Date Presented 4/20/2018
Client-centered approaches use the input of consumers. We investigated the perceived benefits of common educational and employment supports and views on strengths and challenges in a survey of young adults with autism spectrum disorder.
Primary Author and Speaker: Lea Ann Lowery
PURPOSE AND BACKGROUND: We sought to understand the perceptions and experiences of adults with autism spectrum disorder (ASD) in educational and employment settings and to identify strategies to improve outcomes. With a growing number of children and youth with ASD transitioning to adult life, development of improved supports for participation in higher education or other training programs for capable adults is imperative. Individuals who participate in higher education or other training demonstrate the best outcomes after high school. Additionally, stronger employment outcomes yield better overall quality of life, including housing, transportation, and access to desired leisure activities. To address the needs of young adults participating in postsecondary education (PSE), career development and work related skills should be addressed simultaneously. Input of the consumers—adults with ASD—is an important component of program evaluation and development in PSE and work settings.
METHOD: We developed an anonymous survey through a secure online platform. The survey focused on perceived benefits of common supports, previous and current work history, perceived challenges and strengths in the work setting, and decision making regarding PSE. Likert scaling, frequency of participation, and open responses were used. We recruited adults aged 18–35 who self-identified as having ASD. A cut score of ≥80 on either language or IQ testing when available was used. Participants were recruited through a regional autism center database of more than 400 individuals aged 18–35, two regional parent networks, all chapters of the Autism Self-Advocacy Network, and the Advancing Futures for Adults With Autism Facebook page. Descriptive statistics were used to analyze data.
RESULTS: Respondents (N = 57) were 77% male, 16% female, and 7% gender not reported; 41% were aged 21–25; 59% lived with parents or family; 45% had attended PSE; and 30% had earned a college degree, including advanced degrees. Of those who completed training or a degree, only 6% were able to find a full-time job in their area of training within 1 yr of graduation. The most highly related supports were faculty or staff mentoring (41% very helpful) and psychiatric care (33%). Many career-related services were not used, including resume writing (46%) and interview preparation (44%). Size of campus (74%) and availability of desired degree (82%) were indicated as top reasons for where they attended PSE.
Seventy-two percent had held a job, with length of employment for nearly 25% <1 yr; 27% had never held a job at any time. Positive aspects of the work setting included good fit with physical abilities (60%), schedule (57%), and social relationships (42%). Negative factors included anxiety and stress (44%) and social relationships with coworkers (44%). The most highly rated supports in the work setting were direct support from a boss or coworker (61%) and flexible work schedule (48%).
CONCLUSION: More individuals with ASD are attending PSE and working. However, difficulty obtaining employment in their area of study and overall employment continue to be low. Access to low-cost supports such as mentoring, career development, and modified schedules should be emphasized. Estimated lifetime costs of individuals with ASD range from $1.4 million for those without intellectual disability (ID) to $2.4 million for those with ID. Research regarding program development and outcomes is needed to ensure that effort is put in the best possible place. Occupational therapy practitioners can support clients’ participation in PSE and employment and can partner with employers, campus disability centers, and faculty and staff to improve outcomes.
References
Chiang, H.-M., Cheung, Y. K., Hickson, L., Xiang, R., & Tsai, L. Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disorders, 42, 685–696. https://doi.org/10.1007/s10803-011-1297-7
Shattuck, P., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042–1049. https://doi.org/10.1542/peds.2011-2864
Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574. https://doi.org/10.1007/s10803-010-1070-3
