Press Release

ARLINGTON, VA, November 22, 2024– In celebration of National Veterans and Military Families month, the Organization for Autism Research (OAR) is pleased to announce a new Operation Autism Grant opportunity. Through this new line of funding, OAR is committed to supporting military families impacted by autism by providing financial assistance for family support groups. OAR is proud to celebrate veterans, military service members, and their families, and to recognize the unique life experiences of those impacted by autism.

OAR will award 3-6 grants ranging from $500-$3,000 to support the establishment or enhancement of support groups that serve military families impacted by autism. Direct service providers, Exceptional Family Member Program (EFMP) coordinators, educators, and other professionals working with military families are eligible to apply. Applicants based in U.S. military installations, including those overseas, may also apply.

To qualify for funding, at least 50% of the support group participants must be from military families impacted by autism. Participation in the group must be made available at no cost. Eligible expenses may include essential costs associated with hosting support groups, including honoraria for guest speakers, refreshments, and group activities at sensory-friendly venues. Funds cannot be used to cover salaries or essential equipment.

OAR is accepting applications on a rolling basis through February 21, 2025. Prospective applicants may learn more or access the application online at https://operationautism.org/operation-autism-grant-opportunity/.

For questions or comments, please contact Kimberly Ha, Senior Director of Research and Programs.

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About OAR: The Organization for Autism Research (OAR) is a national non-profit organization formed and led by relatives of children and adults with autism. OAR is dedicated to promoting research that can be applied to help families, educators, caregivers, and individuals with autism find much-needed answers to their immediate and urgent questions. Learn more at their website: www.researchautism.org.

Meeting your colleagues 

The adjustment period from one job to another or from college to the workplace can be challenging due partly to the changes in social dynamics. You are going from one set of peers, friends, and colleagues to another and learning about new people with different personalities, communication preferences, and work styles. 

One of the best tips regarding smooth transition adjustments is to take time to meet some of your new colleagues within the first few weeks of starting. You could ask to schedule a one-on-one meeting with different staff members, including the ones you will be working closely with, or meet them casually during a break or lunch hour. Scheduling formal and informal meetings can help you become more accustomed to the workplace and help familiarize yourself with the personalities and people working at your organization. It can also help you learn more about their communication style/preferences, which could help when working on projects or assignments. 

It is also important to make a first impression. First impressions often last, and your reputation follows you throughout your career. Therefore, creating a solid first impression on your coworkers could be critical in your growth and development as a person and professional. You can do this through being productive, performing your best work, asking questions, and showing a positive attitude towards work each day. 

Additionally, it is essential to learn about the organization’s culture and rules. Use the employee handbook to explore things like the dress code, communication preferences (does your organization prefer Slack, Discord, Email, etc.), and office etiquette. You can also learn about company culture and bylaws by talking to other team members or your direct supervisor.

Interpersonal skills 

As you transition into the workplace, you will develop different types of relationships with your colleagues, including coworker relationships, mentorships, and team member relationships, which will follow you throughout your career at the organization. 

Sometimes, we transition to employment without knowing how to develop these relationships. As such, it is important to learn about interpersonal skills and how you can learn and nurture these skills. These traits are ones you can rely upon in your communications and professional relationships: 

• Active listening 
• Teamwork 
• Dependability 
• Responsibility 
• Motivation 
• Empathy 
• Patience 

It is important to develop these skills to enhance your colleague’s perception of you and help interactions and communication run smoother. These skills are not learned overnight and can take weeks or months of practice and conscious effort.  

One way to develop/improve your interpersonal skills is to maintain a positive mentality. When an organization is going through a rough time or a project doesn’t turn out exactly as you would have hoped, many employees prefer to be around people who have a positive outlook in difficult situations.  

Active listening is another critical component of developing interpersonal relationships and is vital to healthy communication and dialogue. A few ways to build healthy, active listening skills can include putting your phone away or turning away from your computer when one is speaking, taking notes, asking questions, and thinking before speaking.   

One of the most important (and difficult) components of interpersonal skills is knowing we are imperfect people and that there will be times when we make mistakes or need support. Thus, asking for and accepting feedback and constructive criticism is a great way to learn from others, demonstrate humility, and display a willingness and desire to learn, grow, and improve as a person and employee.

Setting boundaries 

The nature of employment and the many different personalities and communication styles within the workplace opens the door for potential conflict. Not every relationship is perfect, and understanding how to set and enforce boundaries can be crucial to maintaining your mental health and establishing healthy relationships with your colleagues. This can increase productivity, maintain a healthy work-life balance, and increase job satisfaction. It can also reduce the risk of work-related burnout and stress. 

There are different types of boundaries you can set, including: 

• Physical boundaries
• Handshakes over hugs 
• Wearing headphones to indicate busyness 
• Eating lunch alone if needed 
• Specifying how long one can borrow an item for 
• Emotional boundaries 
• Avoiding engaging in someone’s bad mood 
• Talking to a manager about how you prefer to receive feedback 
• Mental boundaries 
• Establishing your work hours 
• Not gossiping 
• Set focus status on your phone to indicate you are busy

One way you can begin creating boundaries is to evaluate and set your priorities and consider what aspects of your life are most important to you. For example, you might be a parent and need to set and establish certain working hours to accommodate your child’s needs. You might have specific sensory needs, such as a quiet room, access to headphones, or established break times.   

