workforce A hidden talent pool 11182 neurodiversity The PEOPLE THE HISTORY THE behaviors THE STRATEGIES The PEOPLE EAP amp NEURODIVERSITY Dealing with autism spectrum disorder or ADHD can cause adverse affect on work performance health and wellbeing ID: 775061
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Slide1
Slide2Slide3Slide4Slide5Slide6Slide7Slide8neurodiversity
the neurodiverse workforceA hidden talent pool
11,182
Slide9neurodiversity
The PEOPLE
THE HISTORY
THE behaviors
THE STRATEGIES
Slide10The PEOPLE
Slide11EAP & NEURODIVERSITY
Dealing with autism spectrum disorder or ADHD can cause adverse affect on work performance, health and well-being
Parent of young or adult child w ASD/ADHD
Grandparent of child w ASD/ADHD
Partner/spouse with ASD/ADHD behaviors, diagnosed or not
Employee themselves may have ASD/ADHD behaviors
Manager or supervisor may have ASD/ADHD behaviors
Slide12Understanding the social world
Most people are born with the intuitive sense that allows them to be naturally aware of social expectations and feeds them the information needed to follow the SOCIAL CODE.
Slide13HIDDEN RULES & SOCIAL EXPECTATIONS
We
adjust our behavior based on what we THINK people may be thinking about us.
HIDDEN RULES
unwritten
code of conduct that everyone is supposed to know and
follow.
help
us to consider what is polite and appropriate
Slide14To disclose or Not to Disclose:That is the question
“One thing I hear from people is “You don’t seem like you have Asperger’s” or “It doesn’t seem like you have it that bad.” Maybe that’s good; but sometimes that feels invalidating, a little less respectful of my life experience and what I struggle with… Really what’s behind that is a tremendous legacy of work. If you only knew what I have had to map out, read about, learn, study, analyze, process, slice and dice, and put back together in my own way; I mean, virtually everything. I’ve had to do a lot of work to be able to do what I do. (2009)
AJ
Mahari
, educator with Asperger’s Syndrome
Slide15HOW OTHERS SEE THEM
SELFISH, ARROGANTSelf-absorbed in intellectual bubblesGreek word autos, means ‘self’Driven by special interestsAloof
CLUMSYUncoordinatedDifferent neurology, sensory disorder; imbalance, proprioception
Source: Very Late Diagnosis of Asperger’s Syndrome: How Seeking a Diagnosis in Adulthood Can Change Your Life, Philip Wylie, 2014
Slide16HOW OTHERS SEE THEM
MAD/CRAZYCombination of creativity, eccentricity, anger, mental illnessLabeled as schizophreniaStrangeQuirky
ALIENBecause their ways are so different, sometimes offensive, are perceived as “from another planet”Wrong PlanetLiving With an AlienFrom Another World
Source: Very Late Diagnosis of Asperger’s Syndrome: How Seeking a Diagnosis in Adulthood Can Change Your Life, Philip Wylie, 2014
Slide17HOW OTHERS SEE THEM
NAÏVEEasily tricked and manipulatedVictims of abuseLack of ability to perceive/interpret another’s thoughts and intentions
UNGROUNDED, SLOWIntellectual thinkersLack “common sense”Lack basic coping skills
Source: Very Late Diagnosis of Asperger’s Syndrome: How Seeking a Diagnosis in Adulthood Can Change Your Life, Philip Wylie, 2014
Slide18Challenges in the workplace
Inability to delegate and manage peoplePoor executive functioning, an inability to multitask, so project management suffersUncomfortable in office environments-Sensory overloadRigid procedures & rules
Difficulty respecting bosses who lack merit, integrity or management abilityHaving divergent values and visions compared to those of the employersExperiencing bullying, “herd instinct” and office politics, which cause anxiety and depressionDifficulty adhering to rigid work hours
Source: Very Late Diagnosis of Asperger’s Syndrome: How Seeking a Diagnosis in Adulthood Can Change Your Life, Philip Wylie, 2014
Slide19NEURODIVERSITY
The HISTORY
&
a paradigm shift
Slide20Neurodiversity is…
Not a political position, a theory, or a stance in public discourse.It’s a living fact. The word simply means that there are different styles of cognition and different types of minds, and that fact should be celebrated rather than pathologized.~ Steve Silberman, author of NeuroTribes: The Legacy of Autism and the Future of Neurodiversity
Slide21Autism: A Different Ability~A Different Way of Being: Not a Lesser One.
