The Benefits of Employing Individuals with Autism

Spectrum Disorders

Improving Outcomes as a Community

Lisa DeerThe University of North Texas Autism Task Force

December 4, 2012

Perspective…

People with Autism are often misunderstood, so let’s take a moment to understand the nature of Autism Spectrum Disorders

What is Autism? Autism is a neurobiological developmental disorder that appears in early

childhood and affects 1 in 88 children. It is the fastest growing childhood disorder.

Autism is a SPECTRUM disorder, meaning it impacts each person in different ways and on different levels of functioning.

Autism is a disability that can affect many areas of a person’s life.

Autism is a lifelong condition; there is no “cure,” although with therapy and support, symptoms can be minimized and functioning maximized.

The definitive cause(s) of autism is not known; it is most likely genetic.

The percentage of people with autism and cognitive deficits is not clear, but is estimated to be from 50-70%.

Boys are more likely than girls to have autism, at a ratio of 4 to 1.

What are the criteria for Autism? Autism affects people in the following domains:

1. Social functioning deficits – difficulties with:• eye contact, understanding nonverbal social cues, facial expression,

awareness or understanding of others’ perspectives, making or maintaining relationships, proximity awareness, hygiene issues, friendships

2. Language- difficulties with:• language delay or deficits, initiating or sustaining conversations, turn

taking, improper use of language (stereotypy or echolalia), lack of abstract reasoning, literal interpretation, speech problems

3. Engagement in restrictive, repetitive behaviors, interests or activities- difficulties with:

• Abnormal level of interest or involvement in narrow topics or unusual behaviors, excellent memory for preferred topics, need for sameness and routine, repetitive motor activity, sensory sensitivities

(Boutot & Myles, 2011)

3 Main Types of Autism Spectrum Disorders

1. Autism Disorder or “Classic Autism”

2. Asperger Disorder

3. PDD-NOS (Pervasive Development Disorder- Not Otherwise Specified)

3 Main Types of Autism Spectrum Disorders

1. Classic Autism • May be nonverbal or have significant language

delays• May use echolalia instead of functional language• May have a regression of earlier developmental

skills• May engage in self-stimulatory behavior• May have cognitive deficits

3 Main Types of Autism Spectrum Disorders

2. Asperger’s Disorder• Do not demonstrate functional language delay, but interpret

language literally• Do not have cognitive delay• Estimated to be 5% of people with ASD• May have difficulty with organization, sensory problems, impaired

gross motor skills (clumsy), rigidity to schedules and rituals, and social deficits (understanding and interacting)

• “Little professors” or “Absent-minded professors” – will talk endlessly about their areas of interest without regard to the level of interest of the other person (think Dr. Sheldon Cooper of the TV sitcom The Big Bang Theory)

3 Main Types of Autism Spectrum Disorders

3. PDD-NOS (Pervasive Development Disorder- Not Otherwise Specified) • The diagnosis given when a child presents with varying

degrees of symptoms, but not enough to meet the criteria for classic autism or Asperger Disorder.

• “…this category includes ‘atypical autism’ – presentations that do not meet the criteria for Autistic Disorder because of late age at onset, atypical symptomatology, or sub threshold symptomatology, or all of these.” (Autism Speaks)

What are the strengths that come with Autism?

• Attentiveness to precise details that neurotypical people miss• Meticulous adherence to rules, accuracy and routines• Focus and Concentration• Loyalty• Efficiency• Productivity• Reliability, on time and not truant• Conscientiousness• Persistence• Technical skills• Great memory• Disinterest in office politics(Lee and Carter, 2012)

“Who do you think made the first stone spears? The Asperger guy. If you were to get rid

of all the autism genetics, there would be no more Silicon Valley.”

~ Temple Grandin, Ph.D., professor, speaker, author, inventor and a person with Autism

(BrainyQuote.com)

Economic Costs and Trends of Autism

• The incidence of autism grows from 10 – 17% per year, now 1 in 88 children under age 21.

