Aspergers101 presents: Dr. Temple Grandin Tips for Interviewing Success
Statistically, 75% of persons diagnosed with High Functioning Autism / Asperger Syndrome are either under or unemployed. This is a travesty for them, their families, society and businesses. These staggering numbers cannot be ignored! There are various reasons for unemployment mainly the challenges that come with autism such as sensory sensitivities and workplace social expectations.
However, alongside challenges, there are many positive traits such as:
Ability to focus intensely for long periods
Enhanced learning ability
Deep knowledge of an obscure or difficult subject resulting in success scholastically and professionally when channeled.
Honest & hard workers who make for excellent employees when painstaking & methodical analysis are required.
Aspergers101 is proud to offer our readers suggested ways to overcome employment challenges, specifically the interview process. Dr. Temple Grandin is known worldwide for her successes with invention but in order to get to that plateau, she had to self test ways to get her foot in the employment door. As a person diagnosed with Autism, Temple share those personal techniques and interview skills below.
Don’t go into an interview cold turkey…prepare a well thought out presentation!
Neatly show your work, presentations, articles, etc.
Today, we are living in the digital era. The general population in developed countries takes pride in unprecedented access to mobile technology. After all, a major hub of compelling content is right at their fingertips. From the ability to check the weather, to video and photo sites, to self-help materials; the latest in this technology offers a sense of awe to every user.
Unfortunately, most people in the Millennial Generation only use this technology for entertainment, rather than educational purposes. This can be viewed as an unproductive waste of time. However, there are countless applications that offer aspies (and anybody else) chances to learn about many different topics.
Newly learned skills from mobile apps can encourage the aspie to re-organize their lives in various beneficial ways, no matter what exactly that means for each individual user. From basic living skills to the aspie’s strongest interest, to establishing a professional image, to lifelong learning; an aspie can use a series of suitable apps that opens many doors to personal prosperity.
Virtually all types of devices, such as the iPhone 6, the tablet, and MacBook Pros, provide unlimited access to application stores. In the case of the iPhone 6, the treasure box of content on the App Store serves as a place to obtain rich digital content.
With this, an aspie can create a customized application bulletin board for continuous intrigue and development. If this intrigue encompasses intrinsic motivation and the desire to learn every day, the aspie will grow as fast as bamboo. Eventually they stand tall over their peers as s/he become the person any parent, teacher, or stranger would admire.
In the context of self-improvement, the basic and most critical level for a strong life foundation, the aspie must directly collaborate in-person with all parties. These include family, educators, therapists, etc. to undergo an extensive evaluation of progress in all areas. Through this, the aspie develops self-awareness.
Another way to maximize self-awareness is to look at broader principles and beliefs outside of the self. The aspie should inquire about where they stands in each principle. Mobile technology’s role is to give the aspie the opportunity to accomplish these tasks through simple, practical applications.
In my 20 plus years of experience I have found that every student is different and every employer is different. This question cannot be answered in one broad answer, we are all very different. In this blog entry, I will give an example of what has worked in my position as an Autism Specialist, Job Developer and Advocate.
Billy is 16 years old and has been in a secluded classroom for 12 years. In this self-contained classroom, he is very quiet and does not feel he is like anyone else. In the cafeteria or during breaks he is made fun of and bullied due to his awkward gait, thick glasses and because he tends to keep his head down. He has very little self-esteem or self – confidence. He does not share this with anyone because he does not want to bring any undue attention to himself. Both of his parents work 40 hours a week and allow their son to come home and play video games in his room every evening. He is also allowed to eat his meals in his room each night.
Now Billy is 18. His parents would like for him to move out, get his own apartment and get a JOB.
Parents must understand that no matter how intelligent your son or daughter is if he or she does not get exposure and experience at an early age the barriers to the real world of work will take longer to overcome.
Now that Billy is 18 they are searching for resources, making phone calls and calling everyone in the Special Education department for assistance in meeting these goals.
The parents never really attended Billy’s ARD meetings together and only listened on the phone due to their work schedules. Billy was assigned a placement specialist to assist with and solve with what we call barriers to employment. The student is lost, confused and scared. He has been enabled in the contained classroom for many years and was able to isolate in his room and play video games with no chores or expectations.
Placement Specialist must first:
Establish a trusting rapport with student.
Engage with the student and go out in the community to see what volunteer or work sites are near his home.
