Working for a Boss on the Autism Spectrum

Back in 2008, I posted about working for a boss with Asperger’s. Now, more than three years later, I’m still getting comments on that post, mostly from employees complaining about the difficulties, but also trying to be productive with their boss with Asperger’s.

I like to focus this blog on the positives, and ways to make difficult situations better. The reality is that both neurotypicals and those on the Autism Spectrum are usually trying to do a good job, get along with each other, and communicate effectively. But, differences in expectations, communication style, and social behaviors can mean a lot of frustration on both ends, as well as less than optimal work from the team.

Of course, diversity in the workplace is an advantage to any team, and the Autism Spectrum brings strengths as well as difficulties. Work teams can benefit from the goal directed focus, strong work ethic and loyalty, and straightforward approaches common to those on the spectrum. Neurotypicals can learn to adjust their behavior to those on the spectrum, just as people with autism have been having to adjust to neurotypicals all this time.

Tha's why I’m asking any adults on the autism spectrum to comment here, or send me an email. How can neurotypicals help make the workplace more autism accepting? For bosses on the spectrum, how can your employees work best to fit your needs and make your organizations most effective?

Thanks in advance for your comments!

When the Boss Has Asperger's

This is a repost of a popular post that wasn't opening correctly. Rather than spend a lot of time troubleshooting, I'm just moving the post. 

A reader of this blog recently questioned, “How do I work successfully for a boss who has Asperger’s?” Of course, people with Asperger’s have always worked, frequently in positions of authority and power. What’s new is the public recognition that Asperger’s and autism exist; that the community doesn’t include just children, but adults as well; and that Asperger’s and autism bring strengths and abilities that management values. At the same time, people with Asperger’s and autism tend to be different than neurotypicals, especially in the ways they communicate and interact socially. (Neurotypicals are those without Asperger’s or autism.) 
Let me start with a simple warning. Don’t assume that all engineers and scientists have Asperger’s or that all people with Asperger’s or autism are the same. These conditions are tough to diagnose, they have a wide range of characteristics, and individuals with the condition have varying strengths, abilities, and weaknesses. So, whether or not your boss has a formal Asperger’s diagnosis, or even if you’re just guessing about it, pay attention to the individual, and try to adapt your work to what your boss specifically wants.
That said, there are typical characteristics of individuals with Asperger’s. Many individuals with Asperger’s struggle with figuring out social situations, like how to manage small talk, or the subtleties of interpersonal hierarchies. Making and maintaining traditional eye contact can be uncomfortable or even overwhelming. There may be extreme sensitivities to things like perfume or fluorescent light. A person with Asperger’s may not organize things in the same way as coworkers. Many individuals with Asperger’s have a strong and intense knowledge and interest in some specific area, often the very area where you are both employed. Their knowledge level and speed of absorbing new material may be well beyond your abilities. Frequently, these individuals are straightforward and direct.
The social differences can be the most difficult for neurotypicals to deal with. We neurotypicals value small talk and what may seem like meaningless social interactions. Without them, we can start to question if there’s something wrong, if we’re missing something, or if the boss is unhappy with our performance. Eye contact comes into play here too. Neurotypicals expect eye contact, and it’s very subtly choreographed.  Without that typical interaction, we can feel ignored, misunderstood, or disrespected. But, it’s important to remember that the differences due to Asperger’s may mean that we’re reading a lot into a friendly situation.
Rather than speak for an individual with Asperger’s, I went to an expert. Joel Smith works as an IT supervisor for a government agency and he’s been diagnosed as being on the Asperger's/autism spectrum.   I posed the question to him about how best to work for a boss with Asperger’s, and got this response:
“I work best when people working for me will tell me in black and white terms what they need to do their job - I'll miss subtle hints,  I'd prefer someone to just come out and say what they are looking  for.  Similarly with interpersonal issues or conflicts among  subordinates - I need to know what is going on, and I might not "just pick up on it". I don't talk differently to upper management or subordinates - I  don't "translate" between the languages. I suspect a lot of autistic bosses got where they were not through social networking but rather through ability.  So don't feed them  bull about their area of expertise.”
Thanks for your question, and I hope this has been helpful to you in working productively with your boss. I’d love to get comments from other professionals with Asperger’s or autism about how you’d like to interact with neurotypical coworkers, bosses or employees. Please send me an email, list a trackback, or post a comment.

