TEACCH Autism Program Services Across the Lifespan
Employing Adults on the Autism Spectrum
Laura Grofer Klinger, Ph.D.
©TEACCH Au)sm Program
Changing Prevalence of ASD
• When TEACCH was created in 1972, the rate of ASD was 1 in 2500.
• 2002: 1 in 150. • 2006: 1 in 110. • 2008: 1 in 88. • 8 year olds in 2002
are now 20 years old. Center for Disease Control and Preven)on (2012).
©TEACCH Au)sm Program
Increasing Rates of Adults with ASD
• Based on these estimates, we will see a 78% increase in demand for adult services for individuals with ASD in the next 6 years.
• The number of individuals with ASD using Vocational Rehabilitation services rose a dramatic 121% from 2002 to 2006 (Cimera & Cowan, 2009).
What you do for a living
Where and how you live (urban/suburban/rural)
Membership in religious/ community organizations
Friends or acquaintances
Marital status and/ or nuclear family
Whole Person View
Postsecondary Education and Employment (19-23 Year Olds)
9.3
34.7
55.1
34.9
0
20
40
60
80
100
Vocational Training
2 or 4 Year College
Paid Employment
No Activities
Per
cen
t
(NLTS2 Study; Shattuck et al., 2012)
Full-Time Employment (21-25 Year Olds)
20.9
39.7
62.8 73.3
0
20
40
60
80
100
ASD Intellectual Disability
Langugae Disorder
Learning Disability
Per
cen
t
(NLTS2 Study; Roux et al., 2013)
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Young adults with ASD without an intellectual disability are three times more likely to have no daytime activities compared to adults with ASD who have an intellectual disability.
Taylor & Seltzer, 2011
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ASD Challenges to Successful Employment
• Learning Styles (Organization/Attention): – Need specific and detailed job expectations. – Need organized work environment to improve accuracy and
productivity.
• Social Skills: – Difficulties understanding the perspective or “theory of mind” of
colleagues can lead to social “faux pas” in the work or college setting.
• Emotion Regulation: – High anxiety can lead to poor emotion regulation. – Sensory processing difficulties can lead to emotional outbursts.
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ASD Strengths for Successful Employment
• Visual processing. • Focus on details. • Ability to complete tasks with clear rules
and structure. • Often the most committed employees.
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Promising Transition Programs
• Project Search (Riehle, 2006). – High school “internship” model. – 87.5% employed after participation (Wehman
et al., 2013). • TEACCH School Transition to Employment
(T-STEP) – 14 week school based intervention. – Targets organization, social skills, emotion
regulation.
©TEACCH Au)sm Program
Updated 1-1-2012
TEACCH Supported Employment
• Individuals Placed in Employment: 500+ • Current Individuals Supported: 250 • Number of Job Placements: 600+ • Salary (hourly) $7.15-21.00+ • Hours Worked per Week: 3 – 45 • 12 month Employment Rates: 85%
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Characteristics of Successful Employment Programs
• Match the unique strengths and interests of individuals with ASD with the job.
• Provide supports for organization, social skills, emotion regulation.
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Balancing Business & Service Delivery Needs
• How can small businesses support the organization, social skills, emotion regulation needs of adults with ASD?
• What is the definition of success? – Part time or full time employment? – Salary? – Life satisfaction? – Number of individuals employed or
revenue generated?
©TEACCH Au)sm Program
Balancing Business Practices with Non-Profit Goals
• The question is not “how much money do we make” but instead how can we develop a sustainable business that delivers superior performance relative to our mission (Collins, 2005).