Obtain transferrable skills that would assist with accountability and self-confidence. Learn what is socially appropriate and inappropriate.
Note that the time frame to overcome all barriers is different for each of your children.
Your ideal timeline and the reality of how long this process will take depends on the severity of barriers we must overcome to obtain gainful employment. It is our job as parents to not enable our child and to be involved in this process. To be successful in the real world of work these skills must be taught and reiterated at home before they become barriers. Parents must understand that no matter how intelligent your son or daughter is if he or she does not get exposure and experience at an early age the barriers to the real world of work will take longer to overcome.
by Raeme Bosquez-Greer/Job Adventures
Transferable Skills: Skills developed in one situation which can be transferred to another situation. They are sometimes called generic, soft or key skills
Accountability: The fact or condition of being accountable; responsibility.
San Antonio Public Library Informational Summer Series
During the summer of 2017 Aspergers101 hosted a free informational series on Aspergers at the San Antonio Public Library. We have recorded each of these valuable sessions in video and powerpoint format so that you can have access to them at any time. Below, watch the second workshop from our Informational Summer Series on Aspergers focusing on social development.
First, Jennifer and Sam Allen discuss important strategies for parents, professionals, and peers to utilize when socializing with those with Aspergers. Next, Louise O’Donnell, Ph.D. Neuropsychologist and Assistant Professor at UT Health Departments of Psychiatry and Pediatrics talks about the neurological aspects of social development for those with Aspergers and Autism.
The following are excerpts from Jennifer and Sam Allen’s powerpoint presentation on social development.
Remember when communicating with someone diagnosed with ASD:
They know what they want and don’t want.
They know what they want to get across.
They know what they feel.
What they may find challenging is finding a way to let us know what those thoughts and feelings are.
Strategies for Improving Social Integration
1. Opportunities to interact with neuro-typical children
The first strategy is to ensure the child has opportunities to observe and interact with mainstreamed children at their school. This is to ensure that their peers not only demonstrate appropriate social/emotional behavior but also are sufficiently skilled socially to know how to modify their social behavior in order to accommodate and support the child with Asperger’s Syndrome. Some children with Asperger’s Syndrome attend schools for emotionally disturbed children; such circumstances may not provide an appropriate peer group.
Every inexperienced driver can get nervous when they first begin to drive. In the case of Aspergers drivers, those nerves jangle even more, as they take in a lot more stimuli in the driver’s seat. Tension arises due to many, and frequently simultaneous, stimuli input.
These include general anxiety, excessive sunlight, car and traffic noises (i.e. horns honking), bumps, high speed, and excessively high and low temperatures in the car. Any one of these stimuli potentially triggers meltdowns and panic attacks; not ideal when behind the wheel. Fortunately, there are methods to manage and control such stimuli to make them pleasant, instead of unpleasant.
First, allow the Aspergers individual to practice driving while paying attention to the stimuli that s/he finds most unpleasant and pleasant. Then, make a plan to control it all.
Temperature and Light
With regard to stimulus management, simple adjustments often provide the necessary resolutions. For example, climate control adjusts temperature, while sun visors and sunglasses can protect against excessive sunlight and glare.
In the case of night driving, excess light comes in the form of headlights of oncoming vehicles. Looking away and using the road lines helps, as long as the driver pays attention to traffic, signs, and lights as well.
As most teens and adults with Asperger syndrome know, people with Asperger syndrome can be significantly depressed. The rates of diagnoses of depression vary among studies, from 18% to 22%. The most commonly quoted rate of a depression in the general population of the US is 6.7%. Most of the research shows both genders have these high rates of depression.
Studies focused on males and females and not those who are transgender. There are more people who identify as transgender in the AS population than in the general population and transgender people have a higher rate of depression. One would guess that someone who is both AS and transgender might have a high tendency towards depression.
Interestingly, non-autistic full siblings and half-siblings of individuals with ASD (not just Asperger syndrome) also had higher rates of depression than the general population, although at half the rate of those with ASD. Studies of suicide attempts are also very troubling. In studies of suicide, the rate of suicidal thoughts and attempts are prevalent, especially in adolescence and young adulthood.
It’s critical to identify depression, since it can be treated.
