SPECTRUM ADVANTAGE FAMILY

INFORMATION NIGHT

Preparing your Adult Child for EmploymentJanuary 6, 2015

SPECTRUM ADVANTAGE PROGRAM DETAILS

SPECTRUM ADVANTAGE IS A 4 MONTH WORK EXPERIENCE PROGRAM THAT HELPS PREPARE PEOPLE ON THE AUTISM SPECTRUM FOR SUCCESS IN THE WORKPLACE AND HELPS EMPLOYERS SEE THE ADVANTAGES OF HIRING PEOPLE WHO LIVE ON THE AUTISM SPECTRUM. 

THE PROGRAM BREAKS DOWN LIKE THIS:

THERE IS A MONTH OF GROUP BASED EMPLOYABILITY SKILLS TRAINING FOLLOWED BY A 3 MONTH WORK EXPERIENCE PLACEMENT WITHIN THE (DIGITAL ECONOMY) AND SUPPORTED BY A JOB COACH THROUGHOUT

QUALIFICATIONS/ REQUIREMENTS

Candidates must be 18-30 yrs. old and not registered in any academic program

Candidates cannot be receiving currently, or within the last 3 years, EI (Employment Insurance) payments

Candidates who are receiving AISH (Assured Income of the Severely Handicapped) payments are eligible for financial assistance only during the Employment Skills Work Experience portion of the program.

SPECTRUM ADVANTAGE IS NOT SIMPLY A PLACEMENT SERVICE. 

PARTICIPANTS ARE EXPECTED TO ACTIVELY SEEK EMPLOYMENT WHILE ATTENDING THE PROGRAM.

GROUP-BASED EMPLOYABILITY SKILLS

CLASSESAccepted participants are paid hourly minimum wage for attendance at all classes

Classes take place 4 days a week (Monday-Thursday), 5 hours a day from 9:00 – 2:00 for a period of 4 weeks

In addition to assessing technical skills through the completion of tasks and assignments; we specifically try to focus on developing the social skills needed in order to increase their employability.

Some of the topics covered include:fundamental skills, interview skills, personal management, time management, communication skills, workplace and social media etiquette, digital privacy/security, understanding employer expectations, getting along with others, clarifying expectations, working as part of a team, and problem solving in the work place, etc.

EMPLOYMENT SKILLS WORK EXPERIENCE

12 Weeks at an employment placement while supported by a job coach;

Hourly minimum wage is provided to Employer to offset training costs Participants are paid weekly for one 5 hour coaching session (these alternate between both group and individual sessions

Coaches touch base with Employers on a weekly basis to help to bridge any gaps as well as to support the employers and their staff

For all placements, we: Complete a site survey prior to the first day of employment Meet with the participants’ direct supervisor to encourage honest and open communication

Offer a Lunch ‘n Learn workshop for all interested employees Attempt to secure opportunities that appeal to the participants area of expertise/interest

SCREENING PROCEDURE

1. Application Forms must be filled out by participant and emailed in

2. Resumes (most recent edition) is to be emailed in to us

3. Interviews are conducted with a two person panel

4. Candidate Rating Forms are used(A rating on a scale of 1- 5 is completed outlining the participant’s Motivation, Social Presence, Appearance, Education, Employability)

WHAT WE LOOK FOR DURING SCREENING

Evaluate motivations

Evaluate barriers – Education, Job History, Independence

Evaluate employability preparedness – Transportation, Ability to track/keep appointments, Ability to stay on topic

Evaluate technological competence- Email etiquette, Cell phone usage

Evaluate their vision for their future – Thoughts about employment placements, dream jobs, realistic goals

Evaluate their presentation- Appearance, Hygiene, Ability to answer questions

EMPLOYMENT AND ASD

Current statistics indicate that

approximately 85% of people identified as living on the Autism Spectrum are either

unemployed and underemployed.

FACTORS THAT HINDER EMPLOYMENT

#1. Lack of Independence Inability to get self to destination Lack of time management skills Lack of ability to keep track of appointments Lack of ability to monitor emails and phone calls Information gaps about age/date No established sleep routines

#2. Lack of motivation No desire to find/change employment No interest in money No desire to change living situation Time consuming, all encompassing interests (gaming)

FACTORS THAT HINDER EMPLOYMENT

#3. Impaired Communication/Interview skills Impaired ability to stay on topic Inability to answer questions appropriately Lack of perspective-taking ability Impaired non-verbal communication abilities Inability to accept feedback

#4. Lack of Realistic Goal Setting Dream Job Dream Salary Expectations

FACTORS THAT HINDER EMPLOYMENT

#5. PresentationPhysical appearance Hygiene Ability to stay connected to subject matterHaving necessary materials/being preparedOdd responses to sensory input

SETTING THE STAGE FOR INDEPENDENCE

What can you do to prepare their loved one for independence?

