Sponsored by NTACT, join Paul Wehman (Director, VCU-RRTC) and Carol Schall (Director of Technical Assistant, Autism Center for Excellence) as they provide the key elements in supporting students with ASD and challenging behaviors to experience successful paid integrated employment outcomes. Find out how all stakeholders can collaborate on employment internships for students, staff can be trained to provide quality employment supports, and ASD-specific supports can be provided to youth. Be prepared to ask questions about employment for youth with ASD!!
LIVE EVENT: February 22, 2018 Recording Available
ONLINE DISCUSSION: Lots of discussion with Paul and Carol!
Download resources for this Webinar below
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We are eager to discuss Employment for Youth with Autism with you! Please post your questions and comments below.
How can you support the youth you work with find employment?
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How do we support students with ASD to disclose their disability?
I think this is a ongoing process that starts young. We encourage parents and teachers to help students identy their strengths and needs in elementary school. This starts the conversation. Openly discussing the name of term in a positive way helps. If a parent or teacher uses Autism as a way to blame, students will not want to identify that way. I use the curriculum 411 on Disclosure with teens. It is great.
This really is an issue that has to be handled on a case by case basis. I think the most important issue is to pay close attention to the match between the person’s strengths and social support needs and the employment setting. If the individual is significantly impacted by their disability, the job coach should work with potential employer to smooth the way for the individual. If the individual is less obviously impacted (but still challenged) it may be helpful to work with the individual to learn more about self-determination and self advocacy. In the latter case, the job coach may want to work with the individual to understand the impact of their disability, then practice discussing that impact with others.
How do we best prepare youth with ASD to meet employers’ communication expectations?
Communication skills is very important when in the work force. Interpersonal Communication should be offered in a life skills class. I encouraged my son to take this class and a Speech Class.
We have found that both the employer and the employee have a role to play here. When we work to help the employer understand the individual’s needs, they frequently give a little with respect to communication demands and make accomodations. We also work to teach the individual with ASD to communicate essential messages in the best way they can. This sometimes means using augmentative communication. We prefer to use portable systems, available on a smart phone, rather than big devices.
How can we help youth with ASD to improve communication with employment bosses to sustain employment? Strategies?
We have found that both the employer and the employee have a role to play here. When we work to help the employer understand the individual’s needs, they frequently give a little with respect to communication demands and make accomodations. We also work to teach the individual with ASD to communicate essential messages in the best way they can. This sometimes means using augmentative communication. We prefer to use portable systems, available on a smart phone, rather than big devices.
I teach at a university. How can I get more info on how to start a program for indiv with disabilities?
I recommend that you take a look at the website: Thinkcollege.net would be a great place to start!
What about training for the bosses, supervisors, on communicating with students with ASD?
We do this on an individualized basis. We do offer an initial training to managers on the general characteristics of ASD, but always follow-up with an individual discussion regarding employees working in their business or departments.
How can we encourage employers to hire young adults with special challenges?
Success breeds success. Rather than thinking about this from a societal problem, we try to meet the business’ needs. We work to create relationships with local businesses to learn their challenges and needs. Then we try to introduce the individual with a disability and how they can meet that business need. For example, when we were working at one of the hospitals, we found out that they had received a poor citation for not having their emergency carts stocked with infection control supplies. We suggested that one of our interns would be able to stock those carts. That became his job. As a result of that job, they now get positive citations for having all of their infection control supplies well stocked throughout the hospital. This became a job because of the relationship we had developed with the hospital staff.
Could you recommend resources, curriculum for social skills/ interpersonal skills?
And might I add one that doesn’t cost an arm and a leg. I have no budget for materials.
If you search the PEERS Curriculum on Amazon.com, you will find market prices around $45.00 per book.
There has been excellent research regarding the Peers Curriculum. It is published by Elizabeth Lauguson. Here are some links to her work: https://link.springer.com/article/10.1007/s10803-011-1339-1
Would you share how you address or schedule social skills training for students who have ASD in general education ?
This is one of the most difficult aspects of planning school programs. On the one hand, youth with ASD require social skills instruction. On the other hand they are a part of a system that requires that they complete their high school degree within a tight 4 year time frame. We sometimes take advantage of additional years of school eligibility and extend the student’s high school program by a year. We do this by holding back one or two required courses. while squeezing social skills classes in. If that is not possible, we take advantage of summer to provide social skills opportunities in summer programing. We always look for inclusive opportunities, so, when we can find inclusive camp or work programs, that is the best.
I manage the SOL Autism Catchment program at my high school. We have a class students take first period. The first year (9th grade) is direct instruction using step by step methods of coping strategies as well as social skill training along side a mock school store that “sells” goods using reward points to the students who work in other transition areas in the the school store. The second year the student is in the program earning a standard diploma, if they have progressed well in the direct instruction course, they earn another elective credit in a Project based coping/social skills class first period where they work in groups to accomplish a common goal and provide a valuable product for either students on the spectrum or the whole school. The third and fourth years depend on how they progress in the course. They may take a second year or earn an elective credit in a life skills class that runs a cafe during our enrichment period for teachers. The students continue their growth in their social skills and the teacher maintains communication with me on the student’s progress the first semester to see if the student needs to return to the Coping/social skills course. By 10th grade, discussions are made with parents and guidance counselors about taking 5 instead of 4 years to graduate depending on the student’s needs and progression with their standard diploma academics as well as state tests for graduation. We try to not have the student loaded with 5 academics each year. Rather, we alternate social studies and science. This will be our first year with two graduating so success of the program has yet to be measured in terms of transition to post secondary life. We work along side Department of Aging and Rehabilitation counselors so that the students transition with support even though they have earned a standard high school diploma.
Is there a link or download of the webinar with both audio and visual for those that were not able to attend/hear the entire presentation? The powerpoint is good but does not cover the entire material. Damien’s story as also very good!
Yes! I will post a video on Monday that will show the entire presentation. It will be at the top of this page.
Video is working, but not the audio. My speakers/computer are able to play sound, and I’ve “unmuted” the presentation, but still no sound.
Got it!
Oh good! We should have captioning soon for those that need it also.
Mr. Wehman mentioned something about a program called “SOS” for youth with very significant behavioral challenges. Can you provide more info re same and resources about it?
I think Dr. Wehman referenced PBS, or Positive Behavior Supports. You can find more information about PBS here:
http://Www.apbs.org
Positive Behavior Support is the science of applied behavior analysis combined with the values of person centered planning. We use functional behavior assessment to analyze a behavior and develop a behavior intervention plan to teach the individual to use socially appropriate and effective behavior that serves the same function of the problem behavior.
I am posting a few videos for you! Just a few more days of discussion, be sure to get your questions in!
https://www.youtube.com/watch?v=UQ-8p5DN26c
Project Search video from VCU
i AM A MOTHER OF A 30 YEAR OLD YOUNG MAN WITH AUTISTIC FEATURES. HE DOES NOT HAVE GOOD VERBAL ABILITIES. PRESENTLY I AM HELPING HIM TO SELL HIS ART AND ART MERCHANDISE AT BAZAARS. I DO NOT KNOW HOW TO ADVANCE HIS VOCATIONAL SKILLS AS HE DOES NOT HAVE TAKE INITIATIVE TO ATTEND TO CUSTOMERS.
Hi Helen, We have worked with indivdiuals with limited language, but they require a very different set of supports. For example, we have found that medicaid waiver supported employment is a good way to help someone maintain employment when they have significant support needs. I would recommend that you contact your local developmental disalbities office or you local vocational rehabilitation office to find out what supports are available for your son.