Slide22Autism in our community
CHILDREN (<18 yrs)1 in 68 in US 1 in 58 in NC (1.7%)NC* 39,887Forsyth* 738Iredell* 357Surry* 286Davie** 181 4.5x more common in boys7x more likely to come in contact with police than a member of the general public.
* Using 2015 census data** 2010 census data
Autism Tsunami
Services end at 18
In the next 10 years
220
% increase in adults w
ASD
500,000 enter workforce
Slide23Autism Prevalence: 1 in 68 in US
Slide24Debunking Myths: what autism is Not
NOT a diseaseNeurologic differenceNothing to “cure”NOT a mental illnessDevelopmental delayNOT caused by vaccinesEnvironmental factors
NOT caused by parents
Changes may begin in utero
Genetic
connection
NOT equated to intellect
IQ
may not be accurate
Slide25Facts
C
auses of autism are unknown: primary theories include multiple biological, genetic, and environmental factors.
Individuals on the autism spectrum are
NOT
unruly people who choose to misbehave. They have different neurology, and PROCESS information differently.
Individuals
do not
outgrow autism. Rather, they make improvements and learn with instruction, education, intervention and support.
Slide26Comparing “Autisms”
Requires
Substantial support
Requires Minimal support
Slide27The Changing Autism Diagnosis
1980
1980
Requires minimal
support
Requires substantial support
DSM-V
1987
1994
2013
Slide28The DIAGNOSIS: Autism Spectrum Disorder 299.00
Persistent deficits in social communication, social interactions
Social emotional reciprocity
Nonverbal deficits (eye contact; facial expressions; pragmatics)
Developing, maintaining, understanding relationships
Restrictive, repetitive patterns of behavior, interests, or activities
Repetitive movements
Insistence on sameness;
ritutalized
patterns; strict adherence to routines
Restricted or fixated interests
Hypo or hyperactivity to sensory input
Slide29Severity Level
of ASD
Social Communication
Restricted Interests &
Repetitive
Behaviors
Level 3
Requiring
very substantial support
Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning;
very limited initiation of social interactions and minimal response to social overtures from others.
Preoccupations, fixated rituals and/or repetitive behaviors markedly interfere with functioning in all spheres.
Marked distress when rituals or routines are interrupted; very difficult to redirect from fixated interest or returns to it quickly.
Level 2
Requiring
substantial
support
Marked deficits in verbal and nonverbal social communication skills;
social impairments apparent even with supports in place;
limited initiation of social interactions and reduced or abnormal response to social overtures from others.
RRBs and/or preoccupations or fixated interests appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts.
Distress or frustration is apparent when RRB’s are interrupted; difficult to redirect from fixated interest.
Level 1
Requiring
Support
Without supports in place, deficits in social communication cause noticeable impairments. Has difficulty initiating social interactions and demonstrates clear examples of atypical or unsuccessful responses to social overtures of others.
May appear to have decreased interest in social interactions.
Rituals and repetitive behaviors (RRB’s) cause significant interference with functioning in one or more contexts.
Resists attempts by others to interrupt RRB’s or to be redirected from fixated interest.
Slide30NEURODIVERSITY
The BEHAVIORS
Slide31The Spectrum…
“When you’ve met one person with autism, you’ve met one person with autism.”
