Employment

Transition to
Adulthood
SECOND EDITIONGUIDELINES FOR INDIVIDUALS WITH
AUTISM SPECTRUM DISORDERS

ocali.org/transitions |1

This publication is a result of the recommendations of the Ohio
Autism Taskforce and the support of the Ohio Center for Autism
and Low Incidence Transition to Community Task Force. Funding
for the Transition to Adulthood Guidelines for Individuals with
Autism Spectrum Disorders has been made possible through thesupport of the Ohio Department of Education.

Written and edited by:
Chris Filler
Madeline Rosenshein
Special thanks to the following individuals for their time, effort andsupport in the development of these guidelines:
Bob Baer
Kay Brown
Pat Cloppert
Lawrence Dennis
Reena Fish
Tom FishPeter Gerhardt
Earnestine Hargett
Margo Izzo
Michael Kinney
Pat Luchkowsky
Joh nMagee
Colleen Miller
Terri Moore
Donna Owens
Leslie Paull
Representative Jon M. Peterson
Lauren Phelps
Michael Schroeder
Debbie Smith
Deb Stroud
Kay Treanor
Ellen Williams
Barb Yavorcik

These guidelines may be reproduced and distributed for noncommerical educational purposes. Credit must be given to OCALI.
Copyright © 2012 Ohio Center for Autism and Low Incidence. All
rights reserved.

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What Is Transition to Adulthood?
“Transition to adulthood” is a complex and ongoing process that starts
as soon as a child is born and continues as the child becomes anadolescent, to early adult life and then through the stages of adulthood.
While this process is complicated at best for any person, the individualwith an autism spectrum disorder (ASD) faces unique challenges that
require specialized considerations. This set of guides will help the user
understand these challenges and raise awareness of these importantconsiderations
A critical time for transition planning is in the early years of middle school
through the first few years following graduation from high school. This
time period is the focal point of the Transition to Adulthood guides andwill assist the individual with ASD and his or her team in reviewing theissues of adulthood related to employment, postsecondary education
and adult living during these years. Implications for the individual with
ASD to consider are highlighted throughout. Identification of resources
and many active links to important information are provided. Use this setof guides as a reference and resource and to help frame a way to think
about the issues related to adulthood.

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Introduction to Employment

In this volume, Employment, the user
will focus on the post school outcome of
employment. The guide begins with a focus
on planning and preparing the individualwith autism spectrum disorder (ASD) for
employment during the transition years. As
the user moves through the volume, thefocus comes to include information andconsiderations for those seeking employment
or for those currently employed. Implications
for the individual with ASD are highlighted
as well as resources for improving careerdevelopment and employment support.
The goal of this volume is to help the user
understand the issues surrounding successful
employment for the individual with ASD andto highlight the supports and resources thatlead to and assist in maintaining meaningfulemployment.

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Introduction
Preparing for and Acheiving Meaningful Employment
page 4

Transition Planning and Preparation for Employment
page 6

Implications and Strategies
Sensory
page 8Communication and Socialization
page 10

Executive Function and Organization
page 12

Repetitive Behaviors and Routines
page 14

Difficulty with Change
page 16

Next Steps
Agencies and Collaboration
page 18

Selecting Adult Employment: “The Right Fit”
page 22

Funding for Ongoing Employment Supports
page 24

Activities/Interventions to Facilitate Successful Employment
page 26

Summaryocali.org/transitions |5

Introduction

Preparing for and Achieving Meaningful Employment
Currently, the employment outcomes for adults with ASD are
not encouraging. Some studies suggest that as few as 6% of
individuals with ASD have full-time employment.
(Barnard et al., 2001).

Employment Rateof Youth with ASD

32.5%

Of the 32.5%
with employment

42%

37%

21%

worked <20 hrs /wk

worked 2034 hrs /wk

worked >34 hrs /wk(National Longitudinal
Transition Study 2009)

Barnard, J., Harvey, V., Potter, D., & Prior, A. (2001). Ignored
or ineligible?: The reality for adults with autism spectrum
disorders. London: The National Autistic Society

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Current Statistics

Limited Full-Time Employment

Less Likely to Work Than Most Groups

A 2002 study of 405 adolescents and adults
with ASD indicated that:

Although current data from the National
Longitudinal Transition Study 2, a 10year study of youth who received special
education services, suggest trends may besomewhat improving, they also indicatethat young adults with ASD are less likely towork than most other disability groups. In
2009 when participants were age 23-26 thefollowing information was reported:•

Those in supportive employment
worked an average of 15 hours per
week•

Those in competitive employment spentroughly 27 hours per week at their jobs•

Those in sheltered workshops worked
an average of 24 hours per week•

32.5% of young adults with ASD
currently worked for pay versus anaverage of 59.0% for all respondents atthe time of the interview.

•

47.7% of youth with ASD worked for
pay in the past two years versus anaverage of 78.4% for all participants.

•

29.0% of young adults with ASD
were looking for work if they were
unemployed compared to 47.7% for allparticipants.

(National Institute on Disability and Rehabilitation
Research, cited in Seltzer & Krauss, 2002)(www.nlts2.org)

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Introduction

Transition Planning and Preparation for Employment
Current employment outcomes are poor for many individuals
with disabilities. However, those with ASD have some of themost disappointing results. In order to change these trends,
meaningful transition planning and employment preparationthat is directly aligned with employment goals is essential fortransition-age youth. This requires individualizing supports
and services to allow the student with ASD to experience andengage in meaningful work experiences and opportunities.

