASD can lead to better outcomes in the workplace.
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Scott, Melissa, Ben Milbourn, Marita Falkmer, et al. "Factors impacting employment for people with autism spectrum disorder: A scoping review." Autism 23, no. 4 (2018): 869–901. http://dx.doi.org/10.1177/1362361318787789.

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The aim of this study is to holistically synthesise the extent and range of literature relating to the employment of individuals with autism spectrum disorder. Database searches of Medline, CINAHL, PsychINFO, Scopus, ERIC, Web of Science and EMBASE were conducted. Studies describing adults with autism spectrum disorder employed in competitive, supported or sheltered employment were included. Content analysis was used to identify the strengths and abilities in the workplace of employees with autism spectrum disorder. Finally, meaningful concepts relating to employment interventions were extracted and linked to the International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder. The search identified 134 studies for inclusion with methodological quality ranging from limited to strong. Of these studies, only 36 evaluated employment interventions that were coded and linked to the International Classification of Functioning, Disability and Health, primarily focusing on modifying autism spectrum disorder characteristics for improved job performance, with little consideration of the impact of contextual factors on work participation. The International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder are a useful tool in holistically examining the employment literature for individuals with autism spectrum disorder. This review highlighted the key role that environmental factors play as barriers and facilitators in the employment of people with autism spectrum disorder and the critical need for interventions which target contextual factors if employment outcomes are to be improved.
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Burke, Raymond V., Keith D. Allen, Monica R. Howard, Doug Downey, Michael G. Matz, and Scott L. Bowen. "Tablet-based video modeling and prompting in the workplace for individuals with autism." Journal of Vocational Rehabilitation 38, no. 1 (2013): 1–14. http://dx.doi.org/10.3233/jvr-120616.

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Hayward, Susan M., Keith R. McVilly, and Mark A. Stokes. "Challenges for females with high functioning autism in the workplace: a systematic review." Disability and Rehabilitation 40, no. 3 (2016): 249–58. http://dx.doi.org/10.1080/09638288.2016.1254284.

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Bross, Leslie Ann, Thomas L. Zane, and Ryan O. Kellems. "Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling." Career Development and Transition for Exceptional Individuals 42, no. 4 (2018): 246–52. http://dx.doi.org/10.1177/2165143418794626.

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Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.
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Fried, Ronna, Gagan Joshi, Amelia Kotte, Elana Kagan, and Joseph Biederman. "Toward developing a simulated workplace laboratory for adults with high functioning autism spectrum disorders." Open Journal of Psychiatry 03, no. 03 (2013): 316–22. http://dx.doi.org/10.4236/ojpsych.2013.33032.

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Romualdez, Anna Melissa, Zachary Walker, and Anna Remington. "Autistic adults’ experiences of diagnostic disclosure in the workplace: Decision-making and factors associated with outcomes." Autism & Developmental Language Impairments 6 (January 2021): 239694152110229. http://dx.doi.org/10.1177/23969415211022955.

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Autistic individuals often struggle to find and maintain employment. This may be because many workplaces are not suited to autistic individuals’ needs. Among other difficulties, many autistic employees experience distracting or disruptive sensory environments, lack of flexibility in work hours, and unclear communication from colleagues. One possible way of mitigating these difficulties is for employees to disclose their diagnosis at work. While disclosure may increase understanding and acceptance from colleagues, it can also lead to discrimination and stigma in the workplace. Research has shown that disclosure outcomes are often mixed, but it is unclear what factors are associated with either positive or negative outcomes of disclosure for autistic people. This study aimed to identify these factors and explore the reasons why autistic employees choose to disclose or to keep their diagnosis private. Semi-structured interviews were conducted with 24 clinically-diagnosed autistic adults (12 male and 12 female) who were currently, or had been, employed in the UK (mean age = 45.7 years). Through thematic analysis, we identified three main themes under experiences of disclosure: 1) A preference for keeping my diagnosis private; 2) The importance of disclosure in the workplace; and 3) Disclosure has mixed outcomes. We also identified three factors associated with disclosure outcomes: understanding of autism, adaptations, and organisational culture. These results have implications for improving inclusive practices on both the individual and organisational level to ensure more positive disclosure experiences for autistic employees.
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Chandler, Robert J., Ailsa Russell, and Katie L. Maras. "Compliance in autism: Self-report in action." Autism 23, no. 4 (2018): 1005–17. http://dx.doi.org/10.1177/1362361318795479.

