Topic 6: What Training Exists?

There are a number of training activities to help people with ASD prepare for the workplace or possibly start their own business. However, these are not always easy to find. Norm Dahl, Ph.D and Alan Arici, M.ED., authors of Employment Planning for People with Autism Spectrum Disorders (2008), suggest there are two ways training can occur: train first and then find employment or find employment and then receive training. They suggest that attempting training before reaching the workplace may not be beneficial because every job requires site-specific instruction. However, if training focuses on employment skills that may help a person get a job, or perhaps offers a wide range of content relating to a number of jobs, the 'train first and then seek employment' model could be beneficial. Dahl and Arici suggest people with ASD could seek training in the following skills before seeking employment (2008).

Communication and Social Skills:

• It is important for employees in any job setting to know how to communicate effectively. Not only will they need to ask questions to clarify concepts but they also need to know how to ask for help. While communicating may be a struggle for many people with ASD, learning how to do it in a way that is effective can make both the employee and employer more comfortable and allow for open dialogue (Dahl and Arici, 2008).

Self-Management and Time Management:

• We have already learned that people with autism often need clear and concise direction in order to be successful in the workplace. Thus, if they are put in a situation that is more self-directed, complications may occur (Dahl and Arici, 2008). Therefore, learning how to accomplish tasks independently and how to manage time effectively will be very important for some individuals on the spectrum.

Problem-Solving and Coping Strategies:

• Problem solving skills can be taught in a number of ways, but the most important skills to learn for the workplace involve identifying problems, coming up with solutions for the problem and choosing which option would be best for the company. This could also relate to how problems arise socially and how a person with ASD can cope with a difficult situation or a situation that makes them feel uncomfortable. One way to teach coping skills is to put participants in "real-life" situations and use "if this happens, then I will do this" examples (Dahl and Arici, 2008).

Navigation Skills:

• It is important for any employee to feel a sense of belonging, whether they have ASD or not. However, people with ASD may become more anxious than neurotypical employees when unable to find the restroom or the breakroom. This can lead the employee to feel uncomfortable and nervous. Learning skills in navigation can help avoid these problems. However, this is one area in the workplace that is often overlooked because it is often taken for granted. To a person with ASD, their sense of community can be obliterated if put in an unfamiliar place where they feel they don't belong (Dahl and Arici, 2008). Providing a map of the workplace, different departments, clearly marked restroom and breakroom areas is very beneficial for someone with ASD. Providing models of organizational command, like organizational charts are also helpful to teach social navigation in the workplace.

Watch the following video titled People with Autism Recruited for Skilled Jobs by The National (13 min, 20 sec). Then answer the question that follows.