Autism Therapy: employment

definition of employment: When someone is hired for a job and paid to perform tasks.

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Journal of Autism and Developmental Disorders, by Lawer, L., Brusilovskiy E., Salzer MS, and Mandell DS, published in 2009, summarized Jun 9, 2009

With on-the-job support, adults with autism can do well at vocational rehabilitation service jobs.

This study looked at job success for adults (18-65 years old) who worked in the U.S. Vocational Rehabilitation Service. There were 382,221 adults in this program in 2005, and 1,707 of them were diagnosed with autism. The adults with autism were given the most expensive support services while working. Intervention included job coaching, follow-up, and job retention services. At the end of their program, 42% of adults with autism were employed in a competitive job, 2% were working in a sheltered setting, and 56% were not employed. Adults with autism had higher success rates than adults with other disabilities. The success of employment was higher with more on-the-job support.


Autism, by Cimera, RE, and Cowan RJ, published in 2009, summarized Apr 28, 2009

While adults with autism may hold jobs, they tend to work fewer hours and earn less in wages than people with other disabilities.

The purpose of this study was to explore both the costs of services received by adults with autism and the outcomes that these adults achieve as a result of the services/costs. The study found that the number of adults with autism increased every year of the study (2002-2006). The costs of services acquired by adults with autism were higher than most other people served by vocational rehabilitation. The cost of serving people with autism seems to have decreased with time, despite the increase in people with autism (2002-2006). Outcomes for adults with autism were mixed.


Journal of Intellectual Disability Research, by Garcia-Villamisar, D., and Hughes C., published in 2007, summarized Jun 4, 2008

Jobs (work therapy) may help adults with autism get smarter.

This study was designed to see if people with autism have higher cognitive function after three years of working at a job (supported employment program). The authors found that people with autism who were given a cognitive test scored higher on the test after three years of working at a job. People with autism who were not given a job did not score higher on the cognitive test after three years of not working. Thus, training for a job and working at a job can help the brain to work better. The study had only 44 adults.


Career Development for Exceptional Individuals, by Hillier, A., Campbell H., Mastriani K., Izzo MV, Kool-Tucker AK, Cherry L., and Beversdorf DQ, published in 2007, summarized Dec 24, 2007

Individuals with autism can be good at entry-level jobs.

This study looked to see whether a two-year job support program was able to help adults with autism. They found that the job support program increased employment rates and income for people with autism. The employers gave the workers with autism high scores for many job skills. The workers with autism said that they were happy with their jobs and agreed that their jobs were useful. The authors note that more time should be spent helping workers with autism to befriend co-workers.


Fred and Alicia Harmon originally opened Lil’ Treasures Shoppe in order to increase the family's income. But with two older children, and twins with autism, they decided that the Amarillo Texas thrift store might one day become a place for the twins and others with autism to find employment. In the meantime, Lil’ Treasures serves as a place for the twins to learn social skills and for other families with autism to stop in and find support. The boys also receive applied behavior analysis (ABA) at the autism program at Texas Panhandle Centers.

Read original article: Parents Hope Learning Changes, Thrift Store Will Help Sons Grow


Stella Spanakos, mom of a son with autism, has launched two new centers in the Port Washington area. Nicholas Center for Autism, named for her son, is a facility that focuses on life skills for people with autism. Clients learn improved communication and job training. Spectrum Designs is an offshoot of the Center and provides employment for people with autism as well as custom-made apparel, accessories, and special event favors all created by people with autism. Spanakos and her co-founder Nicole Sugrue are convinced that parents want the best opportunities for their children with autism. She and Sugrue hope that both the Center and Spectrum Designs will fill that need.

Read original article: New Autism Center Opens in Port Washington


Several factors have increased the possibilities for young adults with autism to get fulfilling jobs in Singapore. The Autism Resource Center (ARC) is creating a job center in early 2012 that will teach employment skills to young adults who have graduated from school, but not yet entered the workforce. The YMCA Singapore is joining with the Danish group, Specialist People, to match workers with autism to specific jobs. In addition, Singapore’s laws have made it more difficult to hire foreign workers, so there are many job opportunities for workers with special needs. More and more Singapore businesses are realizing that employees with special needs can be reliable and hard working. Finally, the Enabling Employers Network is an alliance that promotes hiring people with autism and other disabilities.

