Supporting High-Functioning Autistic Spectrum Individuals in the Workplace

In 1994, the term Asperger Syndrome (AS) became part of the psychologist’s lexicon by its inclusion in the DSM-IV. Prior to that, the autistic spectrum (of which Asperger Syndrome is a part) meant profound autism (autism accompanied by mental retardation, often severe) and ‘high-functioning ’ autism (autism without mental retardation). Since AS’s inclusion in the DSM-IV, and probably not coincidentally, autism spectrum disorder (ASD) diagnoses are on the rise – the NIH now states that the prevalence for ASD is approximately 1:150. Controversy exists over whether or not the increase in diagnosis is due solely to better diagnostic tools and definitions or if the disorders are actually on the rise. Most experts agree that both are contributing factors. However, to the person on the ‘high-functioning ’ side of the autistic spectrum, labels and prevalence rates don’t matter. What does matter is the development and deployment of appropriate interventions and accommodations – in the home, school, and work environments – to help them live to their fullest potentials in a non-autistic, or ‘neurotypical’, world. This article looks specifically at vocational interventions and accommodations of use for the ‘high-functioning ’ ASD worker. Background – Review of Existing Literature Although there is a wealth of information on interventions and accommodations for school-age children with high-functioning ASDs, there is very little information for adults with these disorders, and even less information specifically relating to vocational interventions or rehabilitation for ASD youth and adults. Comprehensive and advanced searches of the Internet and ERIC (Education Resource