Transition Options Program

Finding support for adults on the autism spectrum can be especially difficult. Once students leave high school, many of the formal and informal support options are no longer available. Without the structure of school, and with difficulty in finding appropriate post high school education or employment, many individuals struggle to remain connected and productive.

One valuable resource is the Transition Options Program, (TOPS) from Mount Diablo Adult Education. I’ll draw directly from their flier:

The Transition Options Program (TOPS) addresses the unique needs of adults with Asperger’s Syndrome, High Functioning Autism and related disorders transitioning to higher education, independent living and/or employment. The goal of the program is to provide education and support to enable students to be successful in work, home and the community. 

The program is uniquely designed to address the individual needs of participants as they select their class schedule based on the following four core areas of instruction: Social Skills/Cognitive Development; Employability/College Readiness; Independent Living Skills; Community Access & Resources.

TOPS provides a supportive environment for students to develop social skills, increase independence, develop interests, explore resources, participate in the community, and create a social network of support while preparing for work, independent living and/or higher education.

For more information on the program, contact Karen Lingenfelter-Carman, Adults with Disabilities Program Coordinator at (925) 685-7340 ext. #2742 or e-mail  lingenfelterk@mdusd.org

Transition Opportunities: Orion and JFK ASD Transition Seminar

The transition to adulthood is probably the most uncertain stage in the life of a special needs individual. There are support services and a fairly well defined path available for children and teens, but after high school many young adults flounder. In this post, and my next, I’ll be discussing several good programs to assist in transition planning.

Orion Academy, along with JFK University, is offering their 6th annual ASD Transitions Seminar. The seminar will be held at JFK University, in Pleasant Hill, CA, on Saturday, March 10, 2012, from 10 am to 4 pm. There will be a number of speakers, on various topics of interest to parents of transitioning or soon to transitioning teens, as well as vendors and exhibitors. You can register or get more information at the JFK website. Space is limited!

The Holidays at Work

The holiday season can be tough for those workers who prefer a businesslike atmosphere. People have a tendency to chat more, there are lunch and party invitations, and generally more socializing throughout the day.

Although individuals on the autism spectrum may prefer to focus on the job, I think it’s important to participate in some degree of the socializing. Coworkers will think you’re friendlier, and therefore more of a team player, and even more trustworthy, if they know you on a more social level. It may not make sense, but that’s the neurotypical mindset - NTs trust those they like and like those they know.

So, why not look for low key ways to socialize? A coffee pot discussion can be as connecting as a long lunch. If you can’t avoid the holiday party, it is OK to come slightly late and leave slightly early. Casual drop-ins at a colleagues desk can be a way to connect and not be too intense. Set a goal for some type of interpersonal interaction every day.

Colleges for Asperger’s and Autistic Students

More than ever, young people on the autism spectrum are going to college. Thanks to highly effective early interventions, ongoing educational assistance and, of course, the crucial support of parents, students with Asperger’s and autism are succeeding academically, graduating from high school, and looking for more education. This is great news, because those on the spectrum are frequently underemployed, and education can go a long way in ensuring that autistic adults can find satisfying and appropriate jobs.

But, it’s important to make sure these students have the support they need to take advantage of their college experiences. Most students on the spectrum, whether in special education programs or standard classrooms, have had the advantage of special services at their elementary and high schools. And all kids on the spectrum have benefited from the ongoing help of their parents. Too often, that assistance gets dropped all at once as students attempt a standard college program, without the help of special services or their parents. College presents intense challenges, not just academically, but also for executive function, life skills and social skills.

For many college students, a few years at community college or junior college can be the best fit for right out of high school. These programs can allow the students to stay at home for a few years and focus extra attention on developing their independence, executive functions and social skills. Arguably, these abilities are probably more important for long term employability than academic excellence.

A growing number of universities offer programs specifically for autistic students. In a blog post a few years ago I mentioned Inside College.com’s lists of Very Friendly Schools for Students with Asperger’s, and Friendly Schools for Students with Asperger’s. Recently, a reader brought my attention to 10 Impressive Special College Programs for Students With Autism. Both of these sites can provide some options for appropriate and supportive four year programs.

Adult ADHD Group in Albany, California

The Center of Attention and Learning, in Albany, California, offers ADHD coaching, Executive Function support, and Educational Therapy. The Center, founded last year by Educational Therapist Linda Lawton, is now offering their first working group for adults with ADHD. The group will meet three times per month, and each month will focus on a different issue, starting with procrastination.

Group coaching is an excellent way to get both professional and peer support, and it is more cost effective than individual treatment. If you’re interested in more information, visit the Center’s website, or their Working Group information page.