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Previous research indicates that autistic individuals are more likely to be bullied, and that they experience heightened anxiety and diminished self-esteem. These factors are known to predict heightened compliance, which is the tendency to agree with or carry out the requests and demands of others. This has a range of potentially serious consequences, particularly for an autistic person. This study utilised self-report (the Gudjonsson Compliance Scale) and behavioural measures of compliance (the door-in-the-face task) with 26 autistic and 26 typically developing adults. Participants also completed measures of early life bullying experiences, anxiety and self-esteem. Autistic participants were more compliant on both self-report and experimental tasks, and they reported more bullying experiences, higher anxiety and reduced self-esteem. Looking at both groups, bullying, anxiety and self-esteem were all correlated with self-reported compliance on the Gudjonsson Compliance Scale, yet only self-esteem was a unique predictor. None of these predictor variables related to behavioural compliance on the door in the face; nor did Gudjonsson Compliance Scale scores predict door-in-the-face performance, which may be better explained by situational and motivational factors. Findings have important implications for a range of real-life settings including requests made in the context of research, schools, the criminal justice system and the workplace.
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Van Wieren, Todd A., Amy J. Armstrong, and Brian T. McMahon. "Autism spectrum disorders and intellectual disabilities: A comparison of ADA Title I workplace discrimination allegations." Journal of Vocational Rehabilitation 36, no. 3 (2012): 159–69. http://dx.doi.org/10.3233/jvr-2012-0591.

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Wills, Howard P., Rose Mason, Jonathan M. Huffman, and Linda Heitzman-Powell. "Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace." Research in Autism Spectrum Disorders 58 (February 2019): 9–18. http://dx.doi.org/10.1016/j.rasd.2018.11.007.

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Scott, Melissa, Marita Falkmer, Torbjörn Falkmer, and Sonya Girdler. "Evaluating the Effectiveness of an Autism-Specific Workplace Tool for Employers: A Randomised Controlled Trial." Journal of Autism and Developmental Disorders 48, no. 10 (2018): 3377–92. http://dx.doi.org/10.1007/s10803-018-3611-0.

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Hedley, Darren, Ru Cai, Mirko Uljarevic, et al. "Transition to work: Perspectives from the autism spectrum." Autism 22, no. 5 (2017): 528–41. http://dx.doi.org/10.1177/1362361316687697.

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To improve employment outcomes for adults with autism spectrum disorder, it is necessary to identify factors associated with successful transition to work from the perspectives of the individual and from those who work with or support them. This study involved focus groups with adults with autism spectrum disorder ( n = 9) participating in a 3-year employment and training programme, as well as focus groups with family members ( n = 6), support staff ( n = 7) and co-workers ( n = 6). The aim was to gain better understanding of the experience of transition to work, barriers and also the factors that promote workplace success. Main themes included factors that facilitated success at work ( Enablers), barriers to success ( Challenges) and programme outcomes ( Outcomes). Organisation support, advice from co-workers, supportive leadership, allowance of environmental modifications and presence of a consultant were identified as enablers that most facilitated success at work. Challenges included task-related difficulties, individual factors, social difficulties and distractibility, not managing work-related stress, and being perceived to be too frank. Outcomes were rated as positive and encompassed work-related outcomes, as well as outcomes related to sense of purpose, achieving personal independence and improvements in social relationships, both with work colleagues and within families.
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Waisman-Nitzan, Michal, Eynat Gal, and Naomi Schreuer. "Employers’ perspectives regarding reasonable accommodations for employees with autism spectrum disorder." Journal of Management & Organization 25, no. 04 (2018): 481–98. http://dx.doi.org/10.1017/jmo.2018.59.

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AbstractEmployers who are open to the establishment of a neuro-diverse workforce, including adults with autism spectrum disorder (ASD), often encounter challenges resulting from both personal characteristics and environmental barriers. Employees with ASD demonstrate evident abilities and a high motivation to work, yet their employment rate remains low. This qualitative phenomenological study explored the perspectives of 11 employers of individuals with ASD from the open labour market. Three themes emerged: employers’ perception of employees with ASD; their motivation to employ an employee with ASD; and accessibility of the work environment: reasonable adjustments. The findings support the importance of factors in the work environment that serve to either inhibit or facilitate the inclusion of people with ASD in the open labour market as much as their personal characteristics. The results relate to workplace accessibility within the context of the organization’s management and justice climate.
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Hedley, Darren, Mirko Uljarević, Lauren Cameron, Santoshi Halder, Amanda Richdale, and Cheryl Dissanayake. "Employment programmes and interventions targeting adults with autism spectrum disorder: A systematic review of the literature." Autism 21, no. 8 (2016): 929–41. http://dx.doi.org/10.1177/1362361316661855.