Read original article: A Helping Hand for People with Autism in the Workforce


In this article, Wrightslaw, special education advocates, provide information on helping teens with autism transition to adulthood. Did you know that by age 16, students covered by IDEA are required to have a transition services plan (TIEP) in place? Some issues to consider in the transition plan include: vocational rehab, counseling and training; college; career trade or profession; integrated employment; adult services; assistive technology; and independent living. If you need help during these transition years, you can contact the National Disability Rights Network (NDRN). NDRN is the federally-mandated organization to protect and advocate rights for people with a range of disabilities.

Read original article: Transitioning to Adulthood Poses Challenges for Those with Autism



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1. Take Responsibility

It's time you take responsibility for your role as your child's voice in their education and of the state their education is in. This does not mean that you are solely responsible for mishaps, but if we are going to move forward with you becoming an equal member of the team, you must know your role.

From this point forward you will be responsible for consciously choosing the most effective action in any special education situation. You will be in charge of increasing your credibility and influence with the team. You will develop behaviors and actions that will not only improve your own effectiveness, but you will strengthen the entire special education team.

2. Create a Mission

Every parent is given a voice in their child's IEP. It's time to use yours effectively and strategically. No longer will you hesitate on your input into the IEP.

It's time to create your child's Education Mission Statement. This will include a clear definition of educational outcomes at the end of their school career. Included in your plan are descriptive qualities of your child's education that will assist them in achieving their outcomes.

3. Plan for Success

Educational success and mastery does not happen by accident. Only using consistent approaches when collaborating with the IEP team will produce results. You must create a systematic approach that works for you in becoming an equal member of the IEP team.

It's time for you to gain a reputation for excellent follow-through and superior input on your child's top educational priorities. By developing and communicating priorities within the IEP, you will see consistent movement and progress towards the desired outcomes.

4. Develop A Winning Strategy

Team collaboration for IEP success is mandatory. Every team member needs to clearly understand both short and long term education goals. Everyday must be a new effort to achieve.

As an equal member of the team, you can find ways to share recognitions of success without fear of diminishing the weaknesses which still need to be addressed. It's time to create effective, long-term professional relationships with the IEP team. With mutual respect between IEP team members, the child wins.

5. Listen, Learn, Teach

It's your turn to listen, learn and teach. Listening to IEP team members with an open-mind to their perspective can bring new insights to your role on the IEP team. Learning from IEP team members will broaden your information for decision making. Teaching the team your knowledge and expertise about your child will keep the focus on your child's unique needs.

Listen, learn and teach are skills which require practice and adjustment within each team. However, when these skills are mastered you will have greater influence to lead your child's IEP team. You also will develop faster problem solving skills.

6. Cooperate

Understanding differences and how the contribute to innovative and better solutions is key to IEP team success. You never will agree with every team member. Your child needs you to develop the skills to cooperate with their team to create a better program education program.

The action of cooperation includes learning how to value other team members, their knowledge and their participation on your child's team. The goal of cooperation is to integrate every team member's best idea. With integrated solutions, a special education program has the potential to be much greater than an individual strategy.

7. Maintain Accountability

Accountability of all team members, including yourself, is key to long-term success. The purpose of your child's IEP, as stated by IDEA, is to prepare for Further Education, Employment and Independent Living. This is not a sprint of learning, but a marathon in life preparation.

By practicing these 7 strategies consistently you will bring your child's education to a higher level than ever imagined.

Copyright 2009, Precision Education, Inc. All Rights Reserved.
"Providing you with the information and help you need to change your child's special education outcomes."

Precision Education, Inc. www.precisioneducation.com (815) 302-1273 / (800) 432-0170


The National Association of State Directors of Special Education provides a list of their state directors. "NASDSE has been providing dedicated leadership to continuously improve educational services and outcomes for students with disabilities in the states and federal territories. Focusing on aligned policies and practices to improve educational outcomes for students with disabilities is critical to ensure their full participation and contribution in education, employment and society."



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