And, for Middle School and High School Students, check out the Center’s Supervised Study Hall. Author's note: 2/13/12, the Supervised Study Hall is no longer offered, but I will be posting about a new program soon. 

Transition Planning Seminar for Students with Autism Spectrum or NLD

Post high school transition planning is an important step for any student with special needs, and it's vital to begin the process early. I encourage parents to attend transition events as a first step in planning, and it pays to start early, well before your child's senior year. Most events are only held annually, and many programs are limited in size.

In March, Orion Academy is conducting their 5th Annual Seminar on Post-High-School Transition Planning. Orion Academy is a college-preparatory program for secondary students on the Autistic Spectrum with neurocognitive disabilities such as Aspergers syndrome, or NLD (Non-verbal Learning Disorder). From their flier:

Seminar-Social Issues Facing Teens on the Spectrum
-------------------------------------------
March 26, 2011
8:30 AM - 4:00 PM
Renaissance Club Sport Hotel, Walnut Creek, CA
$95 -Lunch and resource binder included
Orion Academy's 5th annual ASD ''Transitions Seminar'' will take a bold look at the issues facing today's teens on the spectrum and what parents should know but may be afraid to face. Topics will include social networking, dating and attractions, and sexual safety. Speakers will also summarize the legal issues parents should be aware of and post high school options for their teen.
Exhibitors for various post-high school programs will be available at lunch to meet with parents.
For information call (925) 377-0789 or go to www.orionacademy.org

Managing Holiday Gatherings: Tips for Adults on the Spectrum

Every year I write a post to adults with Asperger’s and autism, about how to manage all the stress of holiday get-togethers. (Last week I did a similar post to parents of kids on the spectrum, because they deal with similar pressures.) And every year I hear the same comments and concerns from people on the spectrum. That all makes sense, because families, friends and coworkers can exert a lot of pressure on you to join in, be a part of the festivities, have fun. But, what’s fun for the crowd may not be fun for you. To balance out all that pressure, I wanted to restate my comments from last year, and the year before.  Here are my tips for how to manage the holiday stresses.

Plan Time for Yourself

If you find yourself getting overloaded, it’s perfectly acceptable to step aside and spend some time alone. Go for a walk, find an empty spare room, or offer the do all the dishes by yourself. Family members may pressure you to join in the “fun” but it’s fine to say that you just need a bit of time to yourself.

Choose Your Battles

You’re an adult now. It’s OK if your family doesn’t understand you, or if you can’t convince them that you’re right. Agree to disagree. Some battles are just not worth the emotional energy. No one has to get all their needs met by their family, friends can offer support and understanding you can’t get from some of your family members.

If It’s Too Much, Go Home Early

Again, you’re not required to stay with the family on holidays. It’s your job as an adult to take care of yourself. Come late and leave early if that’s the best way for you to take care of yourself. You can even choose to stay in a hotel, and just come over during the day.

Look for the Bright Spots

Try to find an activity that’s enjoyable. If the long family conversation is too much, go sit at the kids’ table and be the fun adult. Or, pull out old pictures and reminisce with your sibling about funny childhood times. An older relative may have a lot of interesting memories about their youth and family and this can be a more low pressure way to connect.

Try Giving

Sometimes the best way to manage when you’re not getting what you want is to shift focus on to more positive areas. Think about all the things you’re grateful for this year. Look around and see what you can do to help out.

Above all, remember that as an adult it’s your right and responsibility to take care of yourself. Do what you need to to feel good about this holiday.

Still getting pressured? Know that you’re not alone. That’s why I post this same advice every year.

Social Skills at Work

Does it really matter how you come across at work if you get your job done? So many of my clients tell me that it doesn't. True, you're hired because of your abilities, often a technical skill or a specific knowledge. But once you get the job, it's no longer just about that skill or knowledge. Now, you're part of a team, assigned to all sorts of projects that may have nothing to do with your expertise.
You may be the world's leading expert on a specific user interface, or an aligner, or 17th century Norwegian artists, but once you get the job, you'll be put on the party planning committee, or the diverse hiring practices task force, or the workplace safety team. All those extras have nothing to do with your expertise, everything to do with your job success (and job security!) and they all require social skills and a good work attitude. Just like Seth Godin says, "Your smile didn't matter....No Longer."

Get That Final Paper Written

Now is the time of the school year when those big assignments loom in front of high school and college students. For those who struggle with executive function, such as individuals with Asperger’s, autism or ADHD,  getting the paper written can be especially daunting. Here are a few tips to get the assignment written. Depending on what’s keeping you from completing, or starting, the work, you may want to try just one tip, or all of them.

