Improving Employment Outcomes for Individuals Diagnosed with Autism Spectrum Disorder
REGISTRATION IS NOW CLOSED
Description
The transition from the public school system to adulthood represents a challenging and stressful period for individuals with Autism Spectrum Disorder (ASD) and their families. Supports and services that were entitlements during their school-age years are no longer available, and families often struggle to identify needed resources. The ability to obtain and maintain employment represents a critical developmental step in the lives of most people. While the public school system does well in this regard for individuals who are neurotypical, less favorable outcomes are observed for adolescents and adults with an ASD diagnosis (Friedman et al., 2013; Taylor et al., 2015). In fact, estimates indicate that approximately 50% to 75% of adults with ASD are unemployed after graduation (Bush & Tassé, 2017; Howlin et al., 2004). Despite the importance of employment, the existing research regarding assessment, intervention, and outcomes for individuals with ASD remains relatively sparse. While there have been several studies documenting that people with ASD tend to be employed less, there have been few studies outlining what constitutes best practice to improve employment outcomes. The purpose of the current workshop is to explore some of the barriers that contribute to these poor outcomes and discuss strategies that can be used to overcome them. We will review useful vocational assessment models and to suggest intervention strategies to improve outcomes for this population. The primary goal of the workshop will be to discuss empirically-supported assessment and intervention strategies that can lead to more supportive work environments, better job matching, and improved long-term outcomes.
Learning Objectives
- Participants will be able to describe common employment outcomes for older individuals diagnosed with ASD.
- Participants will be able to articulate common barriers to employment for people diagnosed with autism.
- Participants will be able to describe evidence-based models of vocational assessment
- Participants will be able to describe intervention strategies to improve employment outcomes
Instructor Bio
Robert H. LaRue, Ph.D., BCBA-D is a Clinical Professor at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned a dual doctorate in biological and school psychology from Louisiana State University in 2002. He completed his predoctoral internship with the Kennedy Krieger Institute at Johns Hopkins University and a postdoctoral fellowship with the Marcus Institute (now the Marcus Autism Center) at Emory University. He is the currently serves as the Director of Behavioral Services at the Douglass Developmental Disabilities Center (DDDC) and the Rutgers Center for Adult Autism Services (RCAAS), where provides consultative support for students and staff providing intensive behavioral services to students and adults within the Centers. His research interests include the assessment and treatment of maladaptive behavior, improving transitional outcomes for adolescents and adults with ASD, the use of behavioral economics in intervention, and the evaluation of psychotropic medications used with at-risk populations. He has authored articles in peer-reviewed journals, written several book chapters, and presented at national and international conferences.
Dr. LaRue does not have any conflicts of interest for this program.
Contact Us
For questions, please contact: ce@gsapp.rutgers.edu
Continuing Education Information
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0123.
Rutgers University- New Brunswick, Graduate School of Applied and Professional Psychology is an approved provider of BCBA continuing education credits. “The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve or endorse Rutgers University- New Brunswick, Graduate School of Applied and Professional Psychology, the materials, information or sessions identified herein.”
LMFT/MFT and LPC/LAC Licensed in New Jersey: Programs approved by the American Psychological Association are acceptable sources of continuing education credits. Please see https://www.njconsumeraffairs.gov/regulations/Chapter-34-Subchapters-10-31-Professional-Counselors.pdf, Section: 13:34-15.4 APPROVAL OF COURSES OR PROGRAMS on page 27. For all other professional licenses and certifications, please reference your issuing state board regulations regarding reciprocity of continuing education credits.
Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.
Rutgers Graduate School of Applied and Professional Psychology is approved by the National Association of School Psychologists to offer professional development for school psychologists. Rutgers Graduate School of Applied and Professional Psychology maintains responsibility for the program.