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Individuals with autism spectrum disorder face significant challenges entering the workforce; yet research in this area is limited and the issues are poorly understood. In this systematic review, empirical peer-reviewed studies on employment programmes, interventions and employment-related outcomes in individuals with autism spectrum disorder over 18 years with and without intellectual disability were identified and evaluated. The review was prefaced by a summary of previous systematic reviews in the area. Web of Science, Medline, PsychINFO, ERIC and Scopus databases were systematically searched through to October 2015. From 32,829 records identified in the initial search, 10 review and 50 empirical articles, comprising N = 58,134 individuals with autism spectrum disorder, were included in the review. Selected articles were organised into the following themes: employment experiences, employment as a primary outcome, development of workplace skills, non-employment-related outcomes, assessment instruments, employer-focused and economic impact. Empirical studies were limited by poor participant characterisation, small sample size and/or a lack of randomisation and use of appropriate controls. Poor conceptualisation and measurement of outcomes significantly limited study quality and interpretation. Future research will require a multidisciplinary and multifaceted approach to explore employment outcomes on the individual, the family system, co-workers and the employer, along with the impact of individual differences on outcome.
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Johnson, Karen R., Demetria Ennis-Cole, and Matthew Bonhamgregory. "Workplace Success Strategies for Employees With Autism Spectrum Disorder: A New Frontier for Human Resource Development." Human Resource Development Review 19, no. 2 (2020): 122–51. http://dx.doi.org/10.1177/1534484320905910.

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The increased prevalence of young adults with Autism Spectrum Disorder (ASD) translates into a dire need to find ways to facilitate successful employment opportunities. Employment options are limited because of impaired communication and social skills that are vital for the workplace. There are a growing number of studies published on the need for employment, and primarily social psychologists, medical, and rehabilitation professionals have conducted this research; this necessitates multidisciplinary research that involves workforce development experts. Our study identified ways that human resource development (HRD) professionals can foster skill development and promote a work environment that supports the success of employees with ASD. Through a narrative literature review, key themes were identified as critical employment strategies that fall within the scope of HRD. As agents of change, HRD professionals can play a role in the multifaceted and multidisciplinary approach needed to facilitate improved work outcomes of employees with ASD.
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Waisman-Nitzan, Michal, Eynat Gal, and Naomi Schreuer. "“It’s like a ramp for a person in a wheelchair”: Workplace accessibility for employees with autism." Research in Developmental Disabilities 114 (July 2021): 103959. http://dx.doi.org/10.1016/j.ridd.2021.103959.

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30

Lorenz, Timo, Chelsea Rebecca Brüning, Mitzi Waltz, and Marc Fabri. "Not a stranger to the dark: discrimination against autistic students and employees." Advances in Autism 7, no. 1 (2021): 60–72. http://dx.doi.org/10.1108/aia-10-2019-0036.

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Purpose The purpose of this paper is to reveal barriers and their coherences between discrimination and self-perceived employability which students and employees on the autism spectrum often face and need to overcome. These include discrimination based on disability, when applying for a job or retaining employment. This research located barriers in three different categories: formality – problems that focus on organizational structures in the application process; social – communication and interaction problems; and job demand barriers – obstacles that epitomize work-related strains. Design/methodology/approach Barriers and discrimination can prevent individuals from accessing the labor market which can lead to severe consequences for an individual on the autism spectrum, such as poverty, social deprivation or lack of health promotion and equal treatment. Self-perceived employability can be regarded as an additional strength, as it describes the perception of an individual’s own skills and versatility to acquire and keep a job. In total, 53 German-speaking individuals on the autism spectrum participated in an online survey. Findings Results showed statistically significant coherences between both, formality and social barriers with discrimination. Formality barriers also indicated statistically significant coherences with self-perceived employability. A mediation model with discrimination as mediator between each category of barriers and self-perceived employability was examined. The non-significant results suggest that discrimination does not work as a superior construct but as a sole influence next to barriers and self-perceived employability. Originality/value Individuals on the autism spectrum epitomize a less common research approach. Moreover, diversity policies and practices in the workplace often do not focus on including individuals on the autism spectrum even though the employment rates for this specific group of potential highly qualified employees were reported to be consistently lower when compared to any other group of disabled people. Findings suggest possible starting points for future research, which are discussed alongside practical strategies to overcome barriers and change discriminatory attitudes toward skilled individuals on the autism spectrum.
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Whittenburg, Holly N., Joshua P. Taylor, Colleen A. Thoma, Gabrielle S. Pickover, and Vivian E. Vitullo. "A Systematic Literature Review of Interventions to Improve Work-Related Social Skills of Individuals With Autism Spectrum Disorder." Inclusion 8, no. 4 (2020): 320–34. http://dx.doi.org/10.1352/2326-6988-8.4.320.