Organize Your Ideas

Putting things on paper can make your thoughts clearer. Don’t turn this into a big additional project! Grab a scrap of paper and a pencil, and jot down phrases.

Change How You’re Working

Typing and handwriting utilize the brain differently. If you’re stuck in one mode, try switching to the other. Even a different pen, color of paper, or new font can help rejuvenate your work.

Change Your Sensory Inputs

Your surroundings can impact how well you can focus. Sometimes music can distract you just enough that your brain focuses a bit better. Or, try chewing gum or drinking water. A quiet bedroom may be too quiet, and too easy to fall asleep in. Move to the family room, the student lounge or a coffee shop.

Explain Your Paper

Find someone to discuss your paper with. This can be a classmate working on a similar topic, or even a friend who knows nothing about your material. Putting ideas into actual spoken words can be an effective means of getting them in order.

Start with a Shorter Version

Long papers can be intimidating. Just remember that even a PhD thesis is only a group of pages, written one page at a time. If the assignment is for a 20 page paper, try starting with a 5 page paper. As you work on it, new ideas will come to you and the momentum will keep things going.

Another way to do this is to consider your long paper as a series of shorter papers. Devote a few pages to each idea and then put them together.

Start in the Middle

That first line can be the most intimidating of the whole project. You want it to grab attention, hook the reader. That can be a tough challenge when your ideas are still taking shape. So, put off that first line. Remember that you don’t have to write the paper in order. Of course you’re going to read it through to link your ideas and explain things clearly. If it’s easier to start in the middle, that’s fine.

Start With a Rough Draft

Managing spelling, vocabulary, grammar, writing sentences, organizing paragraphs and putting the whole project together into a brilliant composition is a lot to do a one time. It may be easier to break that down into single steps. Organize your ideas, then write the sentences, then tweak the paragraph structure, then punch up the vocabulary. Do a final check for spelling and grammar. Different parts of your brain are called into play in each task so breaking the job up can be more effective.
Just Do It
Finally, the best way to get that paper done is to just start it. Stop reading, stop researching, stop surfing the internet, definitely stop the video games, and just start writing. Right now!

What Happens After High School?

The transition from high school to adulthood is a crucial time in the lives of many young adults on the Autism Spectrum, and it requires careful planning. I encourage the families I work with to start the planning process early. Many local resources, schools and supports groups may offer information, but frequently these events are only offered annually, so parents need to start gathering information early in the high school years. Get on those email lists!

As an example, here in San Francisco’s East Bay, The Orion Academy holds a post secondary transition seminar annually in March. The Springstone School has a monthly group for parents of children transitioning from high school, which is open to all families in the community. This year the Alameda County Public Health Department held their Transition Information Faire in March. I believe planning for the next faire is underway, and it is tentatively scheduled for March of 2010. Contra Costa’s Faire was in January, 2009, and I’m not sure what their plans are for next year.

One website that is useful no matter where in the country you live, is Inside College.com’s lists of Very Friendly Schools for Students with Asperger’s, and Friendly Schools for Students with Asperger’s. College is a big step, especially for those who are moving away from mom and dad, and finding an environment that offers extra support may mean the difference between success and failure.

In spite of the budget cuts, there is still some good information available from government agencies. For example, here in California, the Department of Developmental Services has a number of informative and relevant links and downloads.

Good career counseling is crucial for special needs individuals who are making the transition to adulthood. Individuals on the autism spectrum frequently have unique strengths and abilities, and highlighting those areas in career planning cannot be done too early. If your school doesn’t offer career planning, or they don’t seem to understand your child’s specific needs and strengths, you can find a therapist or career professional who can work with your family individually.

The whole transition process requires a lot of work and advance planning, mostly by parents. But I’ve learned from my clients that it’s much tougher to catch up if the steps aren’t taken early. Please consider taking some time now to research your own child’s options.

Getting the Job Done: Creating a Visual Plan

As I discussed in my previous post on managing procrastination and distraction, getting lost in the details can make it very difficult for anyone to finish, or even start, a project. For those with ASDs or ADHD, this can be even more troublesome. One technique I’ve found to be useful for many clients is to create some sort of visual plan of the project. Taking time to think about the goal, organizing the details, and jotting it down on paper will give you something to refer back to while working.

