“Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 56 (December 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 56 (December 2018) . - p.50-60 Titre : “Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.50-60 Langues : Anglais (eng) Mots-clés : ASD  Asperger’s  Female  Job  Sex  Work Index. décimale : PER Périodiques Résumé : Background Under- and unemployment adversely affect the economic, health, and social circumstances of people with autism; notably those with a diagnosis of autism spectrum disorder or high autistic traits (HATs). However, little research has been published comparing the experiences of women to men with HATs, and women without autism (i.e., those typically developing; TD) to ascertain if employment issues are a function of gender or autistic traits (ATs). Method An anonymous online survey was conducted attracting 28 women and 18 men with HATs aged 18–68 years (M?=?38.63, SD?=?13.12), with a further 21 TD women and 16 TD men aged 23–62 years (M?=?38.38, SD?=?10.32). Quantitative data were analysed via logistic regression to ascertain the extent to which employment issues were a function of gender or ATs while controlling for confounding variables such as education, and age. Qualitative data were analysed using inductive thematic analysis, then quantitatively using chi-square or Fisher’s Exact Test. Results It was found that ATs, not gender, was significant to most vocational experiences. Conclusions It is proposed that employers place greater importance on technical ability than social-communication skills when hiring and supervising women with HATs to reduce barriers and increase workplace diversity. En ligne : https://doi.org/10.1016/j.rasd.2018.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] “Always a glass ceiling.” Gender or autism; the barrier to occupational inclusion [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.50-60. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.50-60 Mots-clés : ASD  Asperger’s  Female  Job  Sex  Work Index. décimale : PER Périodiques Résumé : Background Under- and unemployment adversely affect the economic, health, and social circumstances of people with autism; notably those with a diagnosis of autism spectrum disorder or high autistic traits (HATs). However, little research has been published comparing the experiences of women to men with HATs, and women without autism (i.e., those typically developing; TD) to ascertain if employment issues are a function of gender or autistic traits (ATs). Method An anonymous online survey was conducted attracting 28 women and 18 men with HATs aged 18–68 years (M?=?38.63, SD?=?13.12), with a further 21 TD women and 16 TD men aged 23–62 years (M?=?38.38, SD?=?10.32). Quantitative data were analysed via logistic regression to ascertain the extent to which employment issues were a function of gender or ATs while controlling for confounding variables such as education, and age. Qualitative data were analysed using inductive thematic analysis, then quantitatively using chi-square or Fisher’s Exact Test. Results It was found that ATs, not gender, was significant to most vocational experiences. Conclusions It is proposed that employers place greater importance on technical ability than social-communication skills when hiring and supervising women with HATs to reduce barriers and increase workplace diversity. En ligne : https://doi.org/10.1016/j.rasd.2018.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Autism and employment: What works / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 60 (April 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 60 (April 2019) . - p.48-58 Titre : Autism and employment: What works Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.48-58 Langues : Anglais (eng) Mots-clés : ASD  Diversity  Human resources  Inclusion  Sustainability  Women Index. décimale : PER Périodiques Résumé : Introduction People with autism have been identified as having a substantial contribution to make in the technology sector. Their intellectual abilities coupled with their focus and attention to detail have been recognized as desirable traits making them highly productive. However, these individuals report difficulties in employment, and there is a paucity of literature concerning the factors that attract and retain them; particularly from their viewpoint. Method Data was collected from 76 adults; 44 with autism and 32 neuro-typical (NT; i.e., adults without autism). Data were analysed using inductive thematic analysis in which the major themes of: work relationships, and environment; as well as person-organization fit, diversity climate, and bargaining emerged. Quantitative analysis then determined if these themes were more/less likely to be reported by individuals with autism. Results Those with autism (vs NT individuals) were more likely to indicate enablers, or reasons for occupational longevity consistent with collegial understanding, the physical occupational environment, and circumstances that limited contact with others. Conclusions The results reflect what is known clinically about Autism Spectrum Disorder, and are consistent with Conservation of Resources and Social Exchange theories. It was concluded that vocational assistance for individuals with autism requires intervention at both individual and organizational levels. En ligne : https://doi.org/10.1016/j.rasd.2019.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Autism and employment: What works [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.48-58. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 60 (April 2019) . - p.48-58 Mots-clés : ASD  Diversity  Human resources  Inclusion  Sustainability  Women Index. décimale : PER Périodiques Résumé : Introduction People with autism have been identified as having a substantial contribution to make in the technology sector. Their intellectual abilities coupled with their focus and attention to detail have been recognized as desirable traits making them highly productive. However, these individuals report difficulties in employment, and there is a paucity of literature concerning the factors that attract and retain them; particularly from their viewpoint. Method Data was collected from 76 adults; 44 with autism and 32 neuro-typical (NT; i.e., adults without autism). Data were analysed using inductive thematic analysis in which the major themes of: work relationships, and environment; as well as person-organization fit, diversity climate, and bargaining emerged. Quantitative analysis then determined if these themes were more/less likely to be reported by individuals with autism. Results Those with autism (vs NT individuals) were more likely to indicate enablers, or reasons for occupational longevity consistent with collegial understanding, the physical occupational environment, and circumstances that limited contact with others. Conclusions The results reflect what is known clinically about Autism Spectrum Disorder, and are consistent with Conservation of Resources and Social Exchange theories. It was concluded that vocational assistance for individuals with autism requires intervention at both individual and organizational levels. En ligne : https://doi.org/10.1016/j.rasd.2019.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective / Eli G. COHN in Autism, 28-5 (May 2024)  