Transition Assessment: Identify
Employment Goals
Begin preparation for employment withmeaningful Age-Appropriate Transition
Assessment (AATA). AATA includes
identification of the student’s interest/ability
which can be used to identify areas ofmeaningful employment. This may require
having students experience many typesof employment or career options in orderto determine a preference or skill. In otherwords, “How will someone know if they likeor are good at something unless they haveexperienced it?” Once an employment goal
is determined, services needed to achieve
the specific employment goal can then be
included in the IEP Transition Plan. (See AgeAppropriate Transition Assessment.)

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Customized Work Situations
Individuals with ASD may find the visual orauditory environment of a potential employment
situation to be distracting, stressful or evenpainful. Adaptations to the environment, such as
headphones or dividers, can allow an individual toenter the employment setting.
Proactive strategies, thoughtful preparation andproviding necessary supports can minimize
or accommodate sensory, social, communicationor cognitive challenges and allow students to gain
necessary experience and skills. The next section
reviews specific strategies to consider when
preparing the environment and the individual forthe employment setting.

Community Involvement Improves Outcomes

Family Participation

Work Experience Is Vital

Teaching students functional life skills
is a high-evidence secondary transition
practice (Test, 2007) that can positively
affect employment success. This holds true
for all individuals on the autism spectrum,including those with high communicationand cognitive skills.

Often individuals with ASD are provided limited
opportunities for career development and work
experience while in high school because of
sensory, social or communication challenges
associated with ASD. School personnel and/or
parents may avoid community work experiencesout of fear that the student cannot handle a work
situation. The Ohio Longitudinal Transition Study(OLTS) has identified authentic work experience
while in high school as one of the strongest
predictors of successful post-school employment.
Therefore, supports must be provided so thestudent can participate in the following types ofmeaningful work activities:

Parents can support the development of
employability skills by teaching life skills. For
example:•Assign household chores•

Incorporate following directions in familyroutines•

Use visual supports to support
independence•

Provide incentives for work completion•

Reinforce attempts at grooming andhygiene•Teach shopping and making change or
use of debit/credit cards•

Explain the difference in interactions
between employer to employee, friend
to friend, coworker to coworker•

Work experience opportunities in authentic,
community-based environments•

Extended and intensive opportunities vs.
brief, sporadic experiences•

Community volunteer opportunities•

Summer employment•

Unpaid or paid internships and mentorships•

In-school work experiences that can be easily
connected to other environments•

Job shadowing to learn more about careersand employment options

These activities should begin at a young age
and continue into the adult years.

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Implications and Strategies

Sensory
Individuals with an ASD often have sensitivities to the environment that cancause great stress. The resulting responses and reactions can be difficult forothers to understand. Sensitivities may intensify in situations such as:••••Transitions to new environments or people
Changes in schedules or routines
Unexpected work deadlines
Illness, sleep disturbances or difficulties outside of the workplace

Considerations

Environment Assessment

Potential for Adaptation

Assess the workplace environment or apotential workplace environment. Whattypes of sensory input might hinder the work
performance of the individual with ASD?

In addition to coping strategies, consider a varietyof adaptations that can be made to the sensory
environment of the workplace. This may include
addressing the workplace sounds, odors, visual
overload, personal space and opportunity for
movement. The individual with ASD may not haveenough coping ability for all the sensory stressors,
so the modification or removal of some may benecessary.

•
•
•
•
•

Noise or specific sounds?
Bright or dim lighting?
Smells/odors?
Visual clutter?
Lack of personal space?

Supports to Cope
After assessing the work environment or potential
work environment, determine what types ofstrategies might be useful to help the individual
cope with the sensory demands of the setting.

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Strategies

Use Proven Strategies

Establish Predictable Work Routines

Often effective strategies and environmental
adaptations to address sensory issues are
documented in the IEP. Consider how theseproven strategies and interventions can beadapted and used in the work setting.

Sensory processing challenges and sensitivities
often intensify during unfamiliar routines andwith unfamiliar people. Prepare! Use visual
supports such as pictures, videos, social scripts,
and clear descriptions of the work routines,
especially when changes are to occur.

Modify the work environment/schedule
Before assuming that sensory challenges area barrier to a specific employment setting,attempt to make modifications in the work
setting. Environmental modifications andsupports made during work experiences
can be part of Age-Appropriate Transition
Assessment as the information gained canhelp to identify employment that is the“Right Fit”.

Schedule Modifications••••

Starting and ending times adjusted to avoid
crowding
Working shorter hours
Working a shift with fewer people or activity
Extra breaks in low stimulation areas

Location Selection••

MORE EXAMPLESCorner or end desk/work area rather than
middle of group
Room dividers to provide personal space(use office dividers, file cabinets, room
screens, curtains, bookshelves, etc.)

