Domain
Vocational
Educational
Social
Planning
• Utilize time management strategies
• Model and practice strategies for task planning
• Develop templates for tasks to be repeated
• Assign a workplace mentor
• Clear workplace expectations
• Utilize organizational strategies, such as colored folders
• Provide steps for completion of assignments
• Write assignment due dates on calendar
• Utilize highlighters for important information
• Develop social scripts for a variety of situations
Cognitive flexibility/set-shifting
• Increase structure in environment to allow for predictable shifts in tasks
• External cues for set-shifts, such as notes or oral directions
• Break assignments into multiple steps to make shifts clear
• Practice solving problems in several different ways
• Plan in advance for change in routine
• Structured social activities
Inhibition
• Increase structure
• Create scripts for workplace interactions
• Reinforce academic routines, such as homework completion
• Inform individual of explicit guidelines for behavior
• Create social scripts
Fluency
• Video-modeling to increase task fluency
• Work with other students on homework and projects
Attention
• Use headphones to block out distracting noises
• Utilize tape recorder during class lectures
• Social skills training for attention
Attention memory
• Provide breaks
• Repeat instructions for assignments
• Shorter assignments
• Visual schedules for due dates
• Provide students with notes prior to class
• Sit near front of class
• Utilize visual organization strategies
• Link new information to existing information
• Self-management programs
Language
• Prompt employers and coworkers to communicate in a clear and direct manner
• Utilize scripts that can be used in various settings
• Develop strategies to obtain additional instruction if material is unclear
• Encourage use of campus-based tutoring and writing centers
• Use video modeling for social language behaviors
• Practice with non-literal language
Sensory functioning
• Move work to a quiet location
• Reduce clutter
• Allow for breaks
• Use headphones
• Utilization of computerized instruction
• Reinforce tolerance of sensory stimulation in social settings
General functioning
• Assign a coworker to serve as a “translator”
• Assessment of adaptability of individual and fit of workplace environment
• Instruction in job interviewing techniques
• Frequent monitoring of student work
• Immediate feedback on performance
• Teach use of anxiety reduction techniques
• Teach independent and community life skills
Conclusions
Although much research remains to be done on the neuropsychological underpinnings of individuals with ASD, it is clear that professionals may have a positive impact on the outcomes of men with ASD. Professionals working with individuals with ASD should actively work to reproduce the positive effects associated with a supportive environment, and help individuals with ASD to overcome the social isolation, bullying, and victimization that many individuals experience throughout their lifespan (e.g., Baron-Cohen et al., 2001). While men with ASD have substantial obstacles to overcome, many such obstacles related to men in general, the advocacy and support provided by professionals and others in the community are essential in improving the chances of adults with ASD at achieving their social, educational, and vocational potential.
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