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Abstract People with autism spectrum disorder (ASD) experience impairments in social communication, which may affect their ability to develop social skills necessary for successful employment. It is unclear which types of interventions have been used to teach specific work-related social skills to people with ASD and what the overall effectiveness of those interventions has been. This article reviewed the literature on interventions targeting improvement in work-related social skills of people with ASD. Database searches yielded 1,140 articles; 14 articles met inclusion criteria. Interventions that incorporated several common elements (e.g., modeling, rehearsals, feedback) or used visually-based, technological approaches resulted in improved work-related social skills. However, high-quality research is needed, as is research that occurs in competitive, integrated workplace settings.
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Lynch, Georgina. "Evidence-Based Practices and Teaching NonVerbal Pragmatic Skills to Adolescents With ASD: Lessons Learned From Parent Perspective and Brain Research." Perspectives of the ASHA Special Interest Groups 2, no. 1 (2017): 47–55. http://dx.doi.org/10.1044/persp2.sig1.47.

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As a growing population with Autism spectrum disorder (ASD) leaves the K-12 educational system and enters the workforce and college settings, long-term outcomes inform the need for further development of social skills interventions promoting success in these new contexts. Drawing from neuroscience literature describing neuropathology of ASD over the lifespan, physiologic deficits have been documented which impact nonverbal pragmatics, informing development of new treatments for those on the spectrum representing high-functioning autism. Nonverbal language skills warrants focused intervention to promote greater success in the workplace and college, and are directly influenced by the visual pathway, known to be atypical within ASD. Parent perspective offers insight about deficiencies in nonverbal skills which persist into early adulthood, in line with brain imaging data indicating a decline in adaptive skills and socialization. Evidence-based practices (EBP) for treating adolescents with ASD by targeting visual attention and pragmatics are presented. New insights are offered about how to integrate knowledge of brain function within targeted language therapy approaches emphasizing visual teaching. Empirical evidence is provided guiding future clinical research supporting the need for continued language intervention into late adolescence and early adulthood.
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Tomczak, Michał T. "Individuals with Autism Spectrum Disorders in the Digitized Work Environment – Review of Technological Solutions Supporting Integration." Kwartalnik Ekonomistów i Menedżerów 52, no. 2 (2019): 45–54. http://dx.doi.org/10.5604/01.3001.0013.2346.

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The aim of the article is to examine the opportunities for employees with ASD, arising from assistive technology in order to integrate work environment. The possible solution to a communication problem is replacing the interpersonal communication between employees with electronic forms of communication, communicators, chats, chatbots. Furthermore, there is the implementation of wearable electronic systems monitoring stress level and facilitating effective stress control. In the future, developing the work environment according to ‘smart workplace concept’ is expected, by connecting sensors recording human body parameters in a network with sensors recording ambient physical parameters and also with the controllers of its values, adjusting it dynamically. As a result, distracting factors influencing work performance could be eliminated, improving the work comfort of people with ASD and their collaborators.
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McCowan, Sue, Sebastian C. K. Shaw, Mary Doherty, Bernadette Grosjean, Paula Blank, and Malcolm Kinnear. "Vive la difference! Celebrating and supporting autistic psychiatrists with autistic doctors international." BJPsych Open 7, S1 (2021): S40. http://dx.doi.org/10.1192/bjo.2021.157.

