School-To-Work Transition and Asperger Syndrome

Kristin K. Higgins Ph.D., LPC, Certified School Counselor

Paper Authors: K. Higgins, L. Koch, E. Boughfman, C. Vierstra

Holes in the Research/Literature Asperger Syndrome Overview Psychosocial Impact of Asperger Syndrome Work Related Challenges School-to-Work Transition

◦ Career Exploration◦ Job Seeking Skills Training◦ Supported Employment/Education◦ Accomodations Planning◦ Services to Employers

Overview

Number of articles, research, studies looking at the entire range of ASD in relation to identification, treatment, and school-based interventions.

Limited research focusing on the vocational needs of adolescents and young adults on the higher end of the spectrum.

Holes in the Literature

Some have begun to explore the needs of individuals with ASD in relation to postsecondary education and vocational skill development*, but often these works attempt to comprehensively address all disorders on the spectrum and fail to provide information about diagnosis-specific interventions and programs.

*Ardeon & Durocher, 2007; Atwood, 2007: Dillon, 2007; Hillier, Fish, Cloppert, & Beversdorf, 2007; Howlin, Alcock, & Burkin,

2005; Hurlbutt & Chalmers, 2004; & Kitchen, 2007

Current Literature

One of five pervasive developmental disorders known as ASD

First coin as “Autistic Psychopathy” in 1944 by Austrian Pediatrician, Hans Asperger.

Was not widely know in English speaking countries until Lorna Wing published on the subject in the 1980’s.

Was not recognized by the American Psychological Association until 1994 (Barnhill, 2007).

“Life-long developmental disorder, that is considered to fall on the higher functioning end of the autism spectrum disorder” (Barnhill, 2007).

Characteristics of Asperger Syndrome

Aspergers is present in 7 out of 1000 births.

1 in 200 primary school age children have Aspergers (Cohen-Baron, 2005)

Individuals with Aspergers often look “normal” but their behaviors are considered abnormal by society

Symptomalolgy ranging from mild to severe- often difficult to portray accurate picture of the disorder.

Characteristics

A. Qualitative impairment in social interactions, as manifested by at least two of the following:◦Marked impairment in the use of multiple

nonverbal behaviors.◦Failure to develop peer relationships

appropriate to developmental level.◦Lack of spontaneous seeking to share

enjoyment, interests, or achievements with others.

◦Lack of social or emotional reciprocity.

Diagnostic Criteria: DSM IV-TR

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas of functioning.

D. There is no clinically significant general delay in language.

E. There is no clinically significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior, and other curiosity about the environment in childhood.

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.

Diagnostic Criteria: DSM IV-TR

1. Lack of empathy. ◦ Not to be confused with Theory of Mind (TOM).

“inherent disability of putting themselves in someone else's shoes or understanding the psychological perspective of others” (Lacava, et al, 2007. p. 174) Empathy is reacting to the individual once TOM has been accomplished

(Lacava, et al, 2007) 2. Inappropriate one-sided conversations. 3. Little or no ability to form friendships. 4. Repetitive speech. 5. Poor non-verbal communications. 6. Intense absorption in certain

objects/subjects. 7. Clumsiness.

“Aspergers lack the ability to understand and use the unwritten rules governing social behavior” (Wing, as cited by Lee & Park,

2007, p. 132-33)

Other Criteria To Consider

Functional impairments and marked deficiencies in social interactions, communication, and behaviors. (vary by individual)

Viewed by others as odd, egocentric, peculiar, or loners.

Few, if any, meaningful peer relationships.

Co-morbidity of other disorders

Increases social distance between the individual with AS and his or her peers

Psychosocial Impacts

Emerge from the deficits in social skills and communication skills

Difficulties both in job attainment and job retention

Interview difficulties Skills necessary to work effectively on work

teams Challenges related to stigma associated with

their disability and accompanying negative perceptions of their co-workers and superiors.

Work Related Challenges

Requires a wide array of transition services over an extended period of time

View individual holistically- strengths, challenges, and opportunities

Team representing a variety of disciplines

Working alliance model (Bordin, 1994)◦ Assessement and intervention strategies promoting early

intervention◦ Extensive job acquisition and placement support◦ On-going follow up

School-To-Work Transition

Provide opportunities for introductory work experiences

Provide avenues for:◦ Discovering the world of work◦ Learn and practice general work behaviors◦ Develop self-awareness of strengths, weaknesses,

and career interests◦ Match their abilities, interests, etc. to the world of

work

Career Exploration

Focus on strengths and assets that he/she has to offer a potential employer

Break down tasks of finding a job into manageable steps

Ample time in a supportive and non-threatening environment to practice interview, cold call, responding to inquires etc.◦ Scripts◦ Role plays◦ Immediate constructive feedback

Job Seeking Skills Training

Resume assistance Further practice, therapy for the use of

pragmatic language skills Address and practice disability disclosure

◦ Timing◦ Requesting Accomadations

Group training can be especially advantageous

Job Seeking Skills Training

Supported employment is a job placement and training intervention designed to prepare people with disabilities for competitive employment in integrated, community-based work settings

Services are targeted at: (Job Coaches)◦ (a) determining the individual’s abilities and support

needs in the workplace; ◦ (b) locating and obtaining suitable employment; ◦ (c) identifying and providing workplace supports to

enhance job performance; and ◦ (d) problem solving issues that, if left unaddressed

could lead to termination of employment

Supported Employment

Supported education emphasizes the provision of extensive services, above and beyond the academic support services that are typically provided to students with disabilities, to address behaviors that may interfere with success and to facilitate a positive adjustment to the academic environment

Examples:◦ Stress management training◦ Tutoring◦ Peer support◦ Faculty mentorships◦ Career counseling◦ Adjustment Counseling◦ Referral to campus resources

Supported Education

Increasing self-advocacy skills:◦ Access to information about legal protections◦ Develop skills at disclosing disability information◦ Identify and request accommodation needs

Examples of Potential Accommodations:◦ Provide advanced notice of topics for meetings◦ Bring job coach, co-worker etc. to meetings ◦ Communicate in writing rather than verbally

Accommodations Planning

Efforts directed towards employers focus on understanding the workplace’s normative behavioral and communicative standards

Educate the employer to understand how individuals with ASDs may have a difficult time meeting these normative standards

Help employers to develop positive frames of reference concerning their employees with ASDs, and assisting employers to develop effective, appropriate, and non-discriminatory responses towards their employees with ASDs.

Identify the positive aspects of hiring individuals with AS:◦ Cognitive abilities◦ Attention to detail◦ Loyalty◦ Dependability◦ Less distracted by social aspects of the workplace- more productive

Services to Employers

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Asperger, H. (1944). Die “Autistischen Psychopathen” in Kindesalter. Archiv fur Psychiatrie und Nervenkrankheiten, 117, 76-136.

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Bordin, E.S. (1994). Theory and research in the therapeutic working alliance: New directions. In A.O. Horvarth & L.S. Greenberg (Eds.), The working alliance: Theory, research, and practice. NY: John Wiley: 13-37.

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