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Non-autistic employees' perspectives on the implementation of an autism employment programme / J. R. SPOOR in Autism, 25-8 (November 2021)
[article]
Titre : Non-autistic employees' perspectives on the implementation of an autism employment programme Type de document : Texte imprimé et/ou numérique Auteurs : J. R. SPOOR, Auteur ; Simon M. BURY, Auteur ; D. HEDLEY, Auteur Article en page(s) : p.2177-2188 Langues : Anglais (eng) Mots-clés : Achievement Autism Spectrum Disorder Autistic Disorder Employment Humans Workplace autism employment autistic adults disability diversity intergroup relations Index. décimale : PER Périodiques Résumé : We asked 32 employees who work alongside autistic trainees for their thoughts about the autism employment programme that is running in their company. Specifically, we analysed their responses to understand how the employees perceived the autism employment programme's implementation and outcomes. How employees within an organisation view diversity, and the nature of specific programmes to increase the inclusion of certain groups of individuals (e.g. autistic employees) in their organisation, can impact the success of these programmes. Research in other organisations has suggested that diversity perspectives that fully support the inclusion of people with diverse backgrounds in the organisation lead to better outcomes. Thematic analysis of the responses in this study revealed that the views of the employees fit three main themes: programme benefits, programme challenges and concerns about workforce integration. The programme benefits theme suggested that the autism employment programme was viewed positively. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which were similar to challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment, and it provides practical understanding into ways in which organisational-based autism employment programmes are more and less successful. En ligne : http://dx.doi.org/10.1177/13623613211012880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2177-2188[article] Non-autistic employees' perspectives on the implementation of an autism employment programme [Texte imprimé et/ou numérique] / J. R. SPOOR, Auteur ; Simon M. BURY, Auteur ; D. HEDLEY, Auteur . - p.2177-2188.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2177-2188
Mots-clés : Achievement Autism Spectrum Disorder Autistic Disorder Employment Humans Workplace autism employment autistic adults disability diversity intergroup relations Index. décimale : PER Périodiques Résumé : We asked 32 employees who work alongside autistic trainees for their thoughts about the autism employment programme that is running in their company. Specifically, we analysed their responses to understand how the employees perceived the autism employment programme's implementation and outcomes. How employees within an organisation view diversity, and the nature of specific programmes to increase the inclusion of certain groups of individuals (e.g. autistic employees) in their organisation, can impact the success of these programmes. Research in other organisations has suggested that diversity perspectives that fully support the inclusion of people with diverse backgrounds in the organisation lead to better outcomes. Thematic analysis of the responses in this study revealed that the views of the employees fit three main themes: programme benefits, programme challenges and concerns about workforce integration. The programme benefits theme suggested that the autism employment programme was viewed positively. However, negative attitudes and perceptions of special treatment contributed to programme challenges, which were similar to challenges that have been observed with other disability and diversity programmes. The design of this specific programme led to concerns about workforce integration, such as reduced opportunity for social and work integration into the broader workplace. This research extends the research on diversity management in the context of autism employment, and it provides practical understanding into ways in which organisational-based autism employment programmes are more and less successful. En ligne : http://dx.doi.org/10.1177/13623613211012880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020)
[article]
Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554[article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554
Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426