Hillary Adams and Jackie Clark presented “Bridging the Gap: Supporting Students with ASD as they Transition from College to the Workforce” at the 2014 Autism Society conference held in Indianapolis, Indiana. Representing the West Virginia Autism Training Center, Adams and Clark provided several tips and considerations for those who are about to graduate and those who support them.
Tips included:
Utilize campus resources related to employment, especially those services provided traditionally on college campuses through a Career Service office. Begin a relationship with that office early; don’t wait until the final year
Participate in mock interviews, especially if those interviews can be videotaped for critique and coaching
Search for employment opportunities that fit interest as well as skill
Become aware of accommodation needs, and learn the self-advocacy skills necessary to request them. Learn to be more interdependent, understanding who in a potential workplace could best help you when help is needed
Plan the transition early, and plan it with others who are invested in your future
One of the coolest tips provided by Adams and Clark was the use of a Telephone Interview Checklist. This script supports college graduates as they undergo a telephone interview with a potential employer.
Marc Ellison, Ed.D. is a Licensed Professional Counselor (LPC) and an approved Licensed Professional supervisor (ALPS) who has worked nearly 30 years to provide person-centered support, services and advocacy to individuals who live with autism spectrum disorders, their families and those who support them. He has supported individuals with ASD throughout their lifespan, as they moved to the community from state-supported institutions, searched for and obtained employment, entered into relationships, and transitioned into college. Dr. Ellison is the Executive Director of the West Virginia Autism Training Center, and a part-time professor at Marshall University.
Individuals diagnosed with Aspergers or another autism spectrum disorder (ASD) may be presented with many challenges throughout their lives—especially during the transitional periods. As the individuals age and learn to use different skills in various environments, families, educators, medical professionals and the individuals themselves begin to anticipate the transition to adolescence and, eventually, to adulthood. Given the differences in abilities and behaviors that many individuals with Aspergers or HFA experience, it can often be overwhelming to plan for tomorrow much less several years later.
Among the many skills that an individual must learn to successfully transition to adolescence and adulthood, daily living skills are often neglected.
Examples of daily living skills are bathing, grooming, preparing meals, managing finances, using public transportation, etc. These daily skills are necessary for independent functioning in the home and within the community.
A recent study discovered that individuals with ASD improved in daily living skills during adolescence and the early twenties. These skills plateaued around late twenties and began to decline in the early thirties—this shows the importance of honing these skills earlier in life instead of waiting until later.
Some positive findings were that inclusive schooling had a positive influence on adult outcomes. The study also found, “that vocational independence predicts improvements in autism symptoms and significant improvements in behavioral problems.” Daily living skills could also be increased by engaging in some type of work activity.
It is encouraging that daily living skills can continue to be gained at later points in development as other skills plateau. The authors suggest that more research is needed to develop behavioral and pharmacological interventions for older individuals on the autism spectrum.
While individuals with Aspergers or HFA may have challenges with the daily living skills necessary for transitional periods, it is important for their independence and quality of life to begin this journey at an early age to ensure success.
by Lupe Castañeda, M.S., BCBA
Have you thought about or experienced the transitional periods in your or your child’s life?
How did you cope with these experiences?
Sources:
Smith L.E, Maenner, M.J. & Seltzer, M. (2012). Developmental Trajectories in Adolescents and Adults with Autism: The Case of Daily Living Skills. Journal of American Academy of Child and Adolescent Psychiatry. 51(6): 622–631.
Providing the weekly Medical Blogs are the team of professionals, doctors, occupational and behavioral therapists at San Antonio’s premiere Autism Diagnostic Clinic, the Autism Community Network.
Growing up there was nothing I wanted more in this world than for people to see me for exactly who I am, and like me for it. I drive myself mad looking for this, because identity is unstable. People change as they get older through a combination of experience, genetic predispositions, and neuroplasticity. Aspergers is one fickle diagnoses, mainly because it is susceptible to all kinds of misinterpretation.
And then this miraculous invention called Facebook came out.
I joined Facebook in 2006 when it was still a relatively small community. One thing I loved about Facebook is that the social norms were different from in-person interaction, and often times made things easier on me. I can connect with people and not be criticized for my lack of eye contact or vocal tone.
I can filter my blunt comments, and assess my honesty before I say anything. Additionally, I can access hundreds of people within minutes who share my obscure interests, like Russian history or Phantom of the Opera. I think some of the first groups I joined were “addicted to piano,” and “when I was your age Pluto was a planet.” I had lived in 3 states and 2 countries at that point, and I could keep in touch with all of my friends from around the world.