Slide32Autism is Neurodiversity
SOCIAL
:
Difficulty interacting with people
Inability to interpret body language, facial expressions, tone of voice
Struggle with reciprocity, pragmatics
LANGUAGE/COMMUNICATION
:
Difficulty using language, can be either limited or advanced vocabulary. May not be able to put thoughts/feelings into words.
Struggle to express, comprehend, or differentiate emotions.
Language is not indicative of intelligence.
BEHAVIORS
:
Focus on a specialized interest, often
object
oriented; not people
oriented
Insist on sameness and routines. Change in routine or surprises can lead to meltdowns.
H
yper or hypo to sensory input; overload can lead to meltdown
Clumsy, uncoordinated.
Slide33Social mis-Understanding
U
nable to predict another’s reaction.
Unable to understand emotional state of others.
May misunderstand or not react to social cues.
May have heightened response to “trivial” change or routine.
May invade your personal space.
May not understand danger in situation.
Slide34Slide35Slide36Slide37NEURODIVERSITY
The STRATEGIES
Slide38It’s in the approach ~ MEET THE PERSON WHERE THEY ARE
Be calm and patient
Allow time to develop trust
Show
interest in
and initiate conversation about what
they
like
Position person for success
Do not try to stop their “
stimming
”
Allow extra time for processing the question
Use concrete terms and clear specific questions
Avoid abstract terms, concepts, open-ended questions
Slide39Resist urge to focus on proper social protocolAcknowledge awareness of and insights about their behaviors and challengesRecognize their attempts to cope and manage behaviorsInclude them in problem solvingUse direct coaching techniques, not open ended
If you sense that the person is processing their world differently ~ pause
MEET THE PERSON WHERE THEY
ARe
Slide40Each Person is Unique
Measured
I.Q.
Social
Interaction
Communication
Motor
Skills
Sensory
Severe
Gifted
Aloof
Passive
Active but Odd
Awkward
(Gross)
Agile
Non-verbal
Verbal
(Fine)
Uncoordinated
Coordinated
Hyposensitive
Hypersensitive
Slide41Interact Differently with the World
Appears disinterested or
unaware
of surroundings & people
Often is alone, or may separate from the group
Appears to be in their own world
Listens differently, and may appear to be inattentive
Uncomfortable with and unable to maintain eye contact
May fidget, pace, or rock in
order to
focus or calm
Process language and interactions slowly
Difficulty asking questions and expressing their needs
May withdraw, internally and/or physically as a way to cope
Slide42Designing iCan House
iCan House principles and philosophyPositive approachNo diagnosis requiredClub-based model using cognitive behavior approachInquiry-Intake process to assess needs/interestsMeet them “where they are”Invite them to join a club; positioned for successInnovative curriculum designed to teach abstract concepts using concrete methodsClubs meet weekly for 2 hoursParent instruction, coaching
Slide43Awkward among and around peopleDoes not understand social cues, rules, boundariesOverwhelmed with sensory experiences Uses complex formal words and verbosityDetachment because people are unpredictable and confusingEasily disengages; poor eye contact; can appear suspiciousComments may be inappropriate in content and timingBrutally honest, often say exactly what they are thinkingDifficulty understanding jokes; inappropriate use of humor
Interact Differently with the World
Slide44Talking with a Neurodiverse person
Presume
Competence; do not simplify your speech
Don’t assume you know how much they understand
When you oversimplify:
Feels singled out, more so than usual
Miss out on a lot of communication and info
Do not insist on eye contact or other social protocol
Meet them where they are
Be patient; allow time for delayed processing
Avoid jargon, idioms, metaphors- very literal and concrete
Be aware of potential for sensory overload, distractions
Provide extra personal space
Slide45The Future is in neurodiversity.Create a new possibility.
Consider how you can position the student for success
Slide46862 West 4
th
Street, Winston-Salem
www.icanhouse.org
862 West 4
th
Street, Winston-Salem, NC 27101
kim@icanhouse.com
(336) 723-0050