It’s obviously important to understand why rates of depression and suicidal thoughts are so high. One factor, given the findings in siblings, is that there is an increased genetic vulnerability to depression, although large studies haven’t supported a common genetic overlap. We have to look to other factors to account for these high rates of depression.
It’s important to diagnose clinical depression for anyone for a simple reason – depression is treatable with a variety of modalities:
It’s understood that bullying will happen to those who have Aspergers Syndrome, especially during the challenging middle school years. Where can you turn? One school counselor discusses your options in this edition of Top of the Spectrum News.
Many colleges and universities require undergraduates to live on campus, especially during their freshman and sophomore years. “Residence life” (calling on-campus living environments “dorms” is considered a faux pas in higher education these days) requires students to live as a member of a small, interactive society. To be an effective and successful member of an on-campus living environment, students are expected to understand and conform to social norms within residence halls. Students are also expected to pull their own weight both socially and in regard to independent living in their dorms.
Students diagnosed with ASD are sometimes challenged in independent living skill development.
Many require additional supports to learn these skills, and in recognizing when to use them. Colleges are not prepared to teach these skills to this population. Less than 5% of public, four-year institutions report employing staff dedicated to teaching independent living skills to college students diagnosed with ASD.
A successful residence hall experience requires one to understand and conform to understood norms and few colleges have employees available to teach those skills. It becomes clear that students with ASD must begin learning and mastering necessary skills prior to their transition into college.
To master the skills necessary for a successful residence hall experience, one must know what is expected for dorm living.
Participation in scheduled floor and resident hall activities, including scheduled floor meetings
Understand and follow residence hall rules
Interact socially with other students on your floor
Communicate effectively with roommate(s), including working through conflict
Interact with residence hall faculty and staff
Utilize academic support resources made available in residence hall settings
What kind of agencies are out there to connect me, and my child’s skills, to a potential employer?
My name is Raeme Bosquez-Greer. I have been an Employment Specialist for the most challenging students for over 20 years. Challenging in my vocabulary means that they are harder to place in a competitive employment setting.
All states and cities have agencies similar to the Texas Workforce Commision, a department of rehabilitation and Alamo Area Council of Governments, which I’ll refer to as “The Agencies” for the remainder of this blog. These are the main agencies the parents of a 15+ year old student can go to for their first steps in seeking training, job developing and employment. This umbrella of agencies contracts third party providers to complete services. These providers, like myself, specialize in a variety of disabilities including Autism and Neurodevelopmental challenges. We are paid commission for the services that we provide.
The Agencies mentioned above will educate you regarding all the services they offer either themselves or through the 3rd party providers. They will give you a list of providers to select from. You call the providers on the list and interview them with questions specific to your son or daughters needs and you select the provider that you want to work with.
The agency will give you example questions but you can also ask your own based on what best fits your child.
Example questions you might want to focus on are:
How long have you worked in the field of vocational rehabilitation?
What is your success rate with students with Autism or related challenges?
What are your credentials?
Describe your most challenging case and did you have a positive outcome?
What are the most common barriers to overcome for my son or daughter to become successfully employed?
For the state agencies, a student can begin the paperwork process as early as 15 years old. A vocational representative is required to be at the high school a minimum of once a week. I recommend you contact your child’s case manager frequently and ask to make an appointment with their appointed vocational representative. Start services early so that your child has time to learn the skills that they need and overcome any barriers by the time they graduate.
Your child may not know how to use language appropriately in social situations. This undeveloped social skill can cause your child to unintentionally say harmful or rude comments to others. Even when able to say words clearly in complex sentences with correct grammar, a child still may have a communication problem – if they have not mastered the rulesfor social language known as pragmatics.
Pragmatics includes three major communication skills:
Using language for different purposes
greeting (e.g., Hello, goodnight)
informing (e.g., I’m going to go to bed now.)
demanding (e.g., Turn out the lights, please.)
promising (e.g., I’m going to wake up early and make waffles.)
requesting (e.g., I would like an extra blanket.)
Changing language according to the needs of a listener or situation
speaking differently to a toddler than to an adult, or with a sibling vs. a teacher
sharing background information with an unfamiliar listener
speaking differently in a movie theater than on a playground
Following rules for conversations
introducing a topic of conversation
staying on topic
rephrasing when misunderstood
using verbal and nonverbal signals
knowing how closely to stand to others
using appropriate facial expressions and eye contact
Remember: It is important to understand the rules of your communicative situation.