Coaching vs. Accommodating

Coaching is training or development in which a coach supports a learner in achieving their specific personal or professional goals. Some coaches use a style in which they ask questions and offer opportunities to challenge the learner to find his or her own answers. This helps the learner find their own answers and new ways of being based on their own values, preferences and perspectives.

Accommodating is adjusting or becoming adjusted to their behaviors or adapting to things as they are without considering any possibility for change. This only helps the learner become more entrenched in their behaviors and decreases the possibility of change. e.g., Email, Appointment Tracking, Transportation Scheduling, Self-Advocacy, etc.

SETTING THE STAGE FOR INDEPENDENCE

Consider Builders vs. Barriers

BARRIERS BUILDERSAssuming CheckingRescuing/Explaining ExploringDirecting Encouraging/InvitingExpecting CelebratingRespecting

http://www.empoweringparents.com/are-you-doing-too-much-for-your-child.php?&key=Laziness-And-Motivation

SETTING THE STAGE FOR MOTIVATION Setting Ground Rules

“I can tell my child to find a job, or follow the rules, or get to class all day long, but she doesn’t listen. You’d think she’d move out just to get me off her back, but she doesn’t seem to care how much I pester her.”

One reason your child won’t move out or find a job is because the current situation is working for her: she has room and board, internet access, maybe a car. And even though she complains about living with you, she still takes no action. Why? Because not only are her needs being met, but change can be scary; and we tend to avoid scary things. The discomfort of having mom or dad on her all the time is better than the discomfort of moving out into the world.

Until staying at home is more uncomfortable than learning to live independently, it’s unlikely your child will take any concrete actions towards changing the situation.  I’m not saying you should purposely make the situation uncomfortable for your child, just that it helps to understand that she may be trying to put off facing those scary, big steps towards independence as long as possible.

http://cdn.empoweringparents.com/EP/Living-Agreement-Adult-Children-Template.pdf

http://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201005/motivating-your-adolescent-perform

SETTING THE STAGE FOR MOTIVATION

Setting Ground Rules

My child is depressed (or has anxiety issues, etc.)and I can’t just put them out on the street; he’s not capable of living alone.

While it may be currently true that your child is not able to live independently, you can still hold them accountable for following some basic ground rules. You can even help him learn skills to manage or improve their emotional or mental states by requiring therapy or other skill-building activities as part of your living agreement.

You don’t have to put up with poor behavior just because your child has depression or anxiety. As James Lehman tells us over and over again in The Total Transformation program, ”There’s no excuse for abuse”. That also should include depression, anxiety or other mental health issues.

Read more: 

http://www.empoweringparents.com/parenting-living-adult-children.php#ixzz3O5QHbW90

IMPROVING COMMUNICATION/INTERVIE

W SKILLS Practice makes perfect Practice interview skills, answers and questions with your loved one. After each interview make a list of their best answers and the questions that they were unable to answer. Take the time to develop appropriate answers for these challenging questions

Videotape mock interviews and watch them with the interviewee as a means to improve their body language and non verbal communication skills

Additional tools http://www.youth.gc.ca/eng/topics/jobs/interview.shtml http://www.helpguide.org/articles/work-career/interviewing-techniques.htm

SETTING REALISTIC GOALS/EXPECTATIONS Help your loved one evaluate their career goals to determine how realistic they are. Help them do research on what it takes to achieve their goals and make sure that they are willing to do what it takes.

Direct your loved one to various sources of information that will help direct them to some reasonable expectations

Career/Life Goals should be SMART

(Specific, Measurable, Achievable, Realistic and Time Sensitive

http://cognitivebehaviortherapycenter.com/help-your-teen-set-goals/

http://cognitivebehaviortherapycenter.com/smaller-goals-for-bigger-results

/

OUR GOAL IS NOT TO CHANGE WHO YOU ARE AS A PERSON; IT’S ABOUT ASSISTING YOU WITH HOW YOU CAN LEARN TO

APPROACH SITUATIONS AND INTERACT WITH OTHERS DIFFERENTLY, SO YOU CAN FUNCTION MORE EFFECTIVELY AT

WORK.

QUESTIONS?