“He’s worth the extra work”: The employment experiences of adults with ASD who use augmentative and alternative communication (AAC) as reported by adults with ASD, family members, and employers

Abstract

BACKGROUND: Employment is a key determinant in quality of life. However, less than 50% of adults with ASD are employed. OBJECTIVE: In order to better support community-based employment for persons with ASD who use augmentative and alternative communication (AAC), there is a need to better understand those situations in which successful outcomes have been achieved. METHOD: This study utilized a multiple case design to investigate the experiences of seven individuals with ASD who use AAC and are successfully employed in the community. RESULTS: Results provide evidence that individuals with ASD who use AAC can be successfully employed, when provided with appropriate supports. Expressive and receptive communication were commonly identified as challenges, however, mobile devices provided support to communication and participation for many of the participants with ASD. CONCLUSIONS: Results from the current study provide evidence that successful employment for individuals with ASD who use AAC is possible when intervention addresses three key areas: the development of skills that are valued in the workplace, the identification and creation of good job matches, and access to needed supports.

Autism and Employment: A Review of the “New Frontier” of Diversity Research

“…Richards and colleagues (2019: 1912) concluded that most managers are “insufficiently literate” regarding neurodiversity and thus are likely to feel isolated and unsupported when tasked with managing a neurodivergent employee. Beyond having difficulties managing autistic employees on their own, research has revealed that managers have “found themselves in situations that required them to attempt to teach others about autism, even though they themselves had limited training in this area” (Richardson, McCoy, & McNaughton, 2019: 213).…”

Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays

“…In summary, video VSDS may provide a useful approach to addressing a current area of identified need: integrated technology support for both communication and participation in employment settings for persons with ASD and CCN (Light, McNaughton, & Caron, 2018;Richardson et al, 2019). Although the O' Neill et al (2017) case study provided preliminary evidence of the usefulness of video VSDs for an adolescent with ASD, there is a clear need for experimentally controlled research with persons with ASD and CCN.…”

“…It has been estimated that the employment rates for individuals with CCN are even lower (less than 5%) than those for individuals with ASD McNaughton & Bryen, 2002). The use of augmentative and alternative communication (AAC), such as sign language, picture communication boards, and AAC apps on mobile technology, has been demonstrated to benefit persons with ASD (Foley & Staples, 2003;Ganz, Boles, Goodwyn, & Flores, 2014;Sigafoos et al, 2004); however, there is only a limited understanding of how AAC might be used to support persons with ASD and CCN in participating in the workplace (Richardson, McCoy, & McNaughton, 2019).…”

“…While the use of video prompts can assist persons with ASD in learning the steps in a task, additional strategies are needed to support the communication of persons with ASD who have CCN. AAC systems have been demonstrated to be useful in a variety of vocational settings for persons with CCN (Bryen et al, 2007;Richardson et al, 2019). However, persons with ASD who also have CCN may require technology supports both for learning the steps in a task (e.g., video models) and for communicating in the workplace (e.g., an AAC system).…”

“…However, persons with ASD who also have CCN may require technology supports both for learning the steps in a task (e.g., video models) and for communicating in the workplace (e.g., an AAC system). Given their need for supports to address two different challenges, it may be difficult for individuals with ASD and their communication partners to make coordinated use of two devices or two apps while participating in vocational settings (Richardson et al, 2019).…”