Transcript Autism Spectrum Disorders: Communication, Interaction, and

Autism Spectrum Disorders:
Communication, Interaction, and
the First Interview
Nila Benito
Florida Center for Inclusive Communities
Moderator: Jill Houghton
July 27, 2011
The Reality
• There are an estimated 750,000
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students with autism in US public
schools.
Often high school transition
services fall short in providing the
appropriate services to prepare for
employment.
Individuals with ASD have limited
opportunities for career
development and work experience
matched to their interests during
their high school years.
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Autism & Employment
• Individuals with autism spectrum disorders (ASD)
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differ so greatly from one another that just the
knowledge of an ASD diagnosis is of little use to
the employment professional.
Successful employment depends on a thorough
understanding of the persons unique
characteristics, skills, learning style, strengths and
most importantly interests is necessary.
Individuals with ASD will have greater
employment outcome to the utilization of
customized employment supports.
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Autism & VR
• Many traditional vocational rehabilitation practices
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around the country are not only ineffective for people
with ASD, but actually is distressing to them.
Individuals with ASD are among those within the
disability community that are least likely to be employed
only 15 percent of persons with autism are employed.
Although a number of external factors, from market
trends to employer discrimination, can impact
employment outcomes, employment outcomes can be
improved by addressing specific support needs that are
common among Individuals with ASD.
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Supports
• Individuals with autism spectrum disorders (ASD)
have very individual profiles with characteristics
falling in the areas of communication, socialization,
and restricted interests.
• What matters is what the person can do with the
right supports.
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Visual Learners
• Most individuals with autism spectrum disorders are
visual learners.
• They understand what they see better than what they
hear. (Yet people tend to communicate with them
primarily with talking.)
• Do you use a day planner or a calendar or write notes to
yourself to help you remember?
Then you use visual supports.
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Common Visual Supports
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Social Stories
Calendars
Schedules
Task Analysis
Choice Boards
Videos
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Social Stories
The goal of a Social Story™ is to share accurate
social information in a simple and reassuring
manner that is easily understood by the person
reading it.
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Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Visual Schedule/Calendar
The primary purpose of a schedule is to give event/location
and sometimes time information.
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Choice Boards
The primary purpose of giving person choices is to have
him or her have some control over certain situations. It is a
visual representation of all possible appropriate choices.
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Task Analysis
A Task Analysis lists each step of an activity in the correct
order.
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Video Modeling
Instructional video modeling is an efficient technique for
understanding and learning relatively long sequences,
directions, and routines. The video modeling approach is
consistent and can be repeated a countless number of
times in an identical manner.
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Sensory Processing
How would you cope if you always:
•Felt like you where riding a rollercoaster?
•Saw lights that were flashing?
•Heard a bee was buzzing in your ear?
•Hurt when someone touched you?
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Sensory Integration
• It has long been theorized that individuals with autism might not be
integrating across all the senses very well, thus making it difficult to
use the body effectively within a given environment.
• In August 2010, researchers from Albert Einstein Medical Center
found that the senses atypically integrate in individuals with autism .
There is a pronounced delay in the processing of sensory stimuli to
the brain’s cortex which plays a key role in memory, attention,
perceptual awareness, thought, & language.
• This includes the five traditional senses: sight,
hearing, touch, smell, and taste and whole body
senses: Proprioception: where the body is in
space and Vestibular: how the body interacts with
gravity as it moves and retains its balance.
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Sensory Supports
• Some individuals with autism may wear soft cotton clothing,
ear plugs, listen to iPods, and hold fidgets (squeeze balls).
• Many behaviors commonly thought of as “autism
characteristics” including toe walking, hand-flapping,
humming, pacing, spinning, and rocking are attempts to deal
to integrate their senses.
• Those with "picky" eating habits are often avoiding unpleasant
textures.
• Other common sensory supports include: gum, lollipops,
rocking chair, bounce chair, massage chair. dancing,
swimming, swinging, pillows, blankets, and weightlifting.
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The Reality for VR
• One state VR agency recently found that 90% of their
clients with autism who were sent for a traditional
vocational evaluation withdrew before the evaluation was
completed.
• Traditional formal vocational assessment, job placement
and job development strategies do not work for the
majority of individuals with autism.
• Customized employment and the Discovery vocational
profile process do work!
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TACE Center: Region IV, a project of the Burton Blatt Institute.
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Customized Employment
• Customized employment is an effective alternative to
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traditional employment and assessment that supports
individuals with complex disabilities with becoming
competitively employed in jobs based on their strengths and
interests.
Customized employment begins with the Discovery process
and developing an individualized vocational profile that leads
to the development of a customized employment plan focused
on the job seekers’ strengths, needs and interests.
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Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Discovery
Discovery is a person centered process where
information is gathered about a student’s interests
and strengths, the types of environments and
activities in which a person is at his or her best,
the types of supports that are most effective, and
the present skills in natural life activities.
Marc Gold & Associates© 4101 Gautier-Vancleave Rd. Ste.
102 Gautier, MS 39553 (228) 497-6999
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Tools of Discovery
They are the time-honored tools of qualitative
researchers:
• interview and conversation,
• observation and time together,
• review of information,
• and organization of information.
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Discovering & Gathering
Information
• Have both structured and informal conversations with the
individual, as appropriate, to determine their
perspectives.
• Interview those who know the person best.
• Determine when the individual is at their best.
• Ultimately identify the individual’s ideal conditions for
employment and range of skills for employment
outcomes
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Considerations For the First
Interview
• Find out in advance:
How does the individual communicates?
