The Foundation for Our Work

1. In-Classroom Practices: Supporting Positive Employment Outcomes for Students with Autism Spectrum Disorders (ASD) Joshua M. Pulos, Margaret C. Johnson, M.Ed., Lajuana J. Pierce, Lindsey K. Rhodes, and Ashley G. Proctor M.Ed. University of Oklahoma

2. The Foundation for Our Work • Many youth with ASD have post-secondary goals portrayed by • competitive wages, • employer benefits, • advancement in the workforce, and • Employment that aligns with their interests and strengths. • Lee and Carter (2012) declared that a good job is often a gatekeeper for other valued outcomes for youth with ASD. These outcomes included • achievement, • assurance, • independence, and • a successful, fulfilling, and relationship rich life.

3. The Foundation for Our Work (continued) • National Longitudinal Study-2 (NLTS2) found • during middle and high school, only half (50.2%) of youth with ASD were reported to have any type of work experience while only 14.5% had held a paid after-school or summer job. • Additionally, • up to eight years post-graduation, only 63.2% of youth with ASD had been employed at any point since graduation, and • only 37.2% were presently employed .

4. The Foundation for Our Work (continued) • Compared to youth without disabilities, youth with ASD stated having a more difficult time • attaining employment and remaining employed. • Furthermore, once employed, youth with ASD • worked fewer hours, • made less money, and • received employer benefits far less often than their typical peers.

5. So, What Can Be Done? • Lee and Carter (2012) identified seven elements or best practices that are vital in transition planning for youth with ASD which included • individualized, strengths-based transition services and supports, • positive career development and early work experience, • meaningful collaboration and interagency involvement, • family supports and expectations, • fostering self-determination and independence, • social and employment-related skill instructions, and • establishing job-related supports.

6. Elementary School

7. A. Fostering Self-Determination and Independence Best Practice • Self-determination curriculum and instruction imbedded in the school-wide program. • One technique effectively used to foster self-determination for youth with ASD has been to educate them in becoming active participants of their individualized education program (IEP) development. Application for In-Classroom Use • Opportunities to make decisions in the classroom. • Leadership positions within the classroom environment. • Teacher/students set daily achievable goals (i.e., self-monitoring, self-regulation).

8. A. Fostering Self-Determination and Independence Outcome • With self-determination skills, self-advocacy may be the most important because when youth with ASD enter the workforce, they will need to advocate for accommodations, services, and supports that will allow them to be successful on the job.

9. B. Social and Employment-Related Skill Instruction Best Practice • For success on the job, specific employability skills are important. These skills include • having respect for oneself and others, • the ability to follow directives, • timeliness, and • truthfulness. • Social-related skills are vital.

10. B. Social and Employment-Related Skill Instruction Application for In-Classroom Use

11. B. Social and Employment-Related Skill Instruction Outcome • By employing social and employment-related skill instruction within the classroom setting, possessing strong social-related work skills will be fostered as it is critical to the success of youth with ASD in finding, maintaining, and advancing within a career.

12. Middle School

13. C. Family Supports and Expectations Best Practice • Parents play an integral role in the molding and shaping of their child’s career development and transition success. • Parents can begin to dialogue on the importance of their child’s aspirations. • Training and strong foundational groundwork in transition. Application for In-Classroom Use • Teachers can create monthly family nights. • Transition binders.

14. C. Family Supports and Expectations Outcome • By educators supporting partnerships between families, research declares that the assistance of parents relating directly to transition will foster positive outcomes for their children. • Furthermore, parental support is a significant predictor of whether youth with ASD found paid community jobs in the first 2 years after leaving high school.

15. D. Individualized, Strengths-Based Transition Services and Supports Best Practice • Special education and transition services must be individualized and tailored for each student, supporting their strengths and understanding their weaknesses. Application for In-Classroom Use • Transition assessments. • ME! Lessons for Teaching Self-Awareness and Self-Advocacy. • IEP Team Education Module to Increase Student Involvement.