Adaptions to Sights, Sounds and Smells•••

Use ear buds/headphones to reduce sounds
or to provide calming music
Locate away from (if sensitive) or closeto (if preferred) specific odors such as air
fresheners, perfumes, food, cleaning fluids,
inks, etc.
Use preferred type of lighting: natural,
indirect or overhead

Physical Activity••

Allow pacing, walking, stretching. Make thispart of the job, if possible, such as delivering
mail, returning items to shelves, greeting
coworkers, etc.
Explore the possibilities of “heavy work,”
as lifting, pushing and stretching can be acalming routine

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Implications and Strategies

Communication and Socialization
Social competency can be one of the most difficult skills for individuals with ASD, andyet, it is one that is most valued by employers! Individuals with ASD often struggle tounderstand and respond to the expected and sometimes subtle social aspects of work
situations. In fact, social mistakes are reported as the reason why many individuals with
ASD lose their job. Their performance of the job tasks may be exceptional, yet employers
may terminate employment in some situations due to a lack of social competence. This
is often referred to as the “hidden curriculum.” Without intervention and support, issues
that may arise include:••••

Difficulty learning the rules of the workplace
Difficulty developing a comfort level with new supervisors and coworkers
Not knowing whom to go to with questions or for help
Unintended comments or actions that are considered inappropriate, rude or evenharassment

Needed competencies may range from the very basic social skills expected of a young
adult to the complex aspects of reading body language and interpreting another’s
perspective or point of view. This includes understanding the workplace culture,
nonverbal body language and coworkers’ feelings.

Considerations

Need for Social Competency

Social Instruction

How will the individual’s current social
competency impact success on the job?

What types of social instruction, social supports
and social cueing does the individual require to
successfully complete the job, as well as engage insocial interactions with coworkers and supervisors?

Following Directions
Is the individual able to follow the directions
and instructions typical to the workplaceenvironment?

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Alternate Directions
Does the individual need directions in alternate or
multiple formats – verbal, visual or demonstrations?

Strategies

Use Reliable Strategies

Begin with Intensity

Review available transition assessment
information for effective social andcommunication supports. Do not assume thatthe individual has "grown out of" the need forthese interventions.

In new situations, supports will likely need to
be intensified initially and then modified, as thesituation becomes more familiar and predictable.

Use a Full Spectrum of Visual Supports
Remember That Visual is Key

Visual strategies and supports to consider include:

Use visual supports in conjunction withthe more frequently used verbal anddemonstration strategies to reinforce
new tasks and skills, including social skills.
Consider the need for strategies andinterventions for:•Concrete and visual descriptions of job duties,
break times and workplace expectations•

Daily schedules and routines using words,
pictures, symbols and/or objects•

Consistent structured physical environment•

Visual reminders of workplace rules and social
norms in terms of “what to do”•

Visual cues used by support person to remindwhen too close, too loud, need to respond,
etc.

•

The interview or trial work experience•

Transportation to and from the job•

Preparation for the job•

Initial days/weeks of the job•

Changes that may occur••

The ongoing supports that will remainin place

Videos of the individual or others performing
job or desired social skills•

Email as an adjustment to othercommunication

Encourage Natural Supports

Use Reinforcement

Help coworkers understand, recognize andvalue the employee with ASD. Model for the
coworkers how to successful interact with
the individual. This can help stimulate thedevelopment of natural supports.

To motivate and teach skills, reinforce theindividual as he performs new job or social
skills. Reinforcement can range from earninga tangible reward to verbal or gestural praise
as long as it is valued by the individual andspecific to him.

Provide Technology for Communication
For users of augmentative and alternative
communication (AAC) device users musthave the worksite vocabulary programmed
into the device. Having a back-up of lowtech alternatives in case of a device failure isessential.

MORE EXAMPLES

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Implications and Strategies

Executive Function and Organization
Individuals with ASD may have difficulty withorganization, attention and mental planning. Thisis referred to as difficulty with “executive functions”
and can impact the ability to learn and to perform ajob or task, even when skilled at the task. Difficulties
with “executive function” can cause the person towant to do a job differently than it is presented by
the supervisor or job coach. Indication of executivefunction challenges may appear as:•

Being overwhelmed by a relatively “simple” task•

Difficulty getting started or knowing what to dowhen finished•Being easily distracted, with difficulty re-engaging
with the task or activity•

Viewing a simple problem-solving situation as
insurmountable•

Having a messy or disorganized work area, even if
the individual desires routine and predictability

Environmental organizationand strategies may need tobe permanently in place inthe workplace, even when the
person has been doing the job
for years. The goal is not to“fade” environmental supports.
The goal is to embed them into
the work routines. Potential
environmental supports should
be explored with the employer
to determine how to improvethe “job fit.”

MORE EXAMPLES

Considerations

Prioritize Environmental Supports

Assessment

Explore the environmental supports such as
visual reminders and workspace organization
BEFORE asking coworkers, supervisors and job
coaches to serve as “personal reminders.”

How much planning and organization is required
for the job? Will the individual require tools andsupports to accomplish the necessary workplaceorganization?

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Strategies

Develop Lists

Establish Visual Routines

Develop lists of the items that the individual
needs for work. The list, whether in pictures
or words, is used as an organizational checklist.

Make available visual routines/checklists (words
or pictures) of frequent routines encounteredat work. They may be used extensively onsome days and not at all on others. Routines toconsider include:

Enhance Environmental Structure•

Arrival and departure routines

Organizational supports should assist theperson in understanding:•

Break or lunch activities•

Job routines (a person may have several jobs
that can be reflected in a step-by-step visualroutine)•Template/diagram for organization of work
area (e.g., photograph of desk organization)•

Templates or “jigs” that assist a person
in completing a task by offering a visual“roadmap” throughout the task (sometemplates provide an example of each stepof the task)•

What work is to be completed•

Where it is to be completed•

How much is to be completed•

Where to begin and end•

The time allotted for completing the work•

What to do when the work is finishedUse Maps
Maps of the work area labeled with bathrooms,
lunch areas, offices, etc., can be helpful

Provide Apps
There is an App for almost every typeof visual support. Calendars, routines,
schedules, timers, choices, reminders andmore. Many include both pictures and words
and are easily customized with personal
pictures. Some offer voice output as well.
Visit the OCALI website in the document
archive to review “Apps for Transition.”