 What has worked in similar situations?
 Is there anything the person reacts
negatively to?
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• Find out about any sensory or environmental
sensitivities.
• Provide an outline, photos, and/or video in advance
about what to expect.
• Allow plenty of time for the appointment.
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Informed Decision-Making
• It’s important to understand an individual’s frame of
reference.
• In order to find out what their REAL strengths, choices,
and interests are: Inquire about any career work
experiences they may have had.
• This information is critical in developing and achieving
employment goals.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Tips for Communicating
with an Individual with ASD
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Talk in direct, short phrases.
Allow for delayed responses to questions or directions.
Avoid literal expressions and random comments.
Talk calmly and/or repeat.
Model calming body language, slow breathing, hands low.
Do not expect eye contact.
Do look directly at the person when speaking to them.
Realize that humor is not always understood.
Watch for signs the person may need a break.
Be patient if the person repeats phrases.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
More Tips for Communicating
with an Individual with ASD
Avoid:
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Rapid pointing or waving.
Talking loudly.
Having your cell phone on.
Wearing strong cologne.
Touching person, especially near shoulders or face.
Standing too near or behind.
Stopping repetitive behaviors.
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Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
It’s All In the Customization
With a customized job and individualized
support, individuals with Autism Spectrum
Disorders make excellent employees!
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Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Vocational Assets
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Dedicated to getting the job done.
Eager to learn.
Low absenteeism.
High level of concentration for long periods of
time.
Loyal.
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Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Vocational Assets (cont.)
• Can be very precise and accurate in completing
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work with excellent attention to detail.
Many individuals have a great memory.
Often have interests that if well matched to the
job, will be a tremendous asset to an employer.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Possible Accommodations
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Writing down workplace rules.
Daily or weekly meetings.
Identify one person to give directions/instruction.
Allow time for responding.
Alternative and augmentative devices.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Possible Accommodations (part 2)
• Re-arranging the work area, clearing up clutter,
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dividers.
Moving work area to quiet location.
Allowing sunglasses.
Head phones, ear plugs.
Allowing short breaks.
Visual prompts.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Possible Accommodations (part 3)
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Daily schedules.
Calendars, appointment books.
Task Analysis.
Photos, drawings, videos, icons.
IPOD touch.
Advance notice for routine changes.
Timers, watches.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Comments & Questions
• Group Discussion & Inquiry
Wednesday, August 10, 2011
Time: 12:00 pm – 1:00 pm ET
• Complete Follow-Up Survey
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Resources
• Adult Autism and Employment – A Guide for Vocational
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Rehabilitation Professionals - Scott Standifer, Ph.D.
http://dps.missouri.edu/Autism/Adult%2520Autism%2520%26
%2520Employment.pdf
Supporting Individuals With Autism Spectrum Disorders:
Quality Employment Practices - Alan Kurtz and Melanie
Jordan
http://www.communityinclusion.org/article.php?article_id=266
Job Accommodations for People with Autism Spectrum
Disorders - Job Accommodations Network
https://www.disability.gov/viewResource?id=5410923
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Resources
• Working in the community: A Guide for Employers of
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Individuals with Autism Spectrum Disorders, Alpine Learning
Group
http://www.alpinelearninggroup.org/resources/documents/Alpi
ne_Employment_Manual.pdf
Rehabilitation of Individuals with Autism Spectrum Disorders Institute on Rehabilitation Issues Monograph No. 32 D. W.
Dew and G. M. Howard (Eds.)
http://www.autisminfo.org/2007_employment_&_ASD_report.pdf
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Upcoming Webinars
Autism & Employment Learning Community
Series
• September 7 – Real Lives, Real Stories
• October 12 – From the Field
• November 16 – Community Partnerships,
Organization, & Employers
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Education Credits
CRCC Credit - (1.0)
Approved by Commission on Rehabilitation Counselor
Certification (CRCC)
• By Friday, August 5, 2011, participants must score 80% or
better on a online Post Test and submit an online CRCC
Request Form via the MyTACE Portal.
CEU Credit - (0.1)
Approved by the University College at Syracuse University
• By Friday, August 5, 2011, participants must submit an
online CEU Request Form via the MyTACE Portal.
My TACE Portal: TACEsoutheast.org/myportal
**For CRCC credit, you must reside in the 8 U.S. Southeast states served by
the TACE Region IV [AL, FL, GA, KY, MS, NC, SC, TN]. If beyond TACE Region
IV, you may apply for CEU credit.
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Contact Information
Nila Benito
The Florida Center for Inclusive Communities
University Center for Excellence in
Developmental Disabilities
http://flfcic.fmhi.usf.edu/projects/autism.htm
Email: [email protected]
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
THANK YOU!
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
TACE Center: Region IV
Toll-free: (866) 518-7750 [voice/tty]
Fax: (404) 541-9002
Web: TACEsoutheast.org
My TACE Portal: TACEsoutheast.org/myportal
Email: [email protected]
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved
Disclaimer
This presentation was developed by the
TACE Center: Region IV ©2011 with funds from
the U.S. Department of Education, Rehabilitation
Services Administration (RSA) under the priority of
Technical Assistance and Continuing Education
Projects (TACE) – Grant #H264A080021. However,
the contents of this presentation do not necessarily
represent the policy of the RSA and you should not
assume endorsement by the Federal Government
[34 CFR 75.620 (b)].
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TACE Center: Region IV, a project of the Burton Blatt Institute.
Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved