The Autism Society Event and Education Recordings Archive

Individuals with autism spectrum disorders find themselves underemployed due to deficits in social skills. Florida State University’s Center for Autism and Related Disabilities developed a program addressing job interview skills for those with Asperger’s Disorder and High Functioning Autism. This session describes the curriculum, teaching methods, and program planning. Focus is given to how the topics were delivered and how several teaching methods were utilized. Evidence of improvement by participants is demonstrated with videotaped before and after mock interviews. Individuals with an Asperger’s Disorder (AD) or High Functioning Autism (HFA) have difficulty obtaining employment due to deficits in social skills, although they may be qualified for the job they are applying for.  The State of Florida has recognized the need for employing individuals with disabilities and the need to break down barriers to obtain employment.  "Florida's growing economy and job market should be open to the largest minority group in our state, persons with disabilities," said Governor Bush (APD Press Release October 18, 2006).  Governor Bush not only stated this, but during his two terms, put into action plans to encourage businesses to hire persons with disabilities with the Business Leadership Network and increased funding to disability service agencies by 159% (APD Press Release May 25, 2006.) For adults with Autism Spectrum Disorders (ASD) difficulties related to obtaining employment are well-documented in literature and often find their roots in social and grooming deficits. Because these deficits are characteristic of the disorder, direct instruction and support is essential.

This presentation will describe a project funded by The Able Trust and executed by the Florida State University Center for Autism and Related Disabilities.  The purpose of this project is to provide direct training for individuals with AD and HFA between the ages of 16-35 attempting to enter the job market for the first time.  This session will provide an overview of how the project was conducted and the development of the project curriculum. A curriculum will be provided to participants that displays the content of each class topic.  The class topics reflect portions of the interview process in a step-by-step format.  Curriculum topics that will be discussed include greetings, making small talk, presenting a professional appearance, how to answer interview questions, and how to end an interview.  Due to the social and interpersonal deficits that typically accompany ASD, additional topics included in this curriculum are those referred to as “the silent communicators.”  These important topics and examples of how they are taught in the program will be highlighted and include: reading and displaying appropriate facial expressions and body language; developing positive character, self-esteem, and attitude; making positive life choices; and learning societal etiquette.          

Course material is presented in a variety of formats including discussion, role play, viewing educational videos, video feedback, and games.  Focus will be given in this presentation as to the mode of delivery of topics in the curriculum and utilization of various teaching methods in order to appeal to a wide range of learning styles.  Before and after videos of participants’ mock interviews with actual employers will be shared to demonstrate how participants improved in interview techniques as a result of class participation. Additional strategies that contributed to this program’s success will be discussed. Recruitment and retention of program participants is critical to a successful program. Strategies included advertisement of the class in advance and making personal contacts.  Additional examples of program marketing strategies and successful planning tactics will be demonstrated during the presentation with an emphasis on course content. This session will contribute to best practices in the field of autism spectrum disorders by providing practitioners with practical strategies to deliver a program tailored to meet the needs of adults with AD and HFA.

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