Here’s an example of a simple outline you might use to stay on track while completing a project. I’ve chosen the topic I’m working on right now: writing this post. (I’m typing this for the blog, but I’d only scribble it down in real life.)

Goal: Writing a Blog Post on Procrastination and Distraction

                    1. Reread previous post on this topic
                    2. Consider steps involved
                    3. Create examples:

                    A. Detailed list
                    B. Detail cloud

                     4. Find appropriate pictures to illustrate

                    A. Dog
                    B. Snack

                     5. Copy and paste document into blogging software
                     6. Create links and finalize details on blog
                     7. Publish
Here’s an example of a less structured detail list. You can make the more important steps larger and bolder.

Goal: Writing a Blog Post on Procrastination and Distraction

                    Find Pictures                                     Reread previous post
                                          Create examples   
                                                Publish                 Create links
                    Copy and paste into blogging software           Plan steps involved
               
That’s it! These are both pretty straightforward and it only took a minute or two to put them together. Now, while you’re working you’ve got a very clear idea of what you should be doing to accomplish the job.
If you decide to pet the dog:

or get a snack:

it’s pretty clear that you’re off topic. But, I think it’s more frequent that people get pulled into the details, and then wander around off topic. Finding a picture of an apple can turn into sorting through all the pictures in the photo library, or wandering from topic to topic in an internet search. That’s where the list helps. You’ve determined the goal: writing a post, and browsing internet photos has nothing to do with that. It’s a clear example of when you need to pull yourself back to work.

If you’re more auditory than visual, recording a list can be helpful. Whatever works for you is fine, just take a few moments to plan, set a goal, and then check back with your plan frequently.

Getting the Job Done

Many of my clients on the autism/Asperger’s spectrum really struggle with productivity and distraction and the seemingly simple matter of getting things done. Although this is an issue for neurotypicals as well, I find that distraction and procrastination can be a lot more challenging for those on the spectrum.

Frequently, procrastination and distraction can occur when people get caught up in details and lose sight of the big picture.That’s not surprising really, because one of the key traits of both autism and Asperger’s can be, as stated in the DSM IV, a “persistent preoccupation with parts of objects.” Uta Frith refers to this “detail focus” as Weak Central Coherence. While a detail focus can result in amazing achievement and the ability to work creatively and deeply, at the same time, it can lead to lots of activity with little output. Generally, work output does require the leap from detailed focus to a more general viewpoint. Sometimes individuals can afford to take the time to study, learn, delve deeply into an idea and see where the material leads them. But often, this drifting, detailed investigation can be nothing but a waste of time.

So, how do you move from the details to the big picture? With many of my clients I try to take advantage of their strength in visual processing. Create a graphic image of the project, listing all the details. Headline this image of details with a title explaining how all these terms relate. That headline is usually the big picture.The details can be organized in different ways, depending on how you think. If you’re logical and structured try creating a numbered, indented outline, with small details organized into bigger topics. If you’re more artistic than mathematical, a “detail cloud” may be more meaningful. This is similar to those keyword clouds that sometimes appear on the sidebar of blogs.

Whatever you create to explain your project, put it clearly on a piece of paper where you can see it at a glance. Ask yourself frequently, “How does what I'm doing relate to what I'm trying to produce?” and “What am I trying to produce here?” Confused? An example can mean a lot more than an explanation, so please check back for the next blog posting where I'll show some examples of these techniques.