Use Timers
Timers come in multiple types. Some are only
visual. Some have an auditory cue. Use whatworks best for the individual.

Use Calendars and Timelines
Post and review calendars or timelines ofdeadlines, important tasks, holidays and otheraspects of the work or the schedule. Break down
a long-term task/assignment into planned steps
over the course of several days/ weeks/months
with a timeline

Utilize Routines
Create predictability and structure sothat the individual is able to limit time inroutine/repetitive behavior. Incorporate
routines and rituals into the work plan orjob requirements. Identify employment andcareers that view the routine or ritualistic
behaviors as a strength.

Use Quick Fixes
Use sticky note reminders when needing a“quick visual support.”

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Implications and Strategies

Repetitive Behaviors and Routines
Individuals with ASD may demonstrate ritualistic or
repetitive behaviors, ranging from physical routines,
to verbal repetition, to topical restrictions. In somesituations, these behaviors or interests mightinterfere with the workplace plan. In other situations,they can become an asset.
Repetitive behaviors may be more obvious when
adjusting to new settings as the rigid behavior may
intensify. Requirements of the new job may noteasily align with the individual’s established routines.
Patience and support can lead to adjustments thatwork for everyone.

Considerations

The Right Fit

Routines on the Job

Some individuals develop routines thatrevolve around a special interest. Whilethese topical interests may interfere withsome situations, in the right environment
they may be an asset. Finding the job
or career that aligns with the individual’s
special interests or daily routines is making
the right match or the “right fit”.

Routine-oriented behavior can be a strength
when the routines can be aligned withthe workplace or job schedules and tasks.
Supporting the individual and allowing time
to modify routines to fit a new job can lead tosuccessful employment.

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Strategies

Avoid Creating an Issue

Use Special Interests

Some routines or ritualistic behavior do notinterfere with the productively and accuracyof the work. For example, hand-flapping
briefly and periodically during the day may
not bother or interfere for an individual who
is unloading trucks, sorting mail or repairing
computers. Needing to watch the same TV
show on the lunch break may not be an issue
for coworkers when there are several TVs
in the lunchroom or break area. Singing or
humming while working may not be an issue
in situations such as stocking, landscaping,delivery services or in environments where
coworkers use headphones.

Incorporating an individual’s special interests
into some aspect of the job is a very
individualized process. For example, John
has a special interest in trains. He works
at the main train station of a large city
answering questions about train schedules
and connections. This job capitalizes on his
attention to detail and indirectly supports
his intense interest. Socially he can handle
the brief encounters that all follow a certain“script” and the short interaction time prevents
him from becoming too detailed.

Provide Preparation and Structure
Create Alternatives to Rituals
Sometimes, providing an alternative to theritualistic behavior may decrease stressand ultimately reduce the behavior if it
is interfering with the individual’s ability
to engage in, continue or complete an
activity or a task. For example, if theindividual with ASD typically engages inan extensive routine of pacing and walking
around the room before beginning thejob, provide a visual schedule that begins
with a functional movement task and thentransitions into to the typical work routine.
Supports such as the visual support, thedirected movement and the predictabilityof the schedule can help move the person
through the ritualistic behavior.

Providing a clear expectation of the job canlower stress and potentially decrease theindividual’s need to engage in other routinesor rituals. Use of visual supports and otherenvironmental supports may be helpful (see“Executive Function and Organization”).

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Implications and Strategies

Difficulty with Change
Adjusting to change is often difficult. Many people
with ASD avoid or resist change because of theanxiety associated with the unknown. Adjusting tochanges in routines, people, jobs, materials, etc. may
take more time and preparation for the individualwith ASD than for other employees.

Considerations

Change“Good Stress”

Unexpected occurrences can impact theindividual’s ability to work or to work at theusual rate and efficiency. Be aware of daily or
life changes that may impact work such as:

At times the disruption that triggers a problem
may be something that most others consider
pleasing, which can be confusing to coworkers
and employers. For example:•

Disruptions in daily transportation•

Vacations or holidays•

Change in where one shops•

An unexpected “snow day”•

Change in TV viewing schedule•

New furniture•

Change in someone’s appearance(example: hair color)•

A new work area•

Changes in living situation•

Help to lighten the work load•

Change of season and time•

A new pet•Crisis within the family•

Remodeling or painting•

Family or roommates moving in or out•

Births, deaths or other changes in thefamily and friend network

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Melody, an 18-year-old high school student,
participated in a community work experience in aconsignment shop that required her to do as manyas 16 job tasks. She was very intrigued with themany items that came in for sale and developed
a strong working relationship with the five other
employees of the shop.
However, because of the work load and natureof the business, Melody was sometimes asked
to change the daily plans and tasks, sometimes
unexpectedly. This caused her to became anxious,
somewhat upset and to have difficulty completingtasks.
The team decided to use several strategies to help
Melody to continue her work experience with thepossibility of future employment.
1. VISUAL SUPPORTS. A visual schedule wasprovided with moveable words and icons. Melody
was presented with the schedule when she arrived;
however, if the day changed, the schedule items
were adjusted and reviewed with Melody. Eventually,
she began to make the schedule adjustments herself
when she was informed of the change in schedule.
2. TECHNOLOGY. Visual routines of the 16 jobs
were developed and placed on an iPad. When
Melody had difficulty remembering the steps to aroutine she could refer to the iPad visual routines.
These were especially helpful when the schedulechanged and she was becoming anxious.