Nowadays it seems like everyone I know is on Facebook and as a result, I have to keep my freak flag on a leash. Both of my grandmas are now on Facebook, and one of them said to me: “You better watch what you post because it might come back to bite you.”
What does that even mean? Do you even know how to use Facebook grandma? Turns out she did and also learned how to use an iPad way before I’d even seen one. To give you an idea of some of the posts my grandma was referring to, here is an example:
Dear girl who cheated off my exam today,
You’re a jerk.
Unfortunately for you, So am I. I put all the wrong answers in for you to copy and waited until you left to put the right ones in. It’s called studying.
sincerely,
Your passive aggressive classmate, Alix
I think social media’s impact on how we incorporate technology in our daily lives can condition us to display Asperger-type symptoms, the kind that my social skills training and family taught me not to do. Growing up my mom taught me to never use my cell phone at the table. To this day I never pull out my cell phone at a nice restaurant, even when asked to. Now when my friends and I go out, one is Instagramming their cocktail, the other answering a text from her husband, etc.
I don’t meet very many people my age who impress me with their ability to hold down a sincere conversation. I went to a youth group activity that was a meet and greet for young adults. I knew absolutely no one. I turned to this guy next to me and asked casually “What’s your name?”. He responded with one word “Martin,” and didn’t even look me in the eye, but instead was looking down at his phone where he had Facebook open.
I was talking to a CEO who runs a prominent company, he told me that when he hires graduates he looks for people who can look him in the eye, shake his hand, and carry on a conversation on top of meeting a few of the skills that would contribute to his company (e.g. using a computer program, or proficiency in Spanish, etc). He looks for people who have complex analytical skills or specialize in mastering one area. He could care less about the transcripts or grade point average of our degree.
There is hope for us with autism and there is a reason we should constantly strive to improve our social skills on top of pursuing our interests, because there are people who appreciate us for who we are and what we have. But in order to bridge that gap, we must have those social skills, even if Facebook and other social media is degrading the quality of interactions we have with people in person.
Alix’s childhood was hindered by undiagnosed Aspergers until she learned to harness her gifts. Now, at 21 years old, she has already done what most people can only hope to do in their lives; speak to the UN, make a major scientific contribution, give a TED talk, and travel the world.
Alix was misdiagnosed as a child. Told she was strickened with a plethora of mental illnesses and learning disabilities, she spent years desperately seeking answers until she found the right kind of help that enabled her to flourish; piano playing, composing, ballet and science.
Alix is an undergraduate student in Vermont working toward a degree in neuroscience. She is also currently working on several research projects studying autism and schizophrenia. She utilizes the college learning disabilities accommodation program and now lives comfortably with her challenges. Aspergers101 is thrilled to offer you the insights and brilliance of Alix!
The fact that special interests can serve as calming mechanisms is largely true for neuro-typical persons as well. Think of your favorite interests outside of your job and your family.
What do you enjoy doing when left to your own devices? Some common interests include the following:
Reading
Gardening
Sports
Movies
Music
Photography
Exercising
Shopping
Traveling
Collecting Items
Whatever your interest[s] might be, you probably find them enjoyable, fulfilling, and even relaxing. The interesting thing about interests is that one person’s most favorite activity/thing might be another person’s least favorite thing to do.
Shopping might be a relaxing and enjoyable activity for someone as they comb through racks and racks until they find that crazy deal of all deals! That very same experience might cause stress and even heart palpitations for another as they search for the nearest exit. As with most strategies, interests are highly individualized.
For persons with Aspergers, interests may take many forms and be especially intense.
Gabriela Lemos was born in Porto Alegre, Brasil, and was raised in San Antonio, Texas. She is currently a student at UTSA, graduating in December 2014 with a Bachelor degree in English. Brie states that she loves language and words, and the way in which people communicate with each other. She has always been interested and attracted to the autism community. “I find those on the spectrum to be incredible in so many ways, and I believe we can all learn from each other in our different strengths and weaknesses. I would love to use my talents to aid those who are not as strong in areas which I have confidence, and in turn receive an infinite amount of lessons and aid from those who I work with. Everything you send out, comes back to you, and I plan to practice sending out love and compassion every day”. We feel so fortunate to offer Brie’s talent of writing as well as her passion for autism awareness every week through our Aspergers101 Weekly.
This edition of Top of The Spectrum News looks into the potential sensory overload at school that is often associated with Asperger’s Syndrome. A classroom teacher discusses how these issues may impede classroom performance.
