Students with ASD can often master the content of the class or components of the job, however, they often struggle with executive functioning, self-regulation of emotion and behavior, communication, and personal presentation.
Executive functioning is the cognitive process that helps us to regulate, control and manage our thoughts and actions. It includes planning, working memory, attention, problem solving, verbal reasoning, inhibition, cognitive flexibility, initiation of actions and monitoring of actions. Executive function skills are necessary to face a new challenge or resolve to pursue a goal. Youth with ASD are expected to set postsecondary goals that require the use of executive function skills that they may not have learned.
As students enter post-school environments, the demands on time management, planning, organization, and goal-directed persistence are particularly pronounced. The impact of these challenges can intensify over time, until these youth become overwhelmed. Skill development in executive cannot be left to chance, at a time when youth with ASD need to respond to more complexities in their world.
As educators and parents, it is crucial that we address executive function skills through direct instruction. These skills are not typically developed through observation or self-awareness. When executive skills are explicitly taught, youth with ASD become more effective students, as well as develop the skills necessary for adult success in postsecondary education, employment, independent living and community participation. (Columbia Regional Inclusive Services-- - https://www.crisoregon.org/Page/280#Why%20teach%20executive%20function%20skills%20to%20youth%20with%20ASD?)
Below are strategies and supports to assist the youth with planning and organization:
- Visual Supports- Chart for daily routine (photos are the most effective)--chart each step
- (i.e. checking email, brushing teeth, packing backpack, packing a lunch)
- Create a visual schedule for morning, day and evening routines-
- Include study time, meals, traveling, relaxation, laundry, housework
- Reminder Cards- written with a picture (for things easily forgotten--raise your hand to participate, use the time clock when arriving at work, etc.)
- Use a phone for important events & activities---add a reminder
- Use a planner that includes a weekly view for detailed notes
- Use a color coding system- colored pens for specific categories (course deadlines, holidays, doctor appointments, birthdays, etc).
- Break larger exams and projects into small manageable steps
- Avoid over-commitment
- Avoid procrastination
- Set up a schedule such as 50 minutes of task completion (i.e. studying, housework, bill paying, etc.); 10 minutes of leisure time
Tips on Avoiding Procrastination:
- Do the most difficult task first--get it out of the way
- OR...do the simplest task first...this provides motivation to do more
- Start the timer for a certain amount of time and commit to working that long
- Build in time to decompress--do something leisure, utilize calming mechanisms, etc.
- Prioritize
- It's okay if it's not perfect; Don't let that hinder progress on other projects
- Creating a realistic daily routine can make one feel more in control
- It's okay to adapt the routine as situations change
- Use apps & software to stay organized, if preferred
- Mindmapping- great for visual thinkers...computer programs such as XMind are free and will help organize thoughts in a more visual way. (https://xmind.app/)
- Graphic Organizer Templates https://www.learnalberta.ca/content/ssass/html/graphicorganizers.html
- Apps with Transition in Mind: https://www.ocali.org/up_archive_doc/Spectrum_Apps_ASD.pdf
- My Homework: https://myhomeworkapp.com/
Finally, advice from a Professor & a Mom of children with Autism--
- **Dr. Jane Thierfeld Brown (Assistant Clinical Professor at Yale Child Study, Yale Medical School, Director of College Autism Spectrum, and former Director of Student Services at the University of Connecticut School of Law) recommends 3 White Boards:
- Bathroom- Take a shower, brush your teeth, comb your hair, dirty laundry in basket
- Kitchen-Eat your breakfast, take your medicine, make your lunch, put dishes in sink
- On the Door-Take money (if needed), backpack, assignments, phone, lunch, etc.
**Initially, the parent is making the list and the student is checking off; Eventually the student makes the list with parent supervision, then the student makes the list independently
It is important for the youth to know what their triggers are and what it feels like when they are starting to experience sensory or emotional overload.
Examples include:
- Lights, loud music, crowds/parties, disruption of private areas or belongings, smells, fire alarms, arrangements of beds/furniture, general residence hall/workplace noise, change in schedule, rude customers or co-workers, etc.
Strategies to employ immediately:
- Taking a deep breath
- Counting to a favorite number
- Taking a walk
- Listening to music
- Utilizing a fidget
- Moving--dancing, jumping up or down
- Eating a crunchy snack
Be sure to practice at home and school to see which ones work best. Direct instruction in using these strategies when faced with a sensory or emotional overload is key.
Planning ahead using guides such as the Incredible 5 Point Scale https://www.5pointscale.com/downloadables.html
The Hidden Curriculum is the assumed knowledge – the expectations, rules or guidelines that are not directly taught because they are universally known. It also addresses the incongruities of how skills are executed differently across communicative partners and environments, making it an essential set of skills for individuals with autism spectrum disorders (ASD) who often do not detect the subtleties of situations and are often routine bound, literal, and rule enforcers.
School – Professor Davis asked Morgan, a student with ASD, if she knew what time it was. Morgan replied, "Yes," and went back to reading her textbook. Dr. Davis' quizzical expression revealed that he thought Morgan was being disrespectful, rude or antisocial. Morgan, reading her book, did not notice his expression. Morgan committed several hidden curriculum errors.
