A one-minute commercial can set the tone for any networking opportunity, cold calling, or interview. It is important to have something that sets you apart because, as I discussed in a previous blog, a majority of the job market is hidden. Although it can be daunting to develop a commercial, a polished one-minute speech can give you the opportunity to tell someone about your skills, and what type of opportunity you are looking for. This is an important step to take before beginning cold calling, sending out resumes, and interviewing, because it allows the individual time to assess their skills and pick out what is important to highlight. So how do you go about completing an elevator speech? I will outline a few simple steps that we have found effective that will help you work on yours.
(Information from: Purchase College Career Development Center)
- Think about at least 2-3 things you have accomplished
- Select two of your skills that relate to your career goal
- List 3 personal qualities you possess
- Write down some details about your accomplishments, skills, and personal qualities
- Write out a story/script that wraps up STEP 1 and first part of STEP 2
- Practice reading the script
- Get it down to 60 seconds or less
- Try out your commercial on family and friends – Ask for suggestions
- The more you practice the more confidant you will feel!
The one-minute commercial will shift over time as you gain more experience and change jobs. You may have more than one commercial or speech as your job hunt continues. This is a powerful tool that individuals with Asperger’s/HFA can use to set the tone for their interview, and present the reasons they should be hired!
by Maggie Cromeens
Like almost anyone else, breaking into the subject or field of leadership presents itself as a significant challenge. With many responsibilities to consider and to fulfill, an exemplary leader must have confident power in communication, creativity, competence, ethics, organization, and decisions, just to name a few. Unfortunately, most youth and adults with Aspergers Syndrome often have difficulty in any one of these things. Typically, they desire to be able to learn from others, rather than lead by example themselves for the same reasons that most people fail to become leaders. Often times, they fear failure, rejection, or unfamiliar tasks and responsibilities, or all of these things.
However, the myth that leaders are born, rather than made, is untrue and many prominent leaders throughout history dispelled it time and time again.
Primarily because most of them faced significant (sometimes extreme) odds to get to their current positions and to form the amazing personal images that they have. Many Aspergers youth and adults can take it upon themselves to work hard to achieve such standout images for themselves.
Initially, entering the leadership arena sounds difficult. Here are a few suggestions to get started:
1. Establish a conceptual foundation in your own mind:
To understand the keywords of quality leadership; understand how you can embrace them; realize the mistakes you make and learn from them as you progress.
2. Study communication tactics and picture yourself using them:
How do you look (appearance to others) and sound when you communicate? The best communicators prepare and deliver their messages well. If a message provides aid, insight in a necessary, moral, and honest manner, it will serve its purpose. Also, use your own feelings to acknowledge if a message has complete clarity and usefulness or if it requires modification. The next step helps with this process.
3. Develop power and structure statements:
One of the hallmarks of Asperger’s Syndrome (AS) is that individuals often have strong points of view, and they have trouble seeing other points of view as equally valid. Most see themselves as extremely logical and therefore right in their conclusions; for them, the points of view of others can seem illogical. This is often perceived by neurotypicals as being oppositional, stubborn or lacking empathy.
What’s interesting is that often when people think they’re being logical, research shows that their emotions can be driving their cognition. Emotions are frequently substantial influences in people’s thinking without their knowing it. In his eloquent writing for LinkedIn, Kristopher Jones makes clear what is my experience as well:
People with AS can have very strong feelings.
Peter Salovey and Marc Beckett of the Center for Emotional Intelligence at Yale University www.ei.yale.edu have done compelling research on the topic of feelings influencing thinking. In one study by Brackett and his colleagues on the influence of teacher emotion on grading practices, they took a large sample of middle school teachers. Using techniques demonstrated to be effective to induce a positive or negative frame of mind, they had half the teachers influenced to be positive and half to be negative. All were given the identical essay to grade. The scores given by the two groups differed by 1 to 2 grades, yet all of them were certain that mood had nothing to do with their scoring.
Why is this significant for people with AS?
The Dialectical Behavior Therapy model of cognition suggests that we all have a logical mind and an emotional mind.
It’s where these two overlap (are integrated) that genuinely “wise” thinking can get done. Otherwise, we’re unaware (like the teachers) of the extent to which emotion that hasn’t been acknowledged is dictating what seems to be logical thinking. Most AS/NLD individuals I know operate out of one kind of mind or the other, but fail to meaningfully integrate the two.
I worked with a young man who was very reactive to what he perceived as criticism. A person who criticized him at a temporary job became someone he never wanted to see again; in fact, the entire setting became somewhere to be avoided.