3. CREATING SUCCESS. Task demands were also
reviewed. When a change was necessary, thesupervisor attempted to assign several of thefavorite and less demanding tasks to Melody to help
her successfully make the adjustment.
4. SENSORY SUPPORTS. Job routines that required
Melody to work in a noisy setting tended to be themost stressful. When the schedule was changed,
Melody was always given several jobs that could beaccomplished in a quiet location in order to reduce
her sensory stressors as she made the adjustments.
5. TEAM COMMUNICATION. Melody’s supervisor,
coworkers, school job coach, mother and teacher
developed a team approach to support her. This
team communicated regularly to create a plan tosupport her through the changes that occurred
during the work experience. Ideas were shared, andas a team they were successful in helping Melody
accept the changing nature of the employment.
As a result of this plan and the targeted supports,
Melody began to understand that change could
be managed and that predictability can bereinstated using the identified supports. Melody
showed interest and ability to work in this setting.
Ultimately, this work experience led to part-time
paid employment in the consignment shop.

MORE EXAMPLESStrategies

Use Strucuture and Predictability

Reduce Demands

Change may mean that what is familiar is either
different or gone. One way to re-establish
predictability is to implement or expand visual
supports and routines. These supports add
security, predictability and structure.

When the schedule, staff, routines or environmentchanges, request the supervisor to temporarily
reduce demands. As the individual regains control
and stability and supports are established for the
new situation, demands may be reintroduced.

Reduce Sensory Stressors
Sensory challenges and the resulting anxiety
and stress can escalate when routines orenvironments change. Review the sensory
supports and sensory environment to makesure the supports are sufficient and that theenvironment is not overwhelming.

Remember That It Takes a Team
When situations change and challenges
surface, an individual can become stressed andsometimes unsuccessful. In these situations, evena talented job coach may require team support.
Before a situation escalates, invite and include
team members who are able to share information,suggest supports and proactively support theindividual through a potentially difficult situation.

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Next Steps

Agencies and Collaboration
Collaboration with agencies and supports for the adultenvironment is critical. In order to achieve successful andmeaningful employment, school transition team members,
community transition services and adult agencies must cometogether before the student exits high school. Connections toagencies should be made while the student is still in high schooland early enough so that the agencies can develop meaningful
relationships and connections with the youth and his/her family.

Collaboration Is Vital

Identify the Agencies

Supportive Funds

Agencies such as the Department ofDevelopmental Disabilities (DODD),
Rehabilitation Services Commission/Bureau of
Vocational Rehabilitation (RSC/BVR), mental
health agencies, autism advocacy groups andprovider agencies (such as Easter Seals or
Goodwill) may provide information, funding or
vocational services.

Most agencies and programs that provide
employment services utilize funding from Medicaid,
Social Security Administration and agencygenerated dollars. Families, schools and adultproviders should become familiar with the variety
of funding sources in order to understand how toqualify and access funds in a timely manner in orderto provide the highest level of support possible forthe individual.

IEP Participants
Potential community and agency partners
should be invited to participate in IEP
transition planning at least two years prior to
the student graduating high school.

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Family Contribution
Although the individual with ASD may be able toaccess a number of funding sources to support
employment, the individual and/or family may be
asked to contribute financially to the service plan
based on their resources.

“The Big Two”

What Does the
Agency Do?

Ohio Rehabilitation Services
Commission (ORSC)/Bureau of
Vocational Rehabilitation (BVR)

Ohio Department of Developmental
Disabilities (DODD)ORSC Employment Agency. Ohio
Rehabilitation Services Commission(ORSC) is the state agency thatprovides vocational rehabilitation(VR) services to help people withdisabilities become employed andindependent.

Lifespan Supports Include
Employment. DODD is the stateagency that supports many individuals
with ASD throughout their lifespan.
This can include employment supports.

Bureau of Vocational Rehabilitation(BVR). BVR is the arm of ORSC thatassists people who have physical,
mental and emotional disabilities by
providing vocational rehabilitationand other services.
Services. BVR can provide avariety of employment supports,
including vocational assessment,
job development, job coaching,equipment and other supports
and services needed to obtain or
maintain employment.

Spectrum of Service Delivery.
Services include, but are not limited to,community competitive employment,
customized employment, supported
employment, mobile work crews,
enclaves, entrepreneurships andsheltered employment. However,individuals may need to explain clearly
their option of choice rather than
accepting an available opening in a
service model.
Providers of Service. DODD may be
the lead agency and the provider for
employment services for an individual.
In some cases, however the service
providers (e.g., job development, jobcoaching, transportation to work) area separate agency or individual who
works jointly with DODD.

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Next Steps

Ohio Rehabilitation Services
Commission (ORSC)/Bureau of
Vocational Rehabilitation (BVR)

Ohio Department of Developmental
Disabilities (DODD)

Three Requirements Areas. Specificeligibility criteria must be met before
accessing RSC services. Transition
teams should facilitate eligibility byproviding evidence/documentationof the following requirements:

Eligibility Requirements. Eligibility
for DODD services requires evidenceof a substantial limitation in three outof seven functional areas: mobility,
receptive and expressive language,
self-care, self-direction, capacity forindependent living, learning andeconomic self-sufficiency (adults only).

•••

A significant disability
The disability createsa substantial barrier to
employment
A need for RSC/BVR services toobtain or maintain employment

Priorities. In addition, BVR uses
an “Order of Selection,” whichprioritizes individuals with the “Most
Significant Disabilities.” This meansthat one can meet all the eligibility
requirements but still not be
considered a priority and, therefore,
may be put on a waiting list.