Gabriela Lemos was born in Porto Alegre, Brasil, and was raised in San Antonio, Texas. She is currently a student at UTSA, graduating in December 2014 with a Bachelor degree in English. Brie states that she loves language and words, and the way in which people communicate with each other. She has always been interested and attracted to the autism community. “I find those on the spectrum to be incredible in so many ways, and I believe we can all learn from each other in our different strengths and weaknesses. I would love to use my talents to aid those who are not as strong in areas which I have confidence, and in turn receive an infinite amount of lessons and aid from those who I work with. Everything you send out, comes back to you, and I plan to practice sending out love and compassion every day”. We feel so fortunate to offer Brie’s talent of writing as well as her passion for autism awareness every week through our Aspergers101 Weekly.
Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.
Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.
When possible, student interests may be incorporated to heighten motivation to use this strategy. If a student likes Harry Potter books, a script can incorporate pictures that represent events from that book that relate to the content of the script.
Scripts can also support students that tend to shift the conversation back to their own special interest.
The Education (K-12) Blogs and Special Ed Q & A are written and maintained weekly by Lisa Rogers with Educating Diverse Learners. Lisa received her M.A. in Special Education with an endorsement in the area of individuals with severe disabilities. Mrs. Rogers has also created products that have been used throughout the state of Texas for training purposes. Through the Association for Texas Professional Educators [ATPE], Ms. Rogers has produced an online course that targets the importance of visual strategies for student with autism spectrum disorders and just released her highly anticipated book titled: Visual Supports for Visual Thinkers.
Anxiety-related symptoms are frequent concerns in children, adolescents and adults with Aspergers and HFA, which may be treatable with Cognitive Behavioral Therapy.
Anxiety is commonly found in high functioning individuals on the spectrum in particular because they have an increased awareness of their own social difficulties. This cognitive awareness may intensify their anxiety toward social interaction and promote isolation.
Recent numbers found that 11-84% of children on the autism spectrum experience impairing anxiety, while only 4.7% of all children aged 3-17 years have experienced anxiety.
Cognitive Behavioral Therapy (CBT) is a type of psychotherapeutic treatment that helps individuals recognize how thoughts and feelings influence behavior and cope with these challenges.
CBT is used to treat a wide range of issues, in addition to anxiety, including:
Providing the weekly Medical Blogs are the team of professionals, doctors, occupational and behavioral therapists at San Antonio’s premiere Autism Diagnostic Clinic, the Autism Community Network.
Students making the transition from high school to college often question the need to make public – either verbally or by providing a formal evaluation to disability service professionals in higher education – their diagnosis of Asperger’s Disorder.
The concern is one to consider; common sense suggests to us that public disclosure of an autism spectrum disorder may cause stigmatization.
But does it really?
It may be, certainly. Responses to the disclosure of an autism spectrum disorder likely vary from peer to peer, and institution to institution.
There is evidence, however, that diagnostic labels may create less stigma for adults with Asperger’s Disorder than do the social behaviors commonly associated with the syndrome.
Butler and Gillis (2011) report the findings of their research on this topic in a paper titled “The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder.”
The researchers surveyed 195 undergraduate psychology students at Auburn University by presenting them with vignettes that portray a wide spectrum of social behavior. Vignettes were paired either with the label “Asperger’s Disorder,” or with no label at all. Participants then completed a modified Social Distance Scale. This was a self-report questionnaire to express the level of stigma they attached to the individual described in each vignette.
Findings “support the hypothesis that it is the atypical behaviors associated with AD that influence stigmatizing attitudes towards individuals with AD, not the label of the disorder”.
In this study the label “Asperger’s Disorder” did not affect stigmatization to a significant level.
This research is clearly limited, and the researchers suggest several potential reasons for the outcome. The study suggests, however, that in order to address potential stigmatization it may be best to spend time and effort teaching appropriate social and independent living skills, rather than prioritizing disclosure as the highest concern.
This won’t be true for all. But it is a point to consider.
by Dr. Marc Ellison
Butler, R. C., & Gillis, J. M. (2011). The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder. Journal Of Autism & Developmental Disorders, 41(6), 741-749. doi:10.1007/s10803-010-1093-9
Marc Ellison, Ed.D. is a Licensed Professional Counselor (LPC) and an approved Licensed Professional supervisor (ALPS) who has worked nearly 30 years to provide person-centered support, services and advocacy to individuals who live with autism spectrum disorders, their families and those who support them. He has supported individuals with ASD throughout their lifespan, as they moved to the community from state-supported institutions, searched for and obtained employment, entered into relationships, and transitioned into college. Dr. Ellison is the Executive Director of the West Virginia Autism Training Center, and a part-time professor at Marshall University.