He felt this was logical – you don’t go where you are treated badly.
For many with Autism a fear of driving stems from anxiety that can result from being pulled over by an officer of the law. In some cases, fear of just that very scenario is the reason many never pursue obtaining their driver’s license.
Good communication skills and actions are key to making an already stressful situation go without incident for anyone, but with the diagnosis of autism, Aspergers, or speech impediments misinterpretation is almost a certainty. Dr. Louise O’Donnell, who specializes in Clinical Child & Adolescent Psychology at UT Health Science Center in San Antonio Texas, offers suggestions to make a ‘pull-over’ go without incident.
Dr. Louise O’Donnell/UTHSC : Part 1
Things to remember when you are pulled over:
(The following article by Staff Writer, Rene A. Guzman, originally ran in the San Antonio Express-News on November 19th 2018)
It’s been more than a dozen years since Jennifer Allen first learned that her oldest son, Sam, had Asperger Syndrome, now diagnosed as high-functioning autism. And still she remembers how fast her sadness turned to relief.
At last she knew why Sam, who was 10 at the time, always isolated himself from the other kids in class. Why he could never finish a sentence without losing his train of thought. Why despite being bright his grades suffered.
“I knew that I’d be able to understand my son a lot better,” Allen said. “It was a breakthrough.”
It was also the beginning of a mission to help other families identify and understand Asperger’s, with Sam as both guide and inspiration for how to succeed with such a complex and often bewildering neurological condition.
“Eventually we got the hang of how to deal with my autism,” said Sam Allen, now 23 and about to graduate from college with a degree in engineering. “But we decided we wanted to give these other parents the opportunity to get the information that they need in order for their child to cope with their autism. We didn’t want them to be in the same position we were, when we were in the complete dark about autism.”
That’s why mother and son founded Aspergers101, a San Antonio nonprofit dedicated to educating and empowering all lives touched by Asperger’s and high-functioning autism.
Technology and exercise? I know what you are thinking, how can I use a fitness product like a smart watch or fitness bracelet to get my child to exercise? Do I need to or am I financially able to purchase a fitness product like that? What if they don’t like it or use it and I’ve already spent the money buying it. Is there setup of the product or is it ready for use?
Technology can be overwhelming but can also be very useful. The amount of fitness products out there is tremendous, but they each serve a purpose and a specific fit for someone. Today’s discussion will be on technology use during exercise but it will take a different perspective than you think.
Video Game Systems
Video game systems can be a contributing factor to our kids becoming less active. It is difficult for kids to move away from technology altogether so why not make it work for us? Video game systems have games available for purchase that are fitness/exercise oriented in which the person becomes the game controller.
For example, the Wii game system has: Just Dance 2016, EA Sports Active 2, and EA Sports Active NFL Training Camp. Similar game systems like the Xbox have the following games: Xbox Fitness, Nike Kinect Training, or Playfit. Lastly, the PlayStation has games like: Move Fitness, Zumba Fitness, and Sports Champions. These games use the person’s movement as a way to control the game. So, by dancing and moving you can get your kiddos to burn some calories while having fun.
Informational interviewing is an important tool to use with all three practices we have discussed. Informational interviewing is the act of gathering information about the career field, and specific companies you may want to work for. These are usually informal interviews that take place inside a company that you have an interest in.
Often times when we are doing a work assessment with our clients we are also conducting an informational interview to learn more about the culture, the work, and the environment that our client will be joining. This way we can make a better-informed decision if it’s a good fit.
You can also use informational interviewing by calling employers using your script we previously discussed. You could ask them questions such as:
Drivers with ASD, especially those who have little experience, often neglect to learn about vehicle maintenance. They do not receive car maintenance information in driver’s education courses and may feel persuaded to initially think that it does not matter.
Unfortunately, when lights come on in their cars or if their cars unexpectedly die on them, they may become confused as to how to deal with such situations. Parents must educate their driving children, especially those with Aspergers, about the various situations that could arise when transportation fails. These issues include schedule changes and a dependency on alternative transportation.
The best advice one can receive about effective support for college students diagnosed with ASD comes from, of course, students themselves. Kristopher Kirk graduated from Marshall University with a Bachelor of Science degree in Engineering (with an emphasis in Civil Engineering) in early December, 2014. At a university-sponsored Parent Weekend event, Kristopher – who has received supports from MU’s college support program during his four years at the school – provided these insights about his college experience.