Dealing with Time Management

Running late? Many people struggle with time management, and they’re always running late. Missing appointments, late for work, racing to get to the meeting on time. Time management is a part of executive function, something that many people struggle with. It can be especially troublesome for individuals with Autistic Spectrum Disorders (ASDs) like autism or Asperger’s, or ADHD.
How can you improve your time management and be on time? Here are some simple tips, tailored especially for individuals with ASDs or ADHD, but anyone can use them.
1. What time is it?
It may seem obvious, but many people don’t know what time it is. If you’re always late, you’ve got to wear a watch, carry a cell phone with a clock, carry a pocket watch, have clocks in your home and office and get an alarm clock. And they have to be accurate, so go online and check to make sure every clock shows an accurate time.
2. What specific problem are you working on?
It’s always best to solve one problem at a time. When is being late most troublesome? Let’s focus on that one situation. I’ll use getting to work on time as an example.
3. A routine can be quicker.
Time management is easiest if you do the same things every day, in the same order. I know that I’m most efficient if I make espresso first, then cut up a bowl of fruit, then heat the milk for my morning latte. If I do the steps out of order I have to think about them more, I’m less efficient and it takes me more time.
4. Step by step
Think about all the steps involved in your morning routine. Waking up, getting dressed, eating breakfast, your commute. You may need to be more specific. Waking up may include the alarm going off, hitting the snooze button, dozing for just nine more minutes, and then getting up for real. The more detailed your steps, the better your results, so think about this in detail.
5. Create a timed list.
Take all these steps in your morning routine and list them in order. Then estimate how long each step will take. Many individuals with time management issues have a real problem here. Some people just don’t have a strong internal clock. What seems like five minutes turns out to be 20, something that should take half an hour seems to drag on all afternoon. This timed list will help you calibrate your internal ideas of time, and discover the truth about your actual morning routine. So don’t worry too much about accuracy at this point, just make your best guess of how long each step takes.
6. Test it out.
Tomorrow, see how accurate your list really is. Carry it with you throughout the morning. Carry a watch as well. Keep checking with your list, noting which step you’re on, and the time. Are there any steps you missed? Don’t spend time analyzing your list right now, just try to record what you doing and what time it is.
7. Fine tune your routine.
The morning rush is over, you completed the day’s work and you have some free time. Now is the time to analyze how accurate your time estimates were. Did it take as long to get dressed as you expected? You might want to repeat this exercise several to improve your accuracy.
8. Work backwards.
What time do you have to be at work? Start there, at the end of your list. Working backward, and using the amounts of time it take to accomplish each task, you can figure out what time you need to start your morning routine.
9. Leave some room for error.
The truth is, there’s a lot of unpredictability in some schedules, especially when you’re not in control, like during your morning commute. Most prompt people are actually a bit early much of the time. You need to consider if you absolutely need to be on time, or if it’s OK to be a bit late on those days the traffic is especially heavy, or if your dog is sick, or you knock over the carton of juice. The more trouble it is to be late, the more you’re going to have to accept getting there early most of the time.
That’s it. Give your new routine a bit of time to fine tune it and see how it’s working and then move on to your next time related issue. The more you work in this way, the better you’ll get at estimating how long things take, and the better you’ll be at being on time.

Are You Struggling with Executive Functioning?

In my last blog post, I introduced the term executive functioning, and now I want to take the idea to a more practical level. Many of the kids I work with as a therapist struggle in the area of executive functioning, and they’ve frequently been diagnosed with specific deficits in this area. This might have been done at their school, by a psychologist or medical doctor, or at a learning center. Diagnosis can be a very helpful tool in setting up a plan to make up for any deficits, so every individual can function at the peak of their abilities.
But for adults with Autistic Spectrum Disorders (ASDs) like autism or Asperger’s, deficits in executive functioning are seldom diagnosed. Many of my adult clients don’t even have a formal ASD diagnosis, much less a specific analysis of their strengths and weaknesses. This isn’t because the deficits aren’t there, just because the diagnostic process is less rigorous and available to adults. So, if you’re an adult diagnosed or suspecting that you have an ASD, you might want to do some research into executive functioning as well.
A good place to start is by carefully defining any problems you might be having. A step by step, methodical approach can work wonders. And, by taking tiny steps, the problem, which was vague and huge, becomes more manageable and the solution intuitively obvious.
As an example, let’s look at a hypothetical engineer named Ed. Ed was never diagnosed with an ASD, but is pretty sure he fits the criteria for Asperger’s based on his problems with social interaction, unusual communication style, and strong interest in computer technology. Ed is very intelligent and has been quite successful professionally. More recently however, Ed has started to struggle with more work related problems and his boss never seems to be satisfied.
Imagine that you’re in a situation like Ed’s. How would you deal with this problem? The first step is to consider specifically what the boss has complained about. Replay the conversations in your head and list the issues if you can. Reread your performance reviews, or any other written comments you’ve gotten. Ask a trusted colleague for input. In Ed’s case, he realized that his boss has complained repeatedly because reports have not been completed on time, he’s missed numerous line item deadlines for his main project at work, and he’s often getting to work too late.
Clearly, all these issues fall under the category of deficits in time management. By redefining the problem from, “My boss hates me.” to, “I need the work on time management.” Ed can come up with specific, concrete solutions, and so can you.
What can you do if you’re dealing with a similar issue? Lots of things:

1. Since people on the autism spectrum are frequently visual, lists, timelines and charts can be the best resource.


2. Make a detailed list of the milestones in your work assignments.


3. Figure out the order in which the steps need to be carried out, analyze how long they take, consider roadblocks and items that are out of your control.


