ASD: Empirical Strategies In Vocational Training

Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.

Autism has been made to seem like this huge issue, something that needs to be stopped. While there are many issues that come with autism, it is not something that should be getting such negative attention. People with autism seem to be the most extraordinary out of any of us. “They are usually intelligent, gifted, honest, hard workers when interested in a task and excellent problem solvers. People with high-functioning autism are thought to become excellent scientists and engineers or enter other professions where painstaking, methodical analysis is required. Some believe this particular assertion is a stereotype, as some high-functioning autism adults tend to struggle with the traditional work setting and the surrounding societally accepted ways of behaving,” (Synapse, Pg 2). There

Most parents wonder what is the next chapter after their child with autism spectrum disorder graduate from high school, for some individuals, it is to move onto higher education. As stated by Cai and Richdale (2015), the USA has one of the lowest rates of college enrollment for individuals with ASD, with over 50% of these individuals being in neither education nor employment following their secondary school, with similar finding in the UK (p. 31). For the individuals with ASD who move forward in gaining a higher education will have to learn to adapt and determine how to transition into higher education. Mentioned by Cai and Richdale (2015), a USA national survey illustrated poor outcomes from transitioning from secondary school into adult-hood. “The findings showed that after young adults with ASD left the public school system, 80% continues to live at home, only 32% attended postsecondary education, just 6% had competitive jobs, while 21% had no employment or education experience at all. Further 40% reported having no friends. (p. 32)”

Autism is the main form of autism spectrum disorders (ASD). Autism is a developmental disorder that is manifested in problems with communication, impairment of social functioning, and repetitive behaviours. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), ASD diagnoses must meet four different areas of criteria. There are three symptoms of "deficits in social communication and interaction across contexts," four symptoms of "restricted, repetitive patterns of behaviour, interests, or activities," "symptoms must be present in early childhood," and the symptoms must "together limit and impair everyday functioning" (Carpenter, 2013). There are many theoretical positions on the causes of autism spectrum disorders. Some of which have been discounted by empirical studies that have been researched and performed.

Hendricks (2010) carried out a review of research available and found that more research on how to support adults with ASD for finding employment. The electronic communication board is an example of a support that can enhance employment of patients and their ability to carry out the required tasks.

1)For long-term outcome “Being able to work in a competitive and integrated environment can improve wages, skill development and quality of life for individuals with intellectual/ developmental disabilities” the assumptions that should be met for this to be achieved are as listed:

The DSM 5 defines autism spectrum disorder as a persistent deficit in social communication and interaction across various areas. The deficits occur in the areas of social and emotional functioning, non-verbal communicative behaviors, and fostering relationships. The DSM 5 also includes repetitive patterns of behavior, interests, or activities as factors to consider when seeking to understand if a child has autism. The child can become fixated on specific objects, strongly adhere to schedules or ritualized patterns. When patterns are broken, the child has a difficult time transitioning to a new schedule or pattern of existence. Additionally, the child may be hyper or hyperactivity to various sensory aspects of the environment. As denoted

Individuals with developmental disabilities face many problem in our society due to our low expectations that we have for them. Yes they do have problems, but just like everyone else they have their strengths and weaknesses. There may be things that I’m not good at, but I still have the ability to find a good paying job that involves my strengths. By looking at the two essays, For Hire: Dedicated Young Man With Down Syndrome and An Inside View of Autism I was able to see how much our society discriminates against their unique features. We should focus on each person’s strengths rather then generalizing about all individuals with developmental disabilities.

Those with the IQ of 70-75 tend to do well in adulthood, however even those who have an IQ above this may struggle with financial issues. The transition to adulthood is especially hard for children with ASD because adults with ASD are “socially disadvantaged and tend to be unrecognized” (Henninger & Taylor, 2014). Fortunately, Dr. Paul from Autism Speaks organization recognizes that there is research for people with ASD that shows that with the right amount of training and support, individuals with ASD can work a variety of jobs in their own communities. Ted Talks speaker (Kerry Magro from TED Talks Seminar) was diagnosed with ASD at the age of three, but says he overcame all odds with intensive therapy, support groups, and speech therapy. It is very important that an individual with ASD has the proper support group in order to be successful in the transition to adulthood, and organizations like these can be useful in that. In a recent survey called “Family Perspectives on a Successful Transition to Adulthood for Individuals with Disabilities” it explains that the most important factor for transitioning to adulthood in the ASD community is to have a job or role in the community (Henninger, 2014). Just like all people, it is important to make sure that a person with ASD has the opportunity to do what they love in life. This can be facilitated by parents helping to keep

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

Autism is a mental condition that can occur in children from birth but is diagnosed in early infancy or early childhood. It is a complex neurobiological disorder that typically lasts throughout the lifetime of a person. It can be considered as a spectrum of disorders characterized by severe developmental deficiencies that can affect socialization, communication, emotional development and can cause repetitive or unusual behaviors. The ranges of the symptoms are mild to severe. There is a milder form of the disorder known as Asperger syndrome. Other developmental disorders that fall under the category of autism spectrum disorders are Rett Syndrome, PDD (Pervasive Developmental Disorders) and childhood disintegrative disorder.

Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to

The purpose of the study was to report employment and independent living outcomes of people with autism. They followed 125 graduates from Taft College Transition to Independent Living (TIL) program. This program is designed to serve students with disabilities (Ross, Marcell, and Williams, 2013, p. 337). The study showed that there is only 16 per cent out of 11,429 individuals with autism who live on their own; however, these individuals receive support from Medicare’s Home and Community Based Care Services (p. 339). The authors reported:

I chose to work with the disability of autism. According to the IDEA and Teaching Students with Special Needs in Inclusive Settings, they give out three definitions, but only one works very well. It is considered a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance. There are definitely some characteristics that stand out due to this disability. Students who are said to have autism usually take part in activities that are repetitive, they do not like change when taking part in daily activities, and they do not do well with experiences involving their senses (Smith, Polloway, Patton, and Dowdy

'm from different country which students with disabilities need all kinds of supports so humanity they need our help and one of my important goals is to support students with autism between the ages of 18 and 22 in their transition years in learning basic job skills necessary for employment in real-life settings. Also to help adults with autism be prepared for successful job placement through evaluation, the obtaining of both "hard" and "soft" skills, and mentorship through the employment application