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AimsWe aim to raise awareness of the existence and value of autistic doctors in psychiatry and to also signpost psychiatrists who are or suspect they might be autistic towards peer support.MethodAutism refers to a lifelong difference in how people communicate and interact with the world. These differences lead to strengths and challenges with individual profiles which include special interests, hyper-focus, and often sensory differences and anxiety. Autism has an estimated prevalence of 1-2%, which is likely an underestimate. It was noted that there was little in the way of advocacy for autistic doctors around the world. Anecdotal evidence also suggested possible issues of misunderstanding and stigmatisation of autistic doctors. As such, there was a need to tackle this to promote positive change. MD founded the group Autistic Doctors International (ADI) in 2019 to foster camaraderie, advocacy and support. ADI has flourished with 250+ members currently. In a recent member poll, 24 of 180 respondents identified themselves as psychiatrists – second only to general practice (n = 54). Several other consultant psychiatrists are known to self-identify as autistic but have not formally joined due to the fear of disclosure. The group has additionally supported multiple doctors to tackle prejudice and discrimination in the workplace / training environment. It has also brought together autistic doctors with academic interests and has generated multiple academic outputs in the form of publications, research grants and conference posters/papers regarding autism.ResultPsychiatrists, and doctors in general, are a self-selecting group for many autistic strengths such as hyper-focus, curiosity, self-motivation, a desire to study social communication, attention to detail, pattern recognition, problem solving and empathy, which, contrary to prevailing stereotypes, can be marked in autism. The increasing numbers of doctors joining ADI supports the assumption that autistic individuals are safe and effective clinicians. It is worth noting that many members are not ‘doctors in difficulty’. Those who have been able to achieve suitable accommodations, often without realising why they were needed, have flourished. Such accommodations and outcomes are in line with the neurodiversity movement, which promotes a view of autism as difference, rather than pure disability or disorder. This aims to challenge stereotypes and the tragedy narrative surrounding autism.ConclusionAutism awareness is increasing amongst doctors but more open discussion is still needed in order to facilitate appropriate peer and workplace support. This is likely to improve mental wellbeing and resilience for autistic psychiatrists.
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Tomczak, Michał, Marek Wójcikowski, Paulina Listewnik, Bogdan Pankiewicz, Daria Majchrowicz, and Małgorzata Jędrzejewska-Szczerska. "Support for Employees with ASD in the Workplace Using a Bluetooth Skin Resistance Sensor–A Preliminary Study." Sensors 18, no. 10 (2018): 3530. http://dx.doi.org/10.3390/s18103530.

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The application of a Bluetooth skin resistance sensor in assisting people with Autism Spectrum Disorders (ASD), in their day-to-day work, is presented in this paper. The design and construction of the device are discussed. The authors have considered the best placement of the sensor, on the body, to gain the most accurate readings of user stress levels, under various conditions. Trial tests were performed on a group of sixteen people to verify the correct functioning of the device. Resistance levels were compared to those from the reference system. The placement of the sensor has also been determined, based on wearer convenience. With the Bluetooth Low Energy block, users can be notified immediately about their abnormal stress levels via a smartphone application. This can help people with ASD, and those who work with them, to facilitate stress control and make necessary adjustments to their work environment.
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Cheung, Gladys, David Trembath, Joanne Arciuli, and Leanne Togher. "The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders." International Journal of Speech-Language Pathology 15, no. 4 (2012): 396–406. http://dx.doi.org/10.3109/17549507.2012.714797.

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McCanlies, Erin C., Claudia C. Ma, Ja Kook Gu, et al. "The CHARGE study: an assessment of parental occupational exposures and autism spectrum disorder." Occupational and Environmental Medicine 76, no. 9 (2019): 644–51. http://dx.doi.org/10.1136/oemed-2018-105395.