Strategies:
The Incredible 5-Point Scale (as mentioned above)– The Incredible Five Point Scale was created to assist parents and professionals in making behaviors more concrete for individuals with ASD by breaking them down into sequential, understandable parts (Buron & Curtis, 2003). This scale allows individuals to recognize stages in their responses to situations with the ultimate goal of learning to increase self-regulation, thus resulting in more appropriate responses to situations. https://www.5pointscale.com/downloadables.html
One-a-Day Method – This strategy involves introducing one hidden curriculum item each day to the individual with ASD. In the general education classroom, the teacher can begin the day by writing a hidden curriculum item on the whiteboard and briefly discuss it with the entire class. All learners can benefit from the hidden curriculum; however, it is essential for individuals on the spectrum. At home, a caregiver can discuss one item at the breakfast table, during bedtime routine, or in the car running a regularly scheduled errand.
Common Hidden Curriculum Areas that Present Problems in College/Workplace:
- Professors not interacting as teachers did (i.e. no reminders on assignments, they assume students understand the lecture and will ask for assistance if not, some want questions asked during the lecture/others do not, office hours are designed for in-depth questions not during class, etc.)
- Lunch hour may not be an hour
- Telling a co-worker that she/he is beautiful/handsome may not be welcomed
- Calling out the boss or professor for being late
- Taking off shoes in the employee lounge or in the student complex building
- Eating food in the common fridge that is not theirs
- Not bathing/poor hygiene
The lack of social understanding and communication can impact relationships with peers, negotiating with professors and employers, making needs known/getting needs met, residence issues, and staying safe. It is crucial that the student practices the hidden curriculum using one of the strategies mentioned above.
www.autismspectrumnews.org/a-look-inside-the-hidden-curriculumhttps://www.5pointscale.com/downloadables.html
- role plays
- blogs of self-advocates with ASD
- student-led IEP meetings
- video modeling
Youth must:
- Know their strengths, weaknesses and interests
- Understand what works for them and what doesn't
- Learn to speak up for themselves about ASD
- Knowtheir rights
- Be themselves
- Learn to say "No" to uncomfortable social events
In Educational Settings:
- Connect with Disability Services early;
- If you want to disclose your disability, meet with your employer to discuss your strengths & needs
Practice self-advocacy skills using the document below...
- Don't accommodate every need
- Avoid eliminating all risk
- Teach problem-solving skills
- Teach your kids concrete skills
- Avoid "why" questions, ask "how"
- Instead of "Why did you miss your exam?" or "Why did you miss work?" say "How are you going to make up the points or test that you missed?" or "How are you going to explain to your boss why you missed work?"
Factors to Consider for College/Technical School:
- Residential or Commuter
- Distance from Home
- Size
- Curriculum of Interest
- Disability Services or Specialized Program
- ADA vs. IDEA
Factors to Consider for the Workplace:
- Skills
- Interests
- Experience
- Agency Connection
- Living arrangements
- Transportation
Gaining Readiness:
- Take General Education at Community College/Work with OVR for Job Coaching
- Consider 18-21 programs
- Live at home first year
- Take online courses
- Access community resources
- Practice independent living skills
Pennsylvania College of Technology https://www.pct.edu/pre-college-programs/aspie
IUP Labyrinth Center: https://www.iup.edu/education/centers/labyrinth/index.html
Penn West Edinboro- BASIS- https://www.edinboro.edu/academics/support/accessibility-services/basis.php
Kutztown University- My Place: https://www.kutztown.edu/about-ku/administrative-offices/disability-services-(dso)/my-place-program-(autism-services).html
Slippery Rock University- ATLAS Program: https://www.sru.edu/academics/academic-services/services-for-students-with-disabilities/specialized-services
West Chester University- D-CAP: https://www.wcupa.edu/deputy-provost/dcap/
Autism-Focused Businesses
More young adults with autism are finishing school and struggling to enter the workforce. At the same time, more businesses are discovering the benefits of hiring autistic employees. These two factors, together, are spurring the growth of small businesses built around the strengths of autistic workers.
A few of these businesses in the United States include:
30 Best Employers for People With Autism - https://www.appliedbehavioranalysisprograms.com/companies-for-people-with-autism/
References & Resources to Explore & Support the Journey
For Further Information...
The ASERT Collaborative
ASERT (Autism Services, Education, Resources and Training) is a statewide initiative funded by the Bureau of Autism Services (BAS), Office of Developmental Programs (ODP), PA Department of Human Services. ASERT is a key component of the BAS’s strategy for supporting individuals with autism and their families throughout the commonwealth.
The ASERT Collaborative is a partnership of medical centers, centers of autism research and services, universities, and other providers involved in the treatment and care of individuals of all ages with autism and their families. The ASERT Collaborative has been designed to bring together resources locally, regionally, and statewide.
Each ASERT region is charged with understanding the needs of their respective region, including those of the most rural regions of Pennsylvania and the most underserved populations.
How ASERT Can Help You
- Visit the ASERT website: www.paautism.org
-Call or email our Statewide Resource Center
-With a database of information, our resource specialists are able to provide up-to-date and accurate information and resources.
By Phone: 877-231-4244
By Email (English): info@paautism.org
By Email (Spanish): ASERTespanol@paautism.org
- Request a free training or presentation, learn more with our eLearning platform, and the large online database of resources, events, and news
The Pennsylvania Bureau of Autism Services
The Bureau of Autism Services provides ongoing communication about the Department of Human Services’ work in helping people with autism spectrum disorder, while working with families and individuals to help them reach their personal goals and live an everyday life. You can contact us or call the Bureau of Autism Services at 1-866-539-7689.
Mailing address:
Department of Human Services,
Office of Developmental Programs,
Bureau of Autism Services
P.O. Box 2675
Harrisburg, PA 17105
Adrienne Stiteler, Transition Consultant
2895 W Pike
Indiana, PA 15701
724-463-5300 ext. 1105
This publication can be found at: https://www.smore.com/6gzce