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1. SPECTRUM ADVANTAGE
FAMILY INFORMATION
NIGHT
Preparing your Adult Child
for Employment
January 6, 2015

2. 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

3. 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.

4. GROUP-BASED EMPLOYABILITY
SKILLS CLASSES
 Accepted 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.

5. 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

6. 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)

7. 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

8. EMPLOYMENT AND ASD
Current statistics indicate
that approximately 85% of
people identified as living
on the Autism Spectrum
are either unemployed
and underemployed.

9. 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)

10. 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

11. FACTORS THAT HINDER
EMPLOYMENT
#5. Presentation
 Physical appearance
 Hygiene
 Ability to stay connected to subject matter
 Having necessary materials/being prepared
 Odd responses to sensory input

12. 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

13. SETTING THE STAGE FOR
INDEPENDENCE
Consider Builders vs. Barriers
BARRIERS BUILDERS
Assuming Checking
Rescuing/Explaining Exploring
Directing Encouraging/Inviting
Expecting Celebrating
Respecting
http://www.empoweringparents.com/are-you-doing-too-much-for-your-
child.php?&key=Laziness-And-Motivation

14. SETTING THE STAGE FOR
MOTIVATIONSetting 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-

15. 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

16. IMPROVING
COMMUNICATION/INTERVIEW
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

17. 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/

18. 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?