Asperger's Syndrome and Employment
Volume 2, Issue 9 ~ October, 2007


Strategies for Obtaining and Maintaining Successful Employment:
Perspectives of Persons with High-Functioning Autism and Asperger’s Syndrome

Introduction Research that has examined strategies for assisting individuals with high-functioning autism and Asperger’s Syndrome is often conducted with interventions created and designed solely by professionals and service providers. While these studies have provided valuable information for those who work to make a difference in the lives of persons with autism, additional sources of information are beginning to be considered when designing programs and services. The opinions, insights, and ideas of persons with autism are now often taken into consideration by professionals and service providers. Seeking research on this topic, the author of this paper conducted a search on EbscoHost (Academic Search Primer) of Scholarly (Peer Reviewed) Journals on March 10, 2005 for the following terms, “Autism AND Autobiography,” “Autism AND Personal Experience,” and “Autism AND Narrative.” Items that met the criteria of being written by or featuring the contributions of a person with an autism spectrum condition were counted. The results of this search are shown in Table 1. Additional research revealed that a list of “Books by People with Autism Spectrum Disorders” compiled by Baggs (n.d.), features sixty-seven (67) books. Kluth (2004) proposes that the emerging trend of persons with disabilities writing their own stories/autobiographies can be of use to educators in planning instruction and programs for their students and clients. She proposes that this type of information from persons with autism is “more valuable that anything educators learn in teacher education textbooks, staff development lectures, or college courses because this information comes from the only true ‘autism experts’” (Kluth, 2004). As the author of “Can autistics be autism experts?” (2004) suggests, persons with disabilities can offer unique insights into their experiences. For example, although deaf persons may not be experts in the physiological reasons that cause hearing loss, they are experts on the experiences of navigating “a society where people are expected to hear,”(“Can autistics be autism experts,” 2004). The purpose of this paper was to locate these types of opinions and perspectives of persons with high-functioning autism and Asperger’s syndrome on the topic of strategies for preparing for, obtaining, and maintaining meaningful employment. Method For this paper, seven (7) books, eight (8) journal articles, and three (3) websites written by or featuring the contributions of persons with autism were reviewed to locate strategies for successful employment. A strategy was defined as “an idea, suggestion, or method that a service provider could use to facilitate success in experiences with three areas of successful employment: (1) locating and obtaining a job, (2) performing job functions, and (3) co-worker interactions.” To collect data, the direct quotation featuring the strategy was typed into one of three computer documents based on the above mentioned “areas of successful employment.” After reading all of the materials, the strategies were summarized and the number of sources that suggested each strategy was counted. Results “Locating and Obtaining a Job” The results about this topic are broken down into two subcategories: (1) strategies for locating and obtaining a job and (2) specific career suggestions, as shown in Table 2 and Table 3. The specific strategy or career suggestion is located on the left side of each table, and the frequency (defined as the number of sources suggesting the strategy or career) is listed on the right side of each table. “Performing Job Functions” The second area of successful employment discussed is the ability to perform the functions of a job. Strategies in this category contain ideas for accommodating a variety of needs such as stress management, sensory issues, and attention/focusing on tasks, and how managing these needs can help create a successful workplace. As above, Table 4 shows the strategy on the left side and the frequency on the right side. “Coworker Interactions” The section featuring strategies for improving and maintaining positive coworker interactions contains suggestions for several areas of communication. These include facilitating comprehension of conversations and increasing and maintaining positive coworker relationships. The results are shown in Table 5. Discussion It is interesting to take note of the strategies that received the highest frequency of recommendation. Receiving the highest number of recommendations was, “it may be easier for the individual to listen to and comprehend conversations if he or she is looking away from the other person’s face.” Many reported challenges with focusing on what is being said while making eye contact. One individual stated, “If you look at someone, you’re too busy (i.e. visually distracted) to listen,” (Stillman, 2003). Another reported that, “I can concentrate more if I look at a blank wall but people think I am ignoring them,” (Attwood, 2005). This may suggest an area for additional study: by requiring eye contact in educational programs for persons with autism, are we inadvertently hindering comprehension and communication or does this skill improve verbal communication over time? The strategy with the second highest frequency of recommendation was, “use the individual’s passions, interests, and talents when considering careers.” Stillman (2003), reports that, “When someone’s passions are valued and indulged, they are being encouraged to carve out their own creative niche that could possible lead to vocation.” The trait of having unique, specialized, and intense interest areas has also been suggested to be of value: “I have to believe that the best of the remarkable – the artists, musicians, philosophers, scientists, writers, researchers and athletes – had to obsess on their chosen fields or they would never have become great,” (Kluth, 2003). Encouraging the development of a person’s unique interests and gifts may be an integral first step to obtaining meaningful employment. Also worthy of note, perhaps, is the specific profession that was suggested most often: teaching. While several sources mentioned teaching in terms of higher education (college professors), one individual reported great success in another form of teaching. Stillman (2003), reported that, “Teaching elementary age school children was great fun