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ObjectivesThe aim of this study is to determine if parental occupational exposure to 16 agents is associated with autism spectrum disorder (ASD).MethodsDemographic, health and parental occupational data were collected as part of the CHildhood Autism Risks from Genetics and Environment study. The workplace exposure assessment was conducted by two experienced industrial hygienists for the parents of 537 children with ASD and 414 typically developing (TD) children. For each job, frequency and intensity of 16 agents were assessed and both binary and semi-quantitative cumulative exposure variables were derived. Logistic regression models were used to calculate adjusted odds ratios (OR) and 95% confidence intervals (CI) to assess associations between parental occupational exposures 3 months pre-pregnancy until birth.ResultsThe OR of ASD in the children of mothers exposed to any solvents was 1.5 times higher than the mothers of TD children (95% CI=1.01–2.23). Cumulative exposure indicated that the OR associated with a moderate level of solvent exposure in mothers was 1.85 (95% CI=1.09, 3.15) for children with ASD compared with TD children. No other exposures were associated with ASD in mothers, fathers or the parents combined.ConclusionMaternal occupational exposure to solvents may increase the risk for ASD. These results are consistent with a growing body of evidence indicating that environmental and occupational exposures may be associated with ASD. Future research should consider specific types of solvents, larger samples and/or different study designs to evaluate other exposures for potential associations with ASD.
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Self, Trisha L., Linda M. Mitchell, Sean Hess, Karissa J. Marble, and Jeffrey Swails. "Developing a University-Based Interprofessional Education Diagnostic Team to Identify Children With Possible Autism Spectrum Disorder." Communication Disorders Quarterly 38, no. 3 (2016): 185–92. http://dx.doi.org/10.1177/1525740116655774.

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Upon entering the workplace, speech-language pathologists (SLPs) are required to work on interprofessional teams, yet many of these professionals have not received adequate preservice instruction on how to collaborate. Furthermore, collaborating to provide services for children with autism spectrum disorder (ASD) has been found to improve developmental outcomes; however, many SLPs are not prepared to engage in this type of collaborative practice. Based on the American Speech-Language-Hearing Association’s (ASHA) recommendation that university programs include interprofessoinal education (IPE) into Communication Sciences and Disorders programs, coupled with the need to prepare students to provide interprofessional services for children with ASD, Wichita State University developed a field-based interprofessional diagnostic team for SLP students. The process used to develop this team followed Pickering and Embry’s recommended steps for cultivating interprofessional collaboration within a university environment. The purpose of this article is to describe the procedures used to develop the team and activities used to target competencies for interprofessional collaborative practice.
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Yamamoto, Shinya, and Shinzo Isawa. "Effects of textual prompts and feedback on social niceties of adolescents with autism spectrum disorder in a simulated workplace." Journal of Applied Behavior Analysis 53, no. 3 (2019): 1404–18. http://dx.doi.org/10.1002/jaba.667.

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Kuo, Ching-Chih, Yen-Chun Tseng, Cheng-Fen Chang, Chin-Shueh Chen, Yu-Jin Li, and Hui-Ting Wang. "Using Video Modeling Package on Improving Workplace Social Skills of Young Adults with Talent Traits and Autism: A Case Study." Universal Journal of Educational Research 7, no. 12 (2019): 2806–16. http://dx.doi.org/10.13189/ujer.2019.071231.

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Johnson, Tiffany D., and Aparna Joshi. "Dark clouds or silver linings? A stigma threat perspective on the implications of an autism diagnosis for workplace well-being." Journal of Applied Psychology 101, no. 3 (2016): 430–49. http://dx.doi.org/10.1037/apl0000058.

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Nittrouer, Christine L., Karrie A. Shogren, and Julie L. Pickens. "Using a Collaborative Process to Develop Goals and Self-Management Interventions to Support Young Adults With Disabilities at Work." Rehabilitation Research, Policy, and Education 30, no. 2 (2016): 110–28. http://dx.doi.org/10.1891/2168-6653.30.2.110.

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Purpose:This study examined the impact of using a collaborative process with person-centered teams and a functional assessment of problems in the workplace to design individualized goals and self-management interventions to support young adults with disabilities. These young adults had achieved employment through a customized employment process but were beginning to face challenges maintaining and advancing in their job roles.Method:A single subject, multiple baseline study was conducted with three individuals ages 22–29 years with autism and/or intellectual disability to determine the impact of the intervention on on-task behavior and job task completion.Results:The results suggest that the process can lead to meaningful change in the on-task and job completion behavior of young adults with disabilities in inclusive employment settings, although there were limitations.Conclusion:The findings, outcomes, and implications confirm and extend our understanding of the impact of person-centered teams, goal setting, functional assessment, and self-management after young adults with disabilities are employed in community-based settings.
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Paynter, Jessica M., Sarah Ferguson, Kathryn Fordyce, et al. "Utilisation of evidence-based practices by ASD early intervention service providers." Autism 21, no. 2 (2016): 167–80. http://dx.doi.org/10.1177/1362361316633032.