4. Factor in some cushion in case everything doesn’t run smoothly.


5. Talk to your boss about his expectations and requirements for specific deadlines.


6. List these items on a calendar and check it daily.


7. It may help to create little checkboxes where you can physically mark your progress.


8. If you’ve missed a deadline, deal with it immediately. Ignoring the problem does not make it go away.

And, most important, check back on this blog for more posts on managing executive functioning.

Executive Functioning and Autistic Spectrum Disorders

How can you solve the problems you’re having at work or in your relationships? One solution might be to consider the concept of executive functioning.
Executive functioning is a term that comes up frequently in discussions of the characteristics of autism, Autistic Spectrum Disorders (ASDs) and Asperger’s Syndrome. In general, many individuals with an ASD struggle with specific deficits in executive functioning as well. I don’t want to go into the details of measurement of executive functions or review the research on correlations between autism or Asperger’s and executive functioning in this posting, but I do want to introduce the basics.
A good definition of “executive function” can be found in Simon Baron-Cohen’s The Essential Difference (Basic Books, 2003, p. 176). Baron-Cohen defines executive function as “shorthand for the control centers of the brain that allow not just planning but also attention-switching and the inhibition of impulsive action.”
Tony Attwood discusses executive functioning in The Complete Guide to Asperger’s Syndrome (Jessica Kingsley Publishers, 2007, p. 234) and lists “organizational and planning abilities, working memory, inhibition and impulse control, self reflection and self-monitoring, time management and prioritizing, understanding complex or abstract concepts, using new strategies.” Other researchers may classify executive functions differently, but the general concept is the same.
The research on the correlation of executive functioning deficits and autism or Asperger’s can get very complex, due to the difference of ability levels along the autism spectrum, as well as the many measures of specific types of executive functions. It’s not surprising that different studies measuring executive function in individuals with autism get different results. What is clear is that individuals, both those with autism and neurotypicals, can vary in their abilities in each of the different executive functions.
What’s probably of more immediate value to those with ASDs, is to individually consider the specific executive functions as Attwood lists them. For individuals who are struggling professionally or in relationships, this can be helpful as a first step in problem solving.
Check back on this blog over the next few weeks. Further posts will give some examples and specific suggestions for managing problems with executive functioning.

GLBT and on the Autism Spectrum?

A lot of people ask me for info on support groups, social groups or discussion groups. Sometimes I can help them, especially if it’s something fairly common, like locating a parent support group for local parents with kids on the spectrum. But it seems like it gets tougher and tougher to find a group as the potential members get older. There are a lot fewer groups for teens or adults, and if the group is for multiple special issues it can really get difficult. That’s why I was pleased to find that GRASP is starting a new online discussion group for teens and adults within the GLBT community.  
Please check out the GRASP website for info on their latest support group: the GRASP GLBT Network. GRASP defines this group as a “discussion group for adults and teens who are on the autism spectrum and members of the gay, lesbian, bisexual, transgender, queer, or questioning community.”

Collaborative Divorce: A Conversation

Parenting
kids with autism and Asperger's can be challenging, and this is
especially true for couples who are no longer married. In my last post, I
touched on some information regarding divorce rates, which indicated
that about 30%  of families with autistic children are divorced, and in
the majority of those families, the child is living with only one
parent. It's a concern that so many children are growing up without the
support of both parents and that many parents are trying to carry the
load on their own. One way to ease the burden of divorce and single
parenting on these families could be through the Collaborative Divorce
process.

Today I'm interviewing JoAnn Rodrigues, MFT. JoAnn
Rodrigues is a licensed Marriage and Family Therapist in San Ramon,
California, as well as a Coach and Child Specialist for Collaborative
Divorce. You can read more about her work on her website, http://www.joannrodriguesmft.com/.

Patricia Robinson: JoAnn, can you explain Collaborative Divorce?

JoAnn
Rodrigues: Collaborative Divorce is an alternative to a traditionally
litigated divorce. The process came about as a desire to help families
navigate a difficult and often devastating event without adding more
trauma. In this non-adversarial approach the couple agrees never to go
to court. The family has a team of professionals: two attorneys, two
coaches, a child specialist and a financial specialist who have all
been trained to help the family reach a settlement that takes into
account the emotional and financial needs of all the family members.
The goals are to improve communication and co-parenting so that the
family can reach a lasting settlement that preserves relationships
rather than destroying them.

