Success SeminarDeveloping a Job Search Preparation Class for Students with

Autism Spectrum Disorders (ASD)

New York State Career Development Association

Buffalo, NY

Janine Rowe, MSEd., NCC

Career Counselor

Office of Cooperative Education and Career Services

Rochester Institute of Technology

Objectives

Identify common

barriers in career

development in

individuals with ASD

Objectives

Be able to identify

• Tools

• Resources

• Assessments

to support the career

development of

individuals with ASD

Objectives

“Speak the language” of

a job seeker with ASD

Be able to recreate job

search course from

start to finish

ASD on the job: Benefits

Diversity

Enhanced

communication

Skills

Characteristics

Efficiency

ASD on the job: Challenges

Interests may not

lead to successful

career

Organizational

Challenges

Importance

of work

environment

Adjusting to

the neurotypical

viewpoint

Development of Success Seminar

Began in 2009

One class per term

Pass/Fail

Meets 1x per week for 1.5

hours

Results

Spectrum Support Program

(SSP)

Office of Cooperative

Education and Career

Services

Disability Services

1.1 Connect Students with Career Options

Highly defined interests

Desire to connect interests and

career

May have no idea

May have a very clear idea

1.2 Connect Students with Career Options

Assessments

Interests Careers

Skills

Occupational Research

What’s in a name?

1.3 Connect Students with Career Options

Connect interests and

skills with occupations

Building blocks for

interview prep

Manage unrealistic

expectations

2.1 Understand Importance of Work Environment

Technical areas vs. “soft

skills”

Common areas of challenge

“Friendly” environments

2.2 Understand Importance of Work Environment

Self-accommodation

Disclosure training

Productivity “Drill”

2.3 Understand Importance of Work Environment

Encourage self-

advocacy

Continued occupational

research

Give (tough) feedback

3.1 Adjust to Their Audience

Perspective-taking

Values

Why does the employer

care so much?

3.2 Adjust to Their Audience

6 Steps to Interview Prep

1) Making a good first impression

2) What to wear and bring

3) Common questions

4) Behavioral-based

5) Mock interviews

6) Mock interviews

3.3 Adjust to Their Audience

Provide NT

“Translation”

Feedback and coaching

Encourage perspective-

taking

Networking “Final”

4.1 Acquire Job Search Competencies

Overwhelming

Lying vs. Marketing

4.2 Acquire Job Search Competencies

Resume writing

Cover letter

“How to Work a Career

Fair”

Elevator pitch

Digital Dirt

4.3 Acquire Job Search Competencies

Feedback

Provide safe place to

practice

5.1 Effectively Execute Job Search

Decode a job

description

Stay on track

5.2 Effectively Execute Job Search

Beyond job boards:

Checklist

Time management:

What to do and when

Do’s and Don’t’s

5.3 Effectively Execute Job Search

Decoding job

descriptions

Non-negotiable vs Negotiable

Advanced ability vs Proficiency

Feedback

Next steps…

1 term =

2 semesters

Field trips to

work sites

Nurture

relationships

Alumni

give back

A note about terminology

“Neurotypical” or “NT”

“Aspie”

“Autie”

“Asperger’s”

“HFA”/ “High Functioning Autism”

Person-first language

5 things you can do in 5 minutes

1) Follow Autistic Self-Advocacy Network (ASAN) on Facebook

2) Research ASD related events in your area

3) Brainstorm potential mentors

4) Bookmark Job Accommodation Network

5) Read “The Autism Advantage” on Nytimes.com about Specialisterne

1 thing you can do in 1 hour

1) Watch Neurotypical on POV on PBS

References

Autism Spectrum Disorder Data and Statistics

DSM-V Implementation and Support

Preparing Youth with Autism Spectrum Disorders for Adulthood: Employment

Bissonnette, B. 2013. The Complete Guide to Getting a Job for People with Asperger’s Syndrome. Jessica Kingsley Publishers. Philadelphia.