• The total annual cost of autism is $60 billion.• Sixty percent (60%) of costs are in adult services.• The cost of lifetime care can be reduced by 2/3 with early

diagnosis and intervention services. • The cost to support an individual with autism over the

lifespan is estimated to be $3.2 million.

(Autism Society, 2012)

Employment Data• The employment rate for people with ASD is 25-30% nationally, 25% in Texas

(this is lower than most other groups with disabilities.) (Erickson and von Schrader, 2012)

• People with autism work fewer hours and receive lower pay than people with other disability diagnoses. (Sanford et. Al 2011)

• Seventeen (17%) of Texans with autism receive Social Security Income (www.ssa.gov)

• Most people with ASD live at home and are financially dependent on their families. (Easter Seals, 2008)

• A 2003 study estimated there were between 55,000 and 121,000 adolescents with autism in the U.S. (Fombonne, 2003)

• Multiply that number by the annual growth of the incidence of autism, and it is easy to see why employment for people with ASD is an important topic.

Types of Employment• There are three levels of daytime activities included in

“employment” figures:1. Competitive employment- “Gainful” employment, without supports, working more hours for more pay (27+ hours/week)2. Supported employment- Vocational rehabilitation services are utilized for placement and coaching; work fewer hours per week for less pay (22 hours/week or less)3. Sheltered workshops- Self-contained environment without inclusion of neurotypical peers, often unpaid

(Taylor & Seltzer, 2010; Schaller & Yang, 2005)

Employment of People with ASD by Type

Competi-tively Em-

ployed; 16%

Supported Employ-

ment/Job Training/

Some School- Some

Combina-tion; 51%

College Only; 3%

Sheltered Pro-grams/No en-

gagement; 30%

Adapted from data in (Sanford et al., 2011)

An Interesting, yet Disturbing Trend

• Higher functioning people with ASD (IQ>70) are three times less likely to have a daytime activity than people with autism and a concurrent intellectual disability. (ID)

(Taylor &Seltzer, 2010)

• Individuals with higher functioning autism may be technically capable of work, yet the symptoms of their ASD prevent them from being able to understand the social norms of the workplace and to perform adequately within that environment. Because they function at a high level, they may not be eligible for the vocational rehabilitation supports that could positively affect their employability status.

(Lee & Carter, 2012)

The Case for Post-Secondary Rehabilitation Support Services for People with ASD

• The focus for higher functioning youth with ASD is on post-secondary education; however, even if they succeed in earning a degree, they do not have the interviewing and social skills to obtain and retain employment.

(Lee & Carter, 2012)

• Research supports the need for vocational training for higher functioning people with ASD that addresses interviewing, workplace social training, employer expectations, working effectively with others, and self-advocacy. This can help them become more self-determined.

(Lee & Carter, 2012; Schaller & Yang, 2005)

• “Young adults with intellectual disabilities who were more self-determined were more likely to be employed and experience financial independence in the early years after high school.”

(Lee & Carter, 2012; Wehmeyer and Palmer, 2003)

The Case for Post-Secondary Rehabilitation Support Services for People with ASD

• In a study of 2,913 youth with autism, the authors recommend expanding job placement services for more clients. Youth with ASD who received these services were four times more likely than those who did not to be employed.

(Migliore et al., 2012)

• FUNDING AND JOBS MUST BE MADE AVAILABLE TO SUPPORT THE UNDERSERVED YOUTH WITH HFA IN POST-SECONDARY EMPLOYMENT TRAINING!

Why is This Important???• With the current economic conditions and high unemployment rate among the

general population in the U.S., it is critical that more people with autism receive vocational preparation support and social skills training in order to optimize their likelihood to find and maintain competitive employment.

• These individuals could possibly become more financially self-supporting, without having to rely as heavily on their families or on government entitlements. They could “work themselves off the system.”

• People with autism struggle with profound deficits, yet they also possess impressive personal characteristics that make them a valuable employment resource.

• The public must learn about these strengths so that individuals with ASD can be more profitably integrated into the work force and the community in general.

What Makes People With ASD Good Employees?

Remember the Strengths of Autism?