This blog was last posted in 2014. As the new school year begins, this young mans viewpoint of peer exclusion helped him (and his parents) to go in another direction altogether. We hope it inspires you too. – Aspergers101
When asked about living with Autism, without prompt nor expectation of any kind, this quote came from our son Sam (then 15 years of age) during an interview for the documentary “Coping to Excelling”.
“Don’t worry about the impairments that God included in this package….think about the good stuff in the package God gave you.” -Sam Allen July 2011
These are Sam’s words of advice to anyone living with an impairment, disability or challenge of any kind. His words, though brief, are quite powerful for someone in their mid-teens. I share this because as a person of faith, this is a good way of thinking…maybe for us all.
Chances are anyone with High Functioning Autism or Aspergers Syndrome are not just challenged with the autism but with the comorbidities that typically go along with the diagnosis of ASD. Comorbidities such as ADD, ADHD, OCD, bi-polar or anxiety (to name a few) all challenge and can hinder daily life. We fight daily to overcome these obstacles while oftentimes losing sight of the strengths that do come with the Asperger or HFA diagnosis.
Strengths and ‘gifts’ may include that intense interest in one subject. That hyper-focus may drive family members batty but that is the very ‘good stuff’ Sam is talking about. Issac Newton, Einstein, Steve Jobs and John Nash are all said to have had Aspergers Syndrome. Their ability to focus intensely on one subject allowed them to do great things! Though Sam was never invited to his peer’s birthday parties or gatherings, his absorption in the topic of that time brought him to build a low-powered FM radio station from his bedroom as well as a high-powered gaming computer from scratch. This is a gift so go with it. If their interest happens to be the constellation, seek the stars with your Aspie by laying a blanket on the ground in the backyard at 2am. If it’s trains, go to train museums and allow them to ask the volunteers questions till their hearts content. You get the idea.
This quote now hangs by our front door so as we leave our house everyday…we are all reminded of our worth, no matter our flaws or challenges. Point being…the quote above came from a beautiful mind that is literally wired differently and who knows God doesn’t make mistakes no matter what bullying peers have said. Sam truly believes to his core not to “sweat the small stuff” but to focus on the good. I think that’s a good lesson for neuro-typicals as well!
Gabriela Lemos was born in Porto Alegre, Brasil, and was raised in San Antonio, Texas. She is currently a student at UTSA, graduating in December 2014 with a Bachelor degree in English. Brie states that she loves language and words, and the way in which people communicate with each other. She has always been interested and attracted to the autism community. “I find those on the spectrum to be incredible in so many ways, and I believe we can all learn from each other in our different strengths and weaknesses. I would love to use my talents to aid those who are not as strong in areas which I have confidence, and in turn receive an infinite amount of lessons and aid from those who I work with. Everything you send out, comes back to you, and I plan to practice sending out love and compassion every day”. We feel so fortunate to offer Brie’s talent of writing as well as her passion for autism awareness every week through our Aspergers101 Weekly.
His name is as his mission: “Maverick”. He walked into my life with something to say, he wanted to write a series of blogs on Aspergers101 with so much pain to overcome that readers immediately related to the pain and his message of hope. He has overcome and watching him give to others, as does the Sea of Galilee sources life giving waters to many, Maverick draws on the pain of his past to make a difference for the good! From his book, “Overcoming the Odds: My Journey to finding Personal Strength and Triumph”, to his drive to dispel the stigma of mental illness and minorities to all, you’ll be incredibly inspired (as are we) by learning more about Maverick through our Q & A segment below.
But first, among his life accomplishments, Maverick was recently selected to serve on the Texas Council for Developmental Disabilities as shown in a recent story from KSAT News in San Antonio.
Q & A with Maverick Crawford III
Aspergers101: How did the opportunity to be on the board
with the Texas Council for Developmental Disabilities come about?