because I so related to their naïve sense of wonder and joy in exploration and discovery of self-expression through art. I could be wildly flamboyant in making a point, standing on my desk or demonstrating a technique while singing to contain their attention – and they accepted it unconditionally, laughing, smiling, and enjoying themselves.” Limitations of the Paper A primary limitation of the paper is the small number of resources consulted. The trends in the data may have been different if a larger number of books, articles, websites, and other sources had been studied. Another limitation is that these sources were only reviewed by one person. Thus, the definition of strategy that was used may or may not have produced reliable results. Implications of the Paper The data obtained suggest that persons on the autism spectrum frequently have specific ideas about how they envision their futures and what strategies may be able to assist them with achieving their goals. While there is not always agreement on issues (including, but not limited to disclosure of diagnosis [Diament, 2005]), many sources contained similar themes such as valuing and utilizing a person’s special interests and talents (Grandin & Duffy, 2004; Lawson, 2003; Newport, 2001; Sherer, 2005; Stillman, 2003) and facilitating comprehension of verbal communication by not requiring eye contact (Attwood, 2005; Kluth, 2003; Kluth, 2004; Lawson, 2003; Stillman, 2003; Ward & Alar, 2000). Future research in this area could focus on completion of a similar study via consultation of a greater number of resources by multiple researchers and a comparison of these findings with accepted research-based practices for assisting individuals on the autism spectrum. Studies of this type may provide us with guidelines and ideas for promoting independence and personal fulfillment through employment that is suited to meet the individual preferences, gifts, and strengths that individuals with high-functioning autism and Asperger’s syndrome possess. References Attwood, T. (2005). Quotations. Retrieved February 17, 2006 from http://www.tonyattwood.com.au/quotations.html Baggs, A.M. (n.d.). Books by People with Autism Spectrum Disorders. Retrieved March 18, 2005, from http://www.ont-autism.uoguelph.ca/books-by-ASD-authors.html Can autistics be autism experts? (2004). Retrieved February 17, 2006 from http://omicrom.8m.com/autism/expert.htm Diament, M. (2005). A secret syndrome. Chronicle of Higher Education, 52(8), A10-A11. Grandin, T. & Duffy, K. (2004). Developing talents: Careers for individuals with Asperger syndrome and high-functioning autism. Shawnee Mission, Kansas: Autism Asperger Publishing Co. Kluth, P. (2003). “You’re going to love this kid!” : Teaching students with autism in the inclusive classroom. Baltimore: Paul H. Brooks Publishing Co. Kluth, P. (2004). Autism, autobiography, and adaptations. Teaching Exceptional Children, 36(4), 42-47. Lawson, W. (2003). Build your own life: A self-help guide for individuals with Asperger’s syndrome. London and New York: Jessica Kingsley Publishers. Newport, J. (2001). Your life is not a label: A guide to living fully with autism and Asperger’s syndrome for parents, professionals, and you. Arlington, Texas: Future Horizons, Inc. Sherer, W. (2005). Where can aspies get jobs? Retrieved February 17, 2006 from http://oddsandfriends.typepad.com/askanaspie/adult_autistics/index.html Stillman, W. (2003). Demystifying the autistic experience. London and Philadelphia: Jessica Kingsley Publishers. Ward, M. & Alar, N. (2000). Being autistic is part of who I am. Focus on autism and other developmental disabilities, 15(4), 232-235. Works Consulted for Data Collection Books Grandin, T. & Duffy, K. (2004). Developing talents: Careers for individuals with Asperger syndrome and high-functioning autism. Shawnee Mission, Kansas: Autism Asperger Publishing Co. Kluth, P. (2003). “You’re going to love this kid!” : Teaching students with autism in the inclusive classroom. Baltimore: Paul H. Brooks Publishing Co. Lawson, W. (2003). Build your own life: A self-help guide for individuals with Asperger’s syndrome. London and New York: Jessica Kingsley Publishers. Newport, J. (2001). Your life is not a label: A guide to living fully with autism and Asperger’s syndrome for parents, professionals, and you. Arlington, Texas: Future Horizons, Inc. Schneider, E.R., (2003). Living the good life with autism. London and New York: Jessica Kingsley Publishers. Shore, S. (2003). Beyond the wall: Personal experiences with autism and Asperger Syndrome. Shawnee Mission, Kansas: Autism Asperger Publishing Co. Stillman, W. (2003). Demystifying the autistic experience. London and Philadelphia: Jessica Kingsley Publishers. Journal Articles Biklen, D. (2000). Constructing inclusion: Lessons from critical, disability narratives. International Journal of Inclusive Education, 4(4), 337-353. Brownell, M.T. & Walther-Thomas, C. (Eds.). (2001). Steven Shore: Understanding the autism spectrum – what teachers need to know. Intervention in School and Clinic, 36(5), 293-299, 305. Diament, M. (2005). A secret syndrome. Chronicle of Higher Education, 52(8), A10-A11. Kluth, P. (2004). Autism, autobiography, and adaptations. Teaching Exceptional Children, 36(4), 42-47. Portway, S.M. & Johnson, B. (2005). Do you know I have Asperger’s syndrome?: Risks of a non-obvious disability. Health, Risk, & Society, 7(1), 73-83. Rubin, S., Biklen, D., Kasa-Hendrickson, C., Kluth, P., Cardinal, D.N., & Broderick, A. (2001). Independence, participation, and the meaning of intellectual ability. Disability & Society, 16(3), 415-429. Vincelette, B. (2000). My early years. Focus on autism and other developmental disabilities, 15(4), 236-238. Ward, M. & Alar, N. (2000). Being autistic is part of who I am. Focus on autism and other developmental disabilities, 15(4), 232-235. Websites Attwood, T. & Gray C. (1999). The discovery of “aspie” criteria. Accessed February 17, 2006 from http://www.tonyattwood.com.au/paper4.htm Attwood, T. (2005). Quotations. Retrieved February 17, 2006 from http://www.tonyattwood.com.au/quotations.html Sherer, W. (2005). Where can aspies get jobs? Retrieved February 17, 2006 from http://oddsandfriends.typepad.com/askanaspie/adult_autistics/index.html Important Note About This Article This article was written for a project in a Master's Degree level college course. It is not a peer-reviewed journal article. Thus, it is for informational purposes only and should not be considered research in the field of Autism.

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