Who Is Eligible?

Assessment Tools. DODD establishes
eligibility by utilizing assessment toolsthat identify “substantial functional
limitations” (such as those listed
above) . These tools are the OEDI and
COEDI (read about these tools here
and here.)
Focus of Eligibility. Many individuals
with ASD are eligible for services from
DODD due solely to difficulties withdaily living skills, socialization andproblem solving. Some also present
with co-occurring cognitive challenges.
Adult Re-eligibility. Note: A child who
has been determined eligible using
the COEDI must be re-determined as
eligible using the OEDI at age 16.

Youth Programs. Transition-age
youth are an important focus for
RSC services. Specialized programsfor transition youth have been
supported by RSC, including“Bridges to Transition.”
ORSC Transition Guide. Refer to the
RSC website and the document “A
Guide to Transition Services: Helping
Students with Disabilities Move from
School to Work.”

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Youth Programs. DODD also
participates in the “Bridges toTransition” initiative that supports
the preparation of eligible youth
for the workforce.
DODD/OCALI Customized
Employment (CE) Initiative. One
example of a youth-focused
employment initiative is the DODD
CE Project implemented by OCALI.
Read and view videos about CE
and the project at this website.

Transition YouthOhio Rehabilitation Services
Commission (ORSC)/Bureau of
Vocational Rehabilitation (BVR)

Ohio Department of Developmental
Disabilities (DODD)

Implications forClassic Autism

Needs Hide Strengths. The BVR
counselor may not find someindividuals with ASD eligible for BVR
services because they are viewed
as requiring more assistance than isavailable through BVR to obtain andmaintain employment. To assist thecounselor in determining eligibility,
it is essential that documentation
highlight skills, talents and potential
for employment, as well as theenvironments in which the person
will be successful.

Needs Hide Strengths. The individualwith classic ASD may be directed
to sheltered environments such asworkshops. Due to the overwhelming
nature of these environments and limited
individualization, many individuals with
ASD are unable to function in thesesettings and may be inappropriately
viewed as unable to work instead ofneeding a different employment setting.
Assessment for employment must focus
on strengths and talents and the “right fit”
for the job.

Implicationsfor HighFunctioning
ASD orAsperger
Syndrome

Strengths Hide Needs. The highfunctioning individual with ASD may
appear on the surface to be capableof independently locating, obtaining
and maintaining employment.
Interviews may not result in obvious
concerns, and the BVR counselor
may not easily identify the need for
employment assistance.
The transition team should provide
BVR with documented information
as to how the characteristics of
ASD can prevent employment
without appropriate intervention
and support. (see Age-Appropriate
Transition Assessment booklet).

Strengths Hide Needs. The personwith ASD who appears independent indaily routines may not be seen as having
enough functional needs to qualify for
DODD services. It is imperative that thetransition team provide documentation
to DODD and explain how the challenges
with social competency, communicationand problem-solving skills impact
the potential of employability for theindividual that is high functioning.

How to Apply
and More
Information

Apply Locally and Early. Students
and adults with ASD should apply for
BVR services from a local BVR office.
Referrals can be made as early as
age 14. More information at the
Ohio RSC website.

Request Services Early in Transition
Years! Individuals should contact the local
DD intake department or their service
and support administrator early in thetransition years (recommend no later thanage 16) to request supports for future
employment or to become eligible for
adult services.
Click here to find your local County Boardof DD. Click here to read about DODD
services.

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Next Steps

Selecting Adult Employment: “The Right Fit”
As graduation time draws near, it is time to identify an employment
situation that will have the best chance of success based on theinformation gained from employment preparation and activities.
When assessing employment options and opportunities for ayouth with ASD, it is critical to assess the social environment andexpectations, the predictability and structure of the workplace andthe sensory demands that may be present. Compare this information
about the potential employment to what has been discovered about
the youth’s strengths, interests and needs through the transition years.
When the characteristics of the potential job and the strengths andneeds of the youth match, this is the “right fit” for employment.

Internet Modules to Guide Employment
Preparation and Success
The Autism Internet Modules (AIM) offer free
web-based modules that provide specificinformation about employment of individualwith ASD.
Preparing Individuals for Employment:This module explains strategies to support
persons with autism in the transition processfrom school to employment.
The Employee with Autism: This module
provides a basic introduction to autism forvocational rehabilitation staff and others
providing disability employment services. It
covers the basic features of autism in adults
that are relevant to the workplace and to theprovision of employment services.

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Walgreens made a significant
effort to create supports
and accommodations in theirdistribution centers. In oneof the centers, 40% of theworkforce were individuals
with disabilities. This center
became one of the mostproductive distribution centersin the Walgreens company.

Use the Customized Employment Approach
Individuals with ASD require individualization in
employment options and supports. Customized
employment (CE) is based on utilizing the individual’s
strengths and preferences while selecting employmentthat can provide the conditions under which the person
most successfully performs. Employer needs are equallyimportant in this process. The negotiated job by theemployee and his representative must meet an importantneed for the employer and his business. Learn more
about customized employment at through the OCALI CE
guide.