• Attentive to precise details that neurotypical people miss

• Meticulous about rules, accuracy and routines

• Focus and Concentration• Loyalty• Efficiency• Productivity• Reliable, on time and not truant• Conscientious• Persistent• Technically proficient• Great memory• Disinterested in office politics(Lee and Carter, 2012; National Autistic Society, 2004)

Employer Priorities for Potential Employees

• Personal integrity• Honesty• Following rules• Showing respect for authority• Being on time• Few absences• Accuracy• Productivity• Hard-working• Loyalty• Technically proficient• Avoids office politics• Less Turnover(Lee and Carter, 2012)

NOTICE ANY PARALLELS????????????

What Industries and Careers are a Good Match for People with Autism?

• Food Service• Retail• Manufacturing• Animal Husbandry/ Agriculture• Office Support• Finance/ Accounting• Graphic Arts/ Design• Music• Architecture• Engineering• Academia• Journalism• Technology• Quality Control

Corporate Success Stories: Specialisterne

• Specialisterne (“The Specialists”), a Danish company owned by the parent of a child with ASD, has 35 employees with autism, with 46 others in training.

• These employees have become highly-trained specialists in software testing and data conversion.

• Founder Thorkil Sonne recognized the strengths people of with ASD and created the opportunity for them to utilize those skills, charge premium rates for their services and allow them to be successful professionals.

(Bornstein, 2011)

Speicalisterne Results• Clients include Microsoft, Oracle, Deloitte and Nokia, and Specialisterne is

poised to increase revenues by 40% this year.

• Thorkil’s clients commented how they know the employees do not cut corners, which saves money. “A bug found in the production phase of a software product can cost 50 to 100 times more to fix than one caught in the design or testing phase.”

• The company has inspired over 60 other companies from 6 countries to replicate his program design, including a Chicago-based software tester Aspiritech.

(Bornstein, 2011)

Corporate Success Stories: The Home Depot

• Home Depot founder Ken Lagone heard about concerns of parents of children with ASD, and founded “Ken’s Kids Inc.,” a nonprofit agency that provides job training and placement. Ken’s Kids serves adults with autism and other developmental disabilities in multiple states and corporate partners.

• Home Depot has employed people with disabilities in over 50 stores. They hired a specialist to facilitate the program, which is comprehensive to meeting the needs of employees with disabilities, creating successful placement and retention.

• The cost is $3,200 per worker, which is not a large investment for loyal employees. Turnover is a much more expensive venture.

(Owens, 2010)

Other Corporate Success Stories:

• Microsoft• Sun Microsystems• Cisco Systems• IBM• Goldman Sachs• Best Buy• Walgreen’s• CVS Caremark• Kohl's Department Stores• Outback Steakhouse• Giant Food• TIAA-CREFF (Agriculture)

A common theme among these companies is that they see the benefits of tapping an underutilized work force, and in being a true community partner. They

don’t see it as charity, they view it as good business practices.

(Owens, 2010)

What Needs To be Done to Accommodate Workers with ASD’s?

• Hiring:• Adopt alternative interview techniques, such as refraining

from ambiguous, open-ended questions and imaginary scenarios

• Remember that concrete thinkers struggle with abstract concepts

• Stick to yes and no questions, and ask about concrete experiences

• Allow the candidate to demonstrate a skill, rather than describe it

(Johnston-Taylor, 2007)

Workplace Accommodations • Network with vocational trainers or service agencies to identify potential jobs, corporate culture,

and possible areas of accommodation• Consider creating a position in human resources for a qualified, experienced job coach to run your

program to enhance positive outcomes• Get management and staff “on board” and provide training • Clearly establish a no-tolerance policy for bullying• Match positions to the strengths of the applicant• Assign a peer trainer for a transitory period of time to help the trainee learn the expectations of the

job and the corporate culture• Allow or provide a quiet workspace, or one that supports the employee’s sensory needs (lamps vs.

fluorescent lights, earplugs, noise-cancelling headphones, work standing up, etc.)• Allow breaks as needed, with specific boundaries and rules• Divide large project deadlines into smaller parts with intermediate deadlines• Use direct and specific direction on instructions• Give frequent and direct feedback• Avoid metaphorical language, idioms and slang• Use a calm and supportive approach when correcting• Post organizational tools and strategies, such as visual schedules or reminders • Be specific about arrival time, lunch time, and leaving time

(Johnston-Taylor, 2007)

“The Dandelion Philosophy”

“Depending on your point of view, a dandelion is either a valuable herb – a source of iron and vitamin A, with many medicinal qualities – or a

weed that invades your garden. A weed is a beautiful plant in an unwanted place. An herb

is the same plant where it is wanted. Who decides if something is a weed or an herb?