In collaborative practice the
control over the process lies with the couple as opposed to the court.
This leads to more creativity and flexibility in all aspects of the
settlement including parenting plans. This is especially important for
families with special needs children as having that flexibility can
greatly benefit their children.

Patricia Robinson: What do you see as some of the advantages to using this process?

JoAnn
Rodrigues: The benefits to the family are evidenced in a reduced level
of conflict, improved communication, co-parenting skills, and a better
adjustment for the children. Since everyone's needs are taken into
account no one leaves the process feeling like they got the short end
of the stick, which only leads to continued resentment and sabotage. As
therapists we are often faced with the results of a "bad divorce" where
the fighting never ends. No one benefits when that happens.

The
financial cost when the fighting never ends can be enormous. In the
collaborative process the couple has a greater initial output of money
(retainers for the team members) but can save money in the long run by
actively working in the team meetings to reach lasting agreements.

Patricia Robinson: Can you explain your role in the Collaborative Divorce process?

JoAnn
Rodrigues: I have two separate roles in the collaborative process, one
as a coach and one as a child specialist. I would act in only one role
in each case. In my role as a coach I meet individually and in team
meetings with one of the spouses. My task is to help that person
identify their needs and goals as well their strengths and concerns to
help support them through the process. It is different from therapy
because I do not go into depth about their issues but instead help
guide them and teach them skills when their issues are getting in the
way of helping them achieve their goals. I do the same in the team
meetings by monitoring the emotions and helping to keep the process on
track. I also assist in developing a parenting plan based on the
information received from the child specialist.

As a child
specialist I am basically making sure that the child's voice is being
heard.  I am assessing the child or children's adjustment to the
divorce. I am looking at what they need developmentally and what is
helping and what is causing distress. I am a neutral person in the
process sharing the information I have gained with the parents and the
team.

Patricia Robinson: How do couples find a collaborative divorce team?
  
JoAnn Rodrigues: They can go to our local website, www.collaborativepracticeeastbay.com
and click on team members. They can contact any member such as myself
and that person will meet with them and make suggestions for the other
team members based on their needs. For people reading this outside the
Bay Area they can go to the international collaborative website at www.collaborativepractice.com

Patricia Robinson: Thanks JoAnn! I'm sure my readers will find this information helpful.

School Organization Tips for Students with Asperger’s, Autism and ADHD

Organization can be a big problem for kids with Asperger’s, autism and ADHD. Executive functioning difficulties can be a factor in all of these diagnoses, making it difficult for children to plan, pay attention, organize details, and manage their time.
I sat down recently with Nancy Chin of Step By Step. Nancy Chin is the developer of the Step By Step program for academic coaching. Nancy works with school age children who are typically very bright, but still struggling in school. Many of her clients have diagnoses of Asperger’s, autism and ADHD. I asked Nancy for her tips on helping kids succeed in the classroom.
Nancy described how she often works with young students, those from kindergarten through third grade, directly in the classroom. After consulting with the parents and teachers, and observing her students in class, Nancy works to create detailed instructions for these children. Typically, she would start working only on one goal at a time, for example, dealing with transitions during the school day. With the student, she works to create a check list with all the steps necessary. She also explains that the routine will be the same everyday, something that these students may not realize.  An example might be: When the bell rings, put your books back on the shelf, put your pencils in your backpack and get in line with the other children, trying to be in the first half of the line. Although her students are very bright, executive functioning issues mean that it can be difficult for them to figure this out without instruction. She’s found that, too often, the teacher can misunderstand and view the child as being defiant or distracted, when actually they’re just unsure what to do next. Often, with younger students she’ll create a sticker chart, sometimes using tiny prizes to help reward successes.
Nancy said that her plan is to set the goals so that the students can be successful, and then to focus on the successes. She stressed that learning these skills can take time, and she likes to start working with children when they’re very young, when it can be easier for them to learn these new skills. Each small success can lead to success in other areas, for example successful transitioning from the playground gets the student to the classroom on time, which can then lead to more time for learning, and greater academic success.
After achieving this first goal, Nancy said they’ll move on to another, small goal, for example, completing classroom work. This doesn’t mean that the work is all correct, but just that the student is actually doing it. By setting small goals, and focusing on the successes, the student starts to feel successful, learns how to organize and plan, and often academic performance improves.
I think many children could benefit from an approach like this. It’s straightforward and simple, creates a visual plan, which is ideal for many individuals on the Autism Spectrum, and most importantly, allows the student to succeed.
Nancy and I also discussed her tips for organizing homework, which I’ll be talking about in a later post.