Evaluation Adults with an Asd's Perceptions of Employment and Educational Supports

Background:  Recent studies indicate the lifetime costs of supporting individuals with an ASD at $2.4 million for individuals with an ID and $1.4 million for individuals without an ASD (Buescher, Ciday, Knapp & Mandell, 2014). These estimates strongly suggest that improving educational and employment outcomes for adults with an ASD is imperative. Rates of participation in higher education and competitive employment continue to be low (Shattuck et al. 2012, Renty and Roeyers, 2006). Many higher education institutions are beginning to explore development of supports for this growing population, but limited information regarding what supports are most beneficial for retention of students with an ASD and transition to work after graduation is known (Zager & Alpern, 2015, Camarena & Sarigiani, 2009). With regard to employment, federal legislation now requires agencies seek employment opportunities for individuals with disabilities at the highest level, i.e competitive employment (https://www.dol.gov/odep/topics/EmploymentFirst.htm). Input from consumers and collaboration with employers is an essential component of determining which supports are most helpful in the work setting.

Objectives: Evaluate the perceived effectiveness of common supports provided to individuals with an ASD in school and work settings and factors which positively or negatively influenced participation.

Methods: Descriptive survey (n=59), adults with an ASD, ages 18-35. Likert scale (5 and 4 point, very helpful-not helpful, strongly agree-disagree or neutral) for perceived effectiveness of educational and employment supports, respondents perceived feelings of success in the work setting and demographic information, e.g. educational level, living situation. Additional data gathered regarding selection of PSE institutions, types of employment and outside hobbies and interests was also included.

Results:  Basic supports such as faculty and boss/supervisor mentoring were rated most favorably (44% and 63% respectively), indicating low cost or free supports may be of most benefit above more specialized supports. Academic specific supports such as tutoring and extended testing time were also rated as “very helpful” by 29% and 41% respectively by college participants. Of respondents, 52% attended college and 71% percent indicated that they been employed at least once. Six percent of respondents who attended college reported that they obtained work in their area of study after graduation indicating that ability to obtain competitive and meaningful employment is still a concern. Management of anxiety and social relationships were most frequently reported as negative aspects of work. Commonly recommended supports such as vocational rehabilitation were noted as least helpful by respondents. Low rates of participation with career counseling, resume writing and interview preparation were noted and indicate that that adults with an ASD may not be accessing important resources.

Conclusions: Individuals with an ASD may benefit most from non-disability supports in the educational and work setting such as faculty and employer mentoring, flexible work schedules and opportunities to work from home. Addressing consumer specific challenges such as anxiety and social relationships are an important component of programming. Continued input from consumers regarding supports is an important component of program evaluation.