Society does.”~Thorkil Sonne, Founder, Specialisterne

(Bornstein, 2011)

References

Ballaban-Gil, K., Rapin, L., Tuchman, T., & Shinnar, S. (1996). Longitudinal examination of the behavioral, language, and social

changes in a population of adolescent and young adults with autistic disorder. Pediatric Neurology, 15, 217-223.

Bornstein, D. (2011, June 30). For some with autism, jobs to match their talents. The New York Times. [Electronic version].

http://opinionator.blogs.nytimes.com/2011/06/03/putting-the-gif…

Boutot, E. & Myles, B. (2011). Autism spectrum disorders, foundations, characteristics and effective strategies. New Jersey:

Pearson Education, Inc.

CBS News Staff (2012, August 22). One in three adults with autism lack professional experience, worrying experts. Retrieved

November 29, 2012 from http://www.cbsnews.com/8301-504763-57433744-10391704/ one-in-three-adults-with-autism-lack-

professional-experience-worrying-experts/.

Easter Seals (2008). Living With Autism Study. Retrieved December 1, 2012, from http://easterseals.com.

Erickson, W., Lee, C., & von Schrader, S. (2012). 2010 Disability Status Report: Texas. Ithaca, NY: Cornell University Employment

and Disability Institute (EDI).

Fombonne, E. (2003). Epidemiological surveys of autism and other pervasive development disorders: an update. Journal of

Autism and other developmental disorders, 23, 365-382.

Harvard School of Public Health, (2006, April 25). Autism has high costs to U.S. Society. Retrieved November 29, 2012, from

http://www.hsph.harvard.edu/news/press-releases/press04252006.html

Hendricks, D., Wehman, P. (2009.) Transition from school to adulthood for youth with autism spectrum disorders. Review and

recommendations, 24, 77-88.

Holwerda, A., van der Klink, J., Groothoof, J., Brouwer, S. (2012). Predictors for work participation in individuals with an autism

spectrum disorder: a systematic review. Journal of Occupational Rehabilitation, 22, 333-352.

Howlin, P., Goode, S., Hutton, J. & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and

Psychiatry, 45, 219-229.

Lee, G. and Carter, E. (2012). Preparing transition-age students with high-functioning autism spectrum disorders for meaningful

work. Psychology in the Schools, 49, 988-1000.

Migliore, A., Timmons, J., Butterworth, J. & Lugas, J. (2012). Predictors of employment and postsecondary education of youth

with autism. Focus on autism and other developmental disabilities, 53, 176-184.

Owens, D. (2010, June 1). Hiring employees with autism. Society for Human Resource Management, 55, 6. Retrieved November

30, 2012, from http://www.shrm.org/publications/hrmagazine/editorialcontent/2010/0610/Pages/0610owens.aspx.

Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., and Shaver, D. (2011). The post- high school outcomes of

young adults with disabilities up to 6 years after high school. Key Findings From the National Longitudinal Transition

Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI International.

Schaller, J. & Yang, N. (2005). Competitive employment for people with autism: correlates of successful closure in competitive

and supported employment. Rehabilitation Counseling Bulletin, 49, 4-16. 

Taylor, J. & Seltzer, M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum

disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566-574.

Wehmeyer, M. & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: the

impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.

http://www.autism-society.org/about-autism/facts -and-statistics.html.

http://www.autismspeaks.org.

http://brainyquote.com/quotes/authors/t/temple_grandin.html.

http://www.ssa.gov/policy/docs/quickfacts/stat_snapshot.