Documentation of Need
Mitchell, a young man with Asperger
Syndrome, assumed he could receive
BVR services because he was entitledto an IEP in school. However, with only
the IEP available and given no history or
documentation of previous difficulties,
the BVR counselor had difficulty
identifying if Mitchell would require andbenefit from BVR services. Fortunately,
Mitchell’s teacher was able to provide
evidence of his inability to work in large
groups (although he has the ability toaddress the job requirements). Mitchellalso provided documentation of hisanxiety disorder. Although the schoolteam clearly described Mitchell’s many
strengths and employment potential,
the documentation of the social andemotional challenges that he faces
related to Asperger Syndrome helped
the BVR counselor to understand why hewould require assistance obtaining and/or maintaining meaningful employment.

MORE EXAMPLES

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Next Steps

Funding for Ongoing Employment Supports
Ongoing employment supports for individuals with
ASD can be obtained from a variety of sources, if
eligible. One agency that frequently offers long-term
support is the Ohio Department of Developmental
Disabilities (DODD). The source of the funding that
supports these services is most often Medicaid
Waivers or local county dollars.

Medicaid Waivers. DODD administers several waivers for the
Ohio Department of Jobs and Family Services (ODJFS) and helps
determine eligibility. Each County Board of DD coordinates thefederal Medicaid Waiver program for residents in their county.
Local county dollars are combined or “matched” with federal
Medicaid dollars to create the waiver funding.
Local Dollars. County Boards of DD also provide a limited amountof employment services funded through local county dollars
not associated with a Medicaid Waiver. The amount of service
available varies from county to county based on funds raised at the
local level.
Be Aware of Limits! Medicaid Waiver funds are limited. Counties
often have long waiting lists. Apply early for the Medicaid Waiverand services

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There are currently three
DODD Waivers:

Level One
Individual Options (IO)
Self-Empowered Life Funding(SELF) begins July 1, 2012.
Although the level of support(amount of funding) differs,
all waivers offer services that
could potentially support
an individual to access ormaintain employment.

Additional Resources for Employment
Supports
Private Agency. Occasionally, a group ororganization offers services funded by their agency
dollars; however, many organizations utilize thesame funding streams that DODD and BVR accessin order to finance services (i.e., Medicaid)
Grants. Some organizations obtain grant funding to
implement a program or support. These are often
time limited and focus on a specific group of people(i.e., autism or transition youth).
Agency Providers
Artie receives specialized
transportation to and from work.
He also receives the services of ajob coach who assists him several
hours a day, several days a week.
Both of these services are provided
through a local agency that is anapproved Medicaid Waiver provider.
The agency bills Artie’s Individual
Options Medicaid Waiver for these
services.

MORE EXAMPLES

Natural Supports. Ideally, as the individual become
familiar with the employer and coworkers, typical
workplace supports can become part of the broad
spectrum of employment supports that allow forsuccess.
Individual. In some cases, the individual’s income
can be used to purchase or partially purchase
employment supports (such as job coach,transportation or equipment). If the person isreceiving Social Security benefits, these expenses
can be used to assist the person in maintaining
eligibility for benefits through Social Security thatare otherwise lost due to income. These options arereferred to as work incentives.

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Next Steps

Activities/Interventions to Facilitate
Successful Employment
Many activities or steps can be taken to prepare and support
youth and young adults in employment. Many of these activities
can appear on a transition plan. Some are ongoing throughadulthood as one develops a career or transitions to a newjob. The following are several ideas to help facilitate successful
employment.

Incorporate ASD AwarenessKnowledge of the characteristics of ASD isessential to the identification of successful
employment and the development ofnecessary supports. General ASD training
should occur for all staff providing support forindividuals with ASD.

Provide Tailored Career Development
Career development activities should
be focused on locating the “right match”
or “best fit” for the individual rather thanpicking a convenient or available option.
Select the vocational experiences that are
motivating and support adult goals.

Begin with Meaningful Assessment
Build employment options based on skills,
abilities and interests highlighted in transitionassessment. Students and families should be
integral participants in this process to ensure
the results are valid.

Include Employers
Provide the employer with ASD resources,
information and strategies. Eventually,
the employer may serve as the strongest
advocate for the employment of individuals
with disabilities.

Include a Focus on Life Skills
Teaching students functional life skills, selfdetermination, social and communications
skills are evidence-based secondary transition
practices and should be considered part of
employment preparation.

Seek Out or Establish Job Clubs
Organized after work, job clubs function
as a problem-solving peer group for
employees with ASD. Such groups can offer
ongoing peer and facilitator support for
problem solving, communication and social
issues on the job.

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Prepare the Workplace
Successful employment begins with matching thepotential job with the potential employee. Successful
employment also requires proactive steps to prepare
the physical and social environment. This requires
knowledge of how the characteristics of ASD impact
the specific individual and being able to communicatethat information to the employer and coworker. Job
fit and workplace preparation are two of the mostimportant aspects of job development. Learn more
about job development and ASD by watching thisshort interview with Dr. Peter Gerhardt.

MORE EXAMPLESLife Skills Matter!
Brianna, a young woman with Asperger
Syndrome, demonstrated exceptional talent
in the area of graphic design. However, it
was only after she learned how to advocate
for herself, how to dress in clean clothing,shampoo her hair and use the basic courtesies
expected in an office setting that she received
job offers.

ocali.org/transitions |29

Summary

Effective Employment Preparation Includes Authentic Experiences
Transition programs should include community work experiences in “real” settings with“real” jobs. Transition outcome studies (National Longitudinal Transition Study, 2009)indicate that students who participate in paid or unpaid work experiences in school havebetter employment outcomes.