16. D. Individualized, Strengths-Based Transition Services and Supports Outcome • When educators understand the makeup of their students with ASD, instructors can delve into the individualized instruction that will enhance their attributes and take away the distraction of their drawbacks which will lead their students to post-secondary employment success.

17. High School

18. E. Establishing Job-Related Supports Best Practice • Finding a solid job match and forming job-related supports. • On-the-job supports should be carefully considered and individualized; Hagner and Cooney (2005) suggested a three-tiered approach including • co-worker support (i.e., natural support), • supervisor support (i.e., natural support), and • vocational specialist support (i.e., service support). • Additionally, educators should teach workplace self-advocacy, disability disclosure, and the Americans with Disabilities Act (ADA).

19. E. Establishing Job-Related Supports Application for In-Classroom Use

20. E. Establishing Job-Related Supports Outcome • By following the supports mentioned and educating on workplace self-advocacy, disability disclosure (i.e., when and how to disclose disability information), and the Americans with Disabilities Act (ADA), youth with ASD will have a better chance for longevity at their job site.

21. F. Meaningful Collaboration and Interagency Involvement Best Practice • Noonan, Morningstar, and Erickson (2008) suggest partnerships with formal and informal services and support structures. • Renty and Roeyers (2006) suggested individuals’ accessibility of social capital and formal supports. Application for In-Classroom Use

22. F. Meaningful Collaboration and Interagency Involvement Outcome • When youth with ASD are able to create partnerships with formal and informal service and support structures, those students are able to self-advocate more effectively for their needs and wants in the work environment.

23. G. Positive Career Development and Early Work Experience Best Practice • Access to a combination of career development experiences including • career assessment and planning (e.g., career interest assessments), • exploration (e.g., tours of local businesses or industries), • instruction (e.g., career exploration courses, tech-prep programs, interviewing or resume-writing practices), and • connecting (e.g., job fairs or career days and/or mentorship programs with employers). • Paid employment during high school.

24. G. Positive Career Development and Early Work Experience Application for In-Classroom Use • Submit applications. • Techers and students can participate in a variety of employment experiences including: • created jobs, • carved jobs, • internships, • job shadowing, • self-employment, and/or • service learning.

25. G. Positive Career Development and Early Work Experience Outcome • When youth with ASD are afforded the development and work experience mentioned, they will be provided with authentic opportunities to acquire important work skills and values, inform their decision making, and shape their career aspirations for the future. • Furthermore, such activities can • raise awareness of their career-related strengths, interests, needs, and goals, • expand their knowledge and understanding of occupational options, and • provide them with meaningful opportunities to practice and to improve employment skills. • Lastly, holding a paid job during high school has emerged as a consistent and powerful predictor of post-secondary employment outcomes.

26. Conclusion • Below are the seven elements or best practices that are vital in transition planning for youth with ASD which included • individualized, strengths-based transition services and supports, • positive career development and early work experience, • meaningful collaboration and interagency involvement, • family supports and expectations, • fostering self-determination and independence, • social and employment-related skill instructions, and • establishing job-related supports. • By following the framework provided, students with ASD will have a better chance at post-secondary employment success.

27. References • Cote, D. L., Jones, V. L., Barnett, C., Pavelek, K., Nguyen, H., & Sparks, S. L. (2014). Teaching problem solving skills to elementary age students with autism. Education and Training in Austin and Developmental Disabilities, 49, 189-199. • Hagner, D. & Cooney, B. F. (2005). “I do that for everybody”: Supervising employees with autism. Focus on Autism and Other Developmental Disabilities, 20, 91-97. • Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation, 32, 125-134. • Lee, G.K., & Carter, E.W. (2012). Preparing transition-age students with high-functioning spectrum disorders for meaningful work. Psychology In The Schools, 49, 988-1000.

28. References • Noonan, P. M., Morningstar, M. E., & Erickson, A. G. (2008). Improving interagency collaboration: Effective strategies used by high-performing local districts and communities. Career Development for Exceptional Individuals, 31, 132-143. • Renty, J.O., & Roeyers, H. (2006). Quality of life in high-functioning adults with autism spectrum disorder. Autism, 10, 511-524.