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A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed.
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Perryman, Twyla, Lacey Ricks, and Labrita Cash-Baskett. "Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents With Autism Spectrum Disorders." Language, Speech, and Hearing Services in Schools 51, no. 4 (2020): 899–913. http://dx.doi.org/10.1044/2020_lshss-19-00048.

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Purpose The purpose of this tutorial is to provide speech-language pathologists (SLPs) with foundational information that will assist them in transition planning for students with autism spectrum disorder (ASD) based on a review of current literature. SLPs must be knowledgeable of transition planning in order to assist students with ASD and their families with preparing for their future. An appreciation and awareness of pertinent assessments, functional goals, and factors associated with successful postsecondary outcomes are essential competencies that SLPs need when planning for the transition process. SLPs are ideal workforce development partners. They facilitate independence, communication, and interaction skills necessary for postsecondary and workplace success. Speech-language services are one of the most common special education services received by high school students with Individualized Education Programs. However, SLPs receive little preparation on the specifics or nuances of transition planning prior to working in the educational settings, despite the high incidence of speech-language services in secondary education. Method This tutorial reviews and synthesizes research findings related to assessment planning, goal-setting, and Individualized Education Program implementation for achieving meaningful postsecondary transitions for students with ASD. Additionally, it highlights some of the key postsecondary skillsets related to speech-language therapy services, including the development of self-determination, self-advocacy, social competence, and adaptive behaviors. Conclusion Greater focus on higher quality transition planning requires SLPs to develop high levels of knowledge and competencies in the transition planning process. This tutorial educates clinicians on the unique challenges faced by individuals with ASD and provides evidence-based strategies to help students and families successfully plan for and navigate postsecondary transitions.
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Jenssen, Kayla J., and Jessica E. Van Stratton. "Delivering behavior analytic services in an inclusive job setting for a young adult with autism spectrum disorder: A case example." Journal of Vocational Rehabilitation 55, no. 1 (2021): 107–14. http://dx.doi.org/10.3233/jvr-211150.

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BACKGROUND: The rate of employment for adults diagnosed with Autism Spectrum Disorder (ASD) is low. This may be due in part to repetitive or disruptive behaviors associated with the ASD diagnosis and challenges to delivering services in the workplace. OBJECTIVE: This paper outlines a behavior analytic approach to providing job coaching supports in collaboration with employers in an inclusive setting. METHODS: A case example for a 26-year-old male (22 at the time of this project) diagnosed with ASD, employed as a data entry specialist, is highlighted. An A-B design was used to evaluate the impact of behavior analytic interventions on the rate of disruptive vocalizations. Behavior analysts and job coaches from a university-based team worked with employers to identify feasible and effective strategies. RESULTS: Rates of vocalizations decreased and maintained for 5 months following intervention fading. Social acceptability ratings from key office personnel reflected improved coworker relations and a high degree of acceptability for procedures used by the team. CONCLUSIONS: Employer collaboration was necessary for intervention design and decision making. Service providers should consider response effort for employers, the degree of normalization of strategies, how to limit disruption to productivity and the work setting, and methods for fading interventions or components of interventions.
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Liu, Karen P. Y., Denys Wong, Anthony C. Y. Chung, et al. "Effectiveness of a Workplace Training Programme in Improving Social, Communication and Emotional Skills for Adults with Autism and Intellectual Disability in Hong Kong - A Pilot Study." Occupational Therapy International 20, no. 4 (2013): 198–204. http://dx.doi.org/10.1002/oti.1356.

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Buckley, Eleanor, Elizabeth Pellicano, and Anna Remington. "Higher levels of autistic traits associated with lower levels of self-efficacy and wellbeing for performing arts professionals." PLOS ONE 16, no. 2 (2021): e0246423. http://dx.doi.org/10.1371/journal.pone.0246423.

