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• W2992744320 abstract "Employment is an essential part of developing self-efficacy (Gerhardt & Lainer, 2011; Larence, Alleckson, & Bjorklund, 2010). Stable employment is also positively associated with subsequent reductions in clinical symptoms and maladaptive behaviors, as well as improving daily life activities (Taylor, Smith, & Mailick, 2014). Specifically, research on ASD populations has demonstrated that employment leads to improved emotional state, greater financial gain, decreased anxiety, greater self-esteem, and greater independence (Huributt & Chalmers, 2004; Mawhood & Howlin, 1999). Recent studies have also demonstrated the cost-effectiveness of supported employment for individuals with autism spectrum disorders. One study in the United Kingdom demonstrated both enhanced cost savings and improvements in quality of life, with a supportive employment model in contrast to standard care (i.e., day services) (Mavranezouli, Megnin-Viggars, Cheema, Howlin, Baron-Cohen, & Pilling, 2013).While individual and societal benefits to employment are clear, students with ASD who have matriculated are finding it difficult to acquire and retain employment (Hendricks, 2010; Hurlbutt & Chambers, 2004). Unemployment and under-employment rates for individuals with ASD remain consistently high, even for individuals on the higher functioning end of the spectrum. It has been estimated that 50-70% of individuals on the spectrum are unemployed, with even more individuals receiving insufficient benefits and unequal compensation (Newman et al., 2011; Taylor & Selzer 2011).Unfortunately, obtaining a college degree does not necessarily translate to improved employment outcomes for individuals with ASD (Howlin, 2000). The Asperger Training and Employment Program (ASTEP) reports that approximately 46 per cent of individuals on the autism spectrum who hold a bachelor's degree or higher are unemployed, and of those employed, 75 per cent are underemployed (ASTEP, 2012). In a more recent study comparing employment outcomes among individuals with ASD to other disability categories, the ASD subgroup was ranked lowest with respect tojob attainment (53.4 per cent) andjob salary (mean income per hour was reported as $8.10) (Roux, Shattuck, Cooper, Anderson, Wagner, & Narendorf, 2013). Poor employment outcomes for the ASD population appear to be independent of intellectual ability (Schall, Targett, & Wehman, 2013; Taylor & Selzer, 2011). These statistics highlight the growing need for support services that capitalize on the strengths of individuals with ASD while fostering career development.In fact, the United States Department of Labor (DOL) has developed the Employment First policy to, facilitate the inclusion of individuals with significant... disabilities into the workplace using community-based, integrated employment as a first and preferred option (http://www. dol.gov/odep/topics/EmploymentFirst.htm). Under this policy, states will receive funding to assist them in developing strategic plans, and will have online access to subject matter specialists. Building a community of practice teleconferences will encourage states to share their progress with one another. While the U.S. DOL has developed a toolkit for employers, researchers, policy makers, and individuals and family members, there remains no assistance or guidance for those working in higher education to implement the tenets of the Employment First Initiative.Pro-Employment ASD TraitsDespite the challenges of finding and maintaining employment, individuals with ASD possess qualities considered attractive to potential employers, including detailed information about their subject area of interest, superiority in visual processing and visual search (Simmons, Robertson, McKay, Toal, McAleer, & Pollick, 2009), and attention to detail and tendency towards patternbased memory (Happe & Vital, 2009). Employees with ASD are also more likely than their peers to have prompt and steadfast attendance, less personal interference withjob responsibilities, more loyalty to their organization, and more adherence to organizational and task regulations (Huributt & Chalmers, 2004). …" @default.
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• W2992744320 date "2015-12-01" @default.
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• W2992744320 title "CAREER CONNECT: A Collaborative Employment Resource Model for University Students with ASD" @default.
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