Supports Are Necessary
Rates of employment are higher when individuals with ASD work in situations where
needed supports are provided (89% retention rate with TEACCH support services (Hinton,
Mesibov, & Woods, 1997), 68% placement in Prospects-supported employment (Howlin,
Alcock, & Burkin, 2005) and 75.3% successful RSA closure in supported employment(Schaller & Yang, 2005). “Individuals with autism can be successfully employed when
the proper supports are identified, put into place, and evaluated periodically to ensure
effectiveness.” (Inge, n.d.)

Job Coach Role
The job coach plays a critical role by providing training in the mode suited to the worker(verbal, written, demonstration or a combination). The job coach must also help the
person with ASD to interpret and understand the social rules of the workplace.

Use Visual Supports and Structure
Use of a structured predictable environment, supported by visual routines and reminders
has been found to improve independence and success on the job for individuals with ASD.
Visual supports vary from objects to checklists to pictures to iPads and iPods.

Inge, K. (n.d.) Supporting individuals with autism in
integrated community jobs: Identifying support needs tofacilitate success. Retrieved April 13, 2012 from: http://www.
worksupport.com/research/printView.cfm/618

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Life Skills and Social Competency Support Employment
Obtaining employment requires more than job task skills and knowledge.
Employers want employees who can communicate and work with others
as well as handle typical life situations that arise.

The Right Match!
Individuals with ASD can have difficulty finding work that matches theirabilities or keeping a job that creates social, communication or sensory
challenges. “Be sure to consider features of a work place, which either
meet the needs of the individual’s characteristics or can be adapted
to support the person.” (Inge, n.d.) Making the right job/career match
can improve the chances that the individual will work more hours withimproved efficiency.

Apply Early for Adult Service and Support
Moving from services that are an entitlement to services that are based on
eligibility and availability requires a shift in thinking. School services areprovided regardless of how many other students require them. However,in the adult system, an individual must meet specific eligibility guidelines
and, even then, may be faced with issues of availability and waiting lists.

Eligibility Based on Functional Limitations
A diagnosis does not guarantee services. The individual’s identified needs
drive both eligibility and the level of service. To improve the likelihood of
meeting eligibility criteria for VR and DD services, provide a clear pictureof the “substantial functional limitations” presented by the individual
and how they affect employment and adult living. For example, provide
documentation from multiple sources to that explains how an individualwith Asperger Syndrome can drive and understand complicated technicalmanuals and procedures but makes significant social workplace errors andis unable to prioritize work.

Consider Part-Time Employment
Many individuals with ASD work part-time. Daniel Tammet, in Born on aBlue Day (2007) revealed that in the United Kingdom, the National AutisticSociety reports that only 12% of people with high-functioning autism orAsperger Syndrome had full-time jobs. Hours of employment can increase
when the proper supports are provided. However, due to the strain of
sensory, social and communication demands, a shortened work day orwork week may need to be considered.

ocali.org/transitions |31

Summary

Tools & Resources
This list of helpful resources is included to assist
the user in accessing additional information.

Adult Autism and Employment
This manual edited by Scott Standifer, Ph.D. from University ofMissouri was written for vocational rehabilitation professionals
and employment services providers. The guide contains detailed
information about how the features of people with ASD and theneeds of the workplace interact, with suggestions for how toaddress common challenges to those interactions.
Fact Sheet on Autism and Employment
This fact sheet was originally presented at the Autism Works national
conference in 2012. This document provides concise informationand data about autism spectrum disorder and employment.
JobTIPS
JobTIPS is a free program designed to help individuals withdisabilities such as ASD explore career interests, seek and obtain
employment and successfully maintain employment. This practicalprogram provides printables, assessments, and videos and can beaccessed directly by individuals with ASD or facilitated by teachers,
family members, mentors and job coaches.
Life Journey Through Autism: A Guide for Transition to
Adulthood
This free guide contains a chapter on vocation and employment.
The appendices include state and federal agencies for transition
assistance, job ideas and a list of reasonable and common job
accommodations.
Video on Autism and Employment
This brief video clip from YouTube shows a young man with autism
working in a supported job. His supervisor and school staff areinterviewed.
Supporting Individuals with Autism in Integrated Community

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Jobs: Identifying Support Needs to Facilitate SuccessThis article describes the characteristics of autism and strategies that may
be used to promote successful employment outcomes.
The Undiscovered Workforce
The National Autistic Society offers this free manual, The Undiscovered
Workforce, which was written by a successful supported employment
program in the United Kingdom. It contains helpful information aboutaccommodations and supervising individuals with ASD.
Employees with Asperger Syndrome
This booklet from the Job Accommodation Network (JAN) helps theemployer understand Asperger Syndrome and provides information
about effective accommodations and compliance with the Americans with
Disabilities Act (ADA). Examples, resources and references are included.
Picture Set
This is a collection of downloadable visual supportsthat can be used by students for both receptive and expressive
communication in the classroom, at home and in the community.
Autism Internet Modules (AIM)The Autism Internet Modules provide comprehensive, up-to-date andusable information on autism. Several modules focus specifically on
employment and ASD. These free modules are written by a variety ofexperts from across the U.S.
OCALI Transition and CE Webcasts
OCALI offers free archived webcasts on a variety of topics related topreparing for and maintaining employment for individuals with ASD.
Several webcasts focus specifically on customized employment.
Autism Society
The Autism Society web page offers information and resources to assist in
supporting youth and adults in community employment.
VCU Autism Center of Excellence
Virginia Commonwealth University offers free PDF versions of articles
specific to autism. At this link are articles related to adults and autism,
including a focus on employment.

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2012 EDITION

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