Maverick: I was told about this role form a very
special friend of mines when I was a part of the Texas Partners in Policymaking
class. She told me that I would be a good fit for the board, so I gave it a try
and applied. I had self-doubt due to the hallucinations and voice I hear in my
head due to the abuse I suffered, and they were saying “you will never get on
the board, your too stupid and quite.” But I tried my best to ignore those old
tapes coming from the abuser, but it was hard to do. I often doubt myself ad do
not have a whole lot of confidence, self-esteem because of the trauma I suffered,
which made it hard for me to apply for this position. Anyway, I filed out this
intimidating application that asks for information that I did not know. They
wanted to know about my social media account information, but I’m fortunate
enough that I do not post anything negative or something that may hinder my
chances of getting on this board. After I completed the application than three
months later, I had the interview over the phone. It was an hour-long interview
that again they asked me questions that I did not know the answer to them.
After the intimidating interview over the phone, a month passed, and I received
a call that changes the trajectory of my life. The same person who interviewed
me also told me this, “Maverick, I wanted to inform you that Governor Greg
Abbott approved your application and you have officially been appointed to the
Texas Council for Developmental Disabilities.” I had mixed emotions again from
the old tapes from my abuser telling me how stupid and useless I was. The other
emotions were relief and joy that the Governor of Texas appointed a reticent
black male who has suffered so much and has autism. I was elated with joy that
I was appointed because I never taught a person like myself would ever be
appointed to such a high caliber board. I received a letter in the mail along
with a certificate that states my name and the board I have been appointed to
with the Governor of Texas signature on it. Then a month later, the University
of Texas at San Antonio where I graduated from in 2018 and was awarded as the
Most Outstanding Undergraduate Student in the College of Public Policy. UTSA
posted the appointment to the board on their website and also on UTSA today.
Also, in the same month, I a reporter with KSAT 12 news saw the article on UTSA
today and wanted to do a television interview highlighting my accomplishments.
The interview was a success, and I’m honored to have been appointed by the
Governor of Texas but also having my story shared on KSAT 12 news.
When it comes to autism, we tend to assume those who are diagnosed are white. In actual fact, the rate of autism is similar for all racial groups – one in 110 according to current estimates.
Maverick Crawford III
Aspergers101: What do
you hope to accomplish during your tenureon the board?
On disparities in Autism diagnoses
Maverick: When it comes to autism, we tend to assume those who are diagnosed are white. In actual fact, the rate of autism is similar for all racial groups – one in 110 according to current estimates. According to several studies, African American children are diagnosed at a later age and require more prolonged and more intensive treatment as a result of this. In the white community, more children are insured, have access to treatment, which is affordable and of high quality. They also have a community that more readily embraces and understands mental illness.
In the black community, it is the complete opposite. Autism
is either misdiagnosed or under-diagnosed. Another aspect of the black community
is that we have a hard time accepting or understanding a mental health
diagnosis, such as autism. African American families may write off mental
illness as being demon-possessed or bad behavior.
I do understand that there is a lack of trust in medical
professionals in the black community. However, we must take the advice of
professional experts and do research to help us understand the issues with our
children. In this way, we can help raise our children with disabilities much
better. The reason why most autism behaviors go unreported in the black
community is that we do not understand or we are not educated, or even believe
in mental illness, when we do not believe in mental or neurological illness,
then the children have to suffer and grow up in a family which does not fully
understand their needs and parents who are unwilling to accept or learn how to
deal with those issues.
Educators, doctors, and other practitioners who are experts
on autism need to appreciate the gravity of misdiagnosing, under-diagnosing, or
non-treatment of an autistic child. According to various research studies,
black children suffer from a greater degree of post-traumatic stress disorder
(PTSD ) due to environmental factors. The environment for most black children
involves poverty, crime, lack of resources, and so forth. When it comes to
autism, the people who are better off financially can get access to the best
services rather than the ones who are living in poverty. The less well-off
children do not have access to adequate treatment.
After an extensive career broadcast marketing, Jennifer and her husband searched for answers when their oldest son hit the kinder years with great difficultly. After finally learning that their oldest son had Aspergers Syndrome, she left her career in television and became a full time mother to both of her sons. Jennifer elicited the participation of her sons and together they produced several independent programs including a children’s animated series titled Ameriquest Kids (now distributed by Landmark Media) as well as her documentary and book titled, Coping to Excelling: Solutions for school-age children diagnosed with High-Functioning Autism or Aspergers Syndrome.
The need for more information encouraged Jennifer to elicit a team of autism experts to provide weekly, original content to a website free to anyone seeking to live their best under the diagnosis of High-Functioning Autism/Aspergers Syndrome… appropriately titled: Aspergers101.com.
Website Archived
Notice: Aspergers101 is no longer being updated. The site will be maintained as a resource for those looking for more information. No new content will be published and comments will no longer be accepted. We hope this website continues to be a helpful resource!
