Date Presented 04/04/19
Autistic adults struggle to achieve successful employment. This qualitative study explored autistic adults’ perspectives of barriers to work through an online survey of open-ended questions. Data was analyzed via grounded theory until saturation was reached. Multiple researchers and data sources insured rigor and trustworthiness of the data and triangulation. This study provides a framework from which to develop interventions to improve autistic adults’ participation in the occupation of work.
Primary Author and Speaker: Barbara Kornblau
Additional Authors and Speakers: Scott Robertson, Sarah Mbiza
PURPOSE: Autistic adults struggle with participation in the occupation of work. Harmuth et. al’s. (2018) recent scoping review, found an estimated 66% of autistic adults were unemployed, while Roux et al’s (2017) National Autism Indicators Report found only 14% of autistic adults held a paid job in the community. Baldwin et al. (2014) reported that 45 % of the adults on the spectrum were overeducated for the job they were performing. The traits common to autistic adults often result in a difficult transition from school to work and difficulty maintaining employment. This study took a social model/neurodiversity approach to explore barriers that autistic adults face to the transition from school to work and to maintaining employment through their own voices. The purpose was to provide occupational therapists with a theoretical starting point from which to develop interventions to decrease barriers to the occupation of work and improve employment opportunities for autistic adults.
DESIGN: This grounded theory qualitative study explored barriers to work of autistic adults, through their own words and experiences. Following IRB approval, researchers used purposeful sampling to recruit autistic adults with a self-reported diagnosis of autism by a health care provider, who live in the U.S., via three, large, closed, Facebook Groups for autistic adults, with the help of an autistic adult subject matter expert/researcher. Autistic adults were also recruited via Twitter.
METHOD: Data was collected through a Qualtrics-based, online survey of open-ended questions about autistic adults’ perceptions of barriers to work. A team of three researchers analyzed the data from the surveys, using open coding, followed by selective coding, until saturation was reached and theories emerged from the data. An experienced qualitative researcher and subject matter expert reviewed the themes that emerged from the data. Data collection from multiple sources and multiple researchers ensured triangulation, and trustworthiness and rigor of the data.
RESULTS: Findings indicate anxiety posed a significant barrier to autistic adults’ success in the workplace. Autistic adults identified other barriers to work, typically found within the scope of occupational therapy’s domain, including issues with executive functioning, and sensory processing, and social interaction. Participant autistic adults reported additional barriers, including the discrimination they face from others, and difficulty with the interview and hiring process, each of which contributes to or is influenced by anxiety.
CONCLUSION: Autistic adults report they experience barriers to work within the domain of occupational therapy’s scope of practice. Findings suggest that occupational therapy intervention directed at breaking down these barriers by working in specific areas, may help break down the barriers to increase participation in work—whether paid employment or unpaid work opportunities. Findings suggest occupational therapists can provide interventions to improve executive functioning for autistic adults to decrease anxiety and provide education employers to promote a welcoming workplace.
IMPACT STATEMENT: This study provides a theoretical foundation to support and promote autistic adults’ participation in the occupation of work, upon which occupational therapists can develop interventions to decrease identified barriers to work and educate employers to promote successful employment opportunities.
References
Baldwin, S., Costley, D., & Warren, A. (2014). Employment activities and experiences of adults with high-functioning autism and Asperger’s disorder. Journal of Autism and Developmental Disorders, 1–10. doi: 10.1007/s10803-014-2112-z
Harmuth, E. H., Silletta, E., Bailey, A., Adams, T., Beck, C., & Barbic, P. (2018). Barriers and Facilitators to Employment for Adults with Autism: A Scoping Review. Annals of International Occupational Therapy, 1, 31-40. DOI: 10.3928/24761222-20180212-01
Roux, A. M., Rast, J. E., Anderson, K. A., & Shattuck, P.Paul T. (2017). National Autism Indicators Report: Developmental Disability Services and Outcomes in Adulthood. A.J. Drexel Autism Institute, Drexel University. Philadelphia, PA: Life Course Outcomes Program, Retrieved from http://drexel.edu/autismoutcomes/publications-and-reports/publications/National-Autism-Indicators-Report-Developmental-Disability-Services-and-Outcomes-in-Adulthood
Taylor, J., & Seltzer, M. (2011). Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorder During the Transition to Adulthood. Journal of Autism & Developmental Disorders, 41(5), 566-574. DOI: 10.1007/s10802-010-1070-3