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This study sought for the first time to identify the extent to which autistic people are pursuing careers in the performing arts, and to determine the nature of the relationship between individuals’ autistic traits and their reported wellbeing. To address these aims, we recruited a self-selecting, community-based sample of individuals working in the performing arts and invited them to complete an online survey. A total of 1,427 respondents took part. We collected responses on participants’ backgrounds, including diagnostic history as well as measures assessing their level of autistic traits, perceived occupational self-efficacy, quality of life, and mental health. They were also asked open-ended questions about support needed, received, or desired in their workplace. Eleven of the 1,427 professionals (1%) reported a clinical diagnosis of autism. Correlational analyses demonstrated that higher levels of autistic traits were significantly associated with lower levels of quality of life, lower levels of occupational self-efficacy and greater severity of mental health conditions. Almost half the sample of professionals (N = 621; 44%) reported a desire for more employment-based support, and autistic traits were significantly higher in those participants who wanted greater support. Within the community of those working in the performing arts, there are a minority of individuals who are autistic or who have high levels of autistic traits. We have demonstrated for the first time that these individuals may be especially vulnerable to lower wellbeing.
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Lim, Ji wook, and So hyun Lee. "The effect of job coaching for work plan and performance by using a smart phone on the independence and accuracy of design work for adults with autism spectrum disorders at their workplace." Korean Association For Persons With Autism 18, no. 3 (2018): 1–27. http://dx.doi.org/10.33729/kpap.2018.3.1.

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López, Beatriz, Niko Kargas, Julie Udell, et al. "Evaluation of the ACE employment programme: helping employers to make tailored adjustments for their autistic employees." Advances in Autism 7, no. 1 (2021): 3–15. http://dx.doi.org/10.1108/aia-11-2019-0038.

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Purpose The purpose of this study was to explore the views of autistic people, carers and practitioners regarding the barriers autistic employees face at work (Study 1) and to use these views to inform the design of an employment programme for autistic employees without learning disabilities (Study 2). Design/methodology/approach In Study 1, 16 (20%) carers, 17 (21%) practitioners and 47 (59%) autistic adults who had been or were currently employed, answered a survey regarding barriers at work. Study 2 evaluates the efficacy of a set of profiling assessment tools (PA) developed to help employers make individually-tailored adjustments for their autistic employees by delivering an employment programme consisting of 15, 8-week work placements. Findings In Study 1, only 25% of autistic adults reported having had adjustments in the workplace and all groups reported this as the main barrier – alongside employers’ lack of understanding. Two sets of results demonstrate the efficacy of the PA tools in addressing this barrier. First, a comparative cost simulation revealed a cost-saving in terms of on-job support of £6.67 per participant per hour worked relative to published data from another programme. Second, 83% of autistic employees reported having had the right adjustments at work. Research limitations/implications This is an exploratory study that did not include a comparison group. Hence, it was not possible to evaluate the efficacy of the PA tools relative to a standard employment programme intervention, nor to assess cost reduction, which currently is only estimated from already available published data. Practical implications Overall the findings from these studies demonstrate that the time invested in the high-quality assessment of the profile of autistic employees results in saving costs over time and better outcomes. Originality/value The originality of the Autism Centre for Employment programme resides in that, unlike other programmes, it shifts the focus from helping autistic employees to helping their employers.
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Kobus-Ostrowska, Dorota, and Doxa Papakonstantinou. "Dilemmas of Sheltered Employment in Poland and Greece and the Concept of Supported Employment." Comparative Economic Research. Central and Eastern Europe 24, no. 3 (2021): 127–37. http://dx.doi.org/10.18778/1508-2008.24.25.

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People with severe disabilities, such as severe mental disabilities and autism spectrum disorders, do not participate in the open, competitive labor market to the same extent as people without disabilities or other forms of disability. Sheltered employment is an internationally accepted approach for the vocational integration of people with severe disabilities, which introduces integration in sheltered workplaces mainly with other people with disabilities and ongoing support from the Government or self-government. Therefore, sheltered employment can be defined as the employment of a person with a disability under particular conditions. This paper presents the legislative framework regarding sheltered employment in Poland and Greece and the ways sheltered employment takes place in each of the two countries with the corresponding comparisons and conclusions. The results show a need for a more precise and more comprehensive legislative framework on sheltered employment in Poland and Greece. Alternative options for the vocational integration of people with severe forms of disabilities, such as supported employment programs, need to come to the fore. Supported employment seems to be the only effective and efficient way for people who have particular difficulties in finding and keeping a paid job in the open labor market to take up paid employment on an equal basis with other people. Does the concept of supported employment have a chance to prove itself on Poland and Greece’s open labor markets and become a complementary tool in the vocational activation of people with disabilities? Legislative regulations, system projects, and stable sources of financing are necessary for both countries.
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