Public ISBD [article]  inAutism > 28-5 (May 2024) . - p.1245-1257 Titre : 'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Matthew J. HARRISON, Auteur ; Keith R. MCVILLY, Auteur Article en page(s) : p.1245-1257 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  echolalia  family functioning and support  neurodiversity  parents  phenomenology Index. décimale : PER Périodiques Résumé : Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents (N = 133) about their experiences of their sons' and daughters' echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child?s identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Lay abstract Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children?s echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don?t want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child?s echolalia to be modified, to be able to exist side-by-side. En ligne : https://dx.doi.org/10.1177/13623613231195795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 [article] 'Let me tell you, I see echolalia as being a part of my son?s identity': Exploring echolalia as an expression of neurodiversity from a parental perspective [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Matthew J. HARRISON, Auteur ; Keith R. MCVILLY, Auteur . - p.1245-1257. Langues : Anglais (eng) in Autism > 28-5 (May 2024) . - p.1245-1257 Mots-clés : autism spectrum disorders  communication and language  echolalia  family functioning and support  neurodiversity  parents  phenomenology Index. décimale : PER Périodiques Résumé : Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents (N = 133) about their experiences of their sons' and daughters' echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child?s identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Lay abstract Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children?s echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don?t want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child?s echolalia to be modified, to be able to exist side-by-side. En ligne : https://dx.doi.org/10.1177/13623613231195795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism / Eli G. COHN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur Langues : Anglais (eng) Mots-clés : Echolalia  communication and language  special education  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism [Texte imprimé et/ou numérique] / Eli G. COHN, Auteur ; Keith R. MCVILLY, Auteur ; Matthew J. HARRISON, Auteur ; Lillian N. STIEGLER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Echolalia  communication and language  special education  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background and AimsEcholalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech.Main ContributionPrior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area.Conclusions and ImplicationsResearch into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students. En ligne : https://doi.org/10.1177/23969415221091928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Sources and impact of occupational demands for autistic employees / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101571 Titre : Sources and impact of occupational demands for autistic employees Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur Article en page(s) : p.101571 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Barrier  Conservation of resources theory  Coping  Employment  Job demands resources model  Stress  Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Sources and impact of occupational demands for autistic employees [Texte imprimé et/ou numérique] / Susan M. HAYWARD, Auteur ; Keith R. MCVILLY, Auteur ; Mark A. STOKES, Auteur . - p.101571. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101571 Mots-clés : Autism spectrum disorder  Barrier  Conservation of resources theory  Coping  Employment  Job demands resources model  Stress  Work Index. décimale : PER Périodiques Résumé : Background Occupational demands are well documented for the general population. Social relationships are one such demand, according to job demands-resources theory. When demands exceed an individual’s available resources, stress results; in turn impacting well-being. Little research has investigated the potential differences between social demands, the impact of demands and relationships that buffer these comparing autistic and non-autistic (i.e., neuro-typical; NT) individuals. Method Using an online survey, the present exploratory study gathered 140 responses. Thematic analysis was applied. Results Different facets of social relationships were described by autistic (n = 81) and NT individuals (n = 31) as an occupational demand. Together, demands appear to have a greater impact on well-being for autistic, compared to NT, employees. To buffer demands, both autistic and NT individuals expressed relationships with management as important. Yet, autistic employees favoured non-organisational supports, compared to NT individuals who favoured collegial support. Conclusions By understanding individual needs and providing flexible work practices, supportive management processes can assist autistic individuals in managing workplace demands, particularly improving social interactions in the work environment. Employers might also consider adapting job roles and organisational diversity policies to better suit individual needs. As well, providing additional external supports, e.g., via employee assistance programs. En ligne : https://doi.org/10.1016/j.rasd.2020.101571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

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