You will also want to spend time understanding and outlining your workload, as this can help mitigate or reduce feelings of burnout. Being honest with yourself as to the amount of work you can take on at one time can be key to navigating your own mental well-being while working full-time; communication is also critical to the establishment of healthy boundaries as it allows you the opportunity to express your needs and what must occur for them to be met. It also allows you to share which topics are on and off limits and enables you agency over your career, mental well-being, and goals.   

Resources

• Advice to New Employees: 11 Useful Tips To Help Them Adjust  
• Professional Relationships: Types and Tips  
• Interpersonal Skills: Definitions, Examples and How To Improve  
• How to improve your interpersonal skills (10 tips)  
• 16 Ways To Set Boundaries at Work and Why It Matters 

Miriam Elsendyouney’s twin boys, Malek and Zain, were diagnosed with autism at age two. “It was a whole new world for us,” she said. She found OAR as she first started navigating the autism community, looking for resources for her boys and family.

A few years later, Miriam started running to do something for herself. With four kids ages six and under, including the twins, “I felt like a project manager for treatment. I needed something I could do for myself and a goal for myself.” Running was “thirty minutes to an hour a day that was time for me to do something just for me.” Miriam decided to run the 2018 Houston Half Marathon with OAR to raise awareness of how autism had touched her family’s life and share the challenges and joys of her boys. She found the race fulfilling with her dual goals of running and fundraising to raise awareness. Her family all came out to cheer for her on race day. “My boys were very young at the time, and they got to come watch me run. My oldest [age six at the time] asked, ‘How come you’re not first?’” after the race, she laughed.

Miriam always wanted to run a marathon after moving from Texas to Connecticut and having her last baby (baby boy #5), she decided to take on the 2024 TCS New York City Marathon. “I was so excited!” she said. “Running a marathon has been a dream of mine I’ve always had, but I had to put it on the back burner with special needs kids as there’s always other things at the forefront.” Her whole family pitched in. “My husband picked up the slack, and the whole family made it a priority,” she said. She scheduled long runs during school hours and, for six months, trained and fundraised for the race.

“It was good for my kids to see,” Miriam said. “Even though our life is challenging, navigating the world for Malek and Zain, we can do things that make us happy and raise awareness of the great things about our boys.” Her twins are now 12. “As they’ve gotten older, it’s gotten harder for community acceptance,” she said, making raising awareness more important for her and her family. And, as her other kids have gotten older, she wants to teach them to be proud of their brothers as they’re at an age where they could be embarrassed instead. “My oldest is a big advocate for kids in general and has grown up seeing me advocate for his brothers. My boys are able to speak up when they see things that aren’t okay and spaces that aren’t inclusive.”

“I want to celebrate the boys and talk about our achievements and challenges,” Miriam said. While autism representation in the media has increased, it doesn’t always reflect everyone’s diverse experiences with autism, including her family’s. It’s important to “show people this is life and that’s okay. Not everyone will look and act the same.”

“Running NYC was life-changing, and meeting all the other charity runners was amazing and a great experience and I’m so glad I got the opportunity,” she said. “It’s an achievement for my entire family.”

Navigating the process of obtaining services for your autistic child can be challenging, especially when waiting lists for essential therapies like speech therapy, Applied Behavior Analysis (ABA) therapy, and occupational therapy can be lengthy. During this interim period, parents play a crucial role in fostering their child’s development and wellbeing. Engaging with your child in meaningful interactions can enhance their communication skills and emotional regulation. Simple activities, such as reading together, playing games that emphasize turn-taking, or encouraging imaginative play, can be constructive ways to promote social skills and cognitive functioning. Pay attention to your child’s interests; incorporating these into daily routines can keep them motivated and engaged.

While waiting for professional services, parents can create opportunities for their children to practice social skills in safe and controlled environments. Consider joining or forming a social skills group with other families in your community. These groups often provide structured activities that promote social interaction, such as games, role-playing scenarios, and team-building exercises. Moreover, local community centers, schools, or autism support organizations frequently host workshops that focus on enhancing social skills. Collaboratively working with other parents can also provide a strong support network, allowing you to share resources and learn from each other’s experiences.

At home, there are numerous strategies parents can implement to support their autistic child. For speech development, try using visual aids, such as picture cards or storyboards that help your child express their thoughts and emotions. Incorporating music and songs can also be a fun way to introduce new vocabulary and encourage verbal expression. To address behavioral challenges, create a consistent routine that incorporates clear expectations and rewards for desired behaviors. Visual schedules can assist your child in understanding daily tasks and transitions. Lastly, don’t hesitate to reach out to other parents, teachers, or local autism support professionals who can offer additional resources and advice tailored to your child’s unique needs. With patience and creativity, parents can make a significant impact during the wait for professional services.

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Tacoya Miller is a dedicated author and advocate for autism awareness, residing in a vibrant household with her husband and their two young sons, aged five and four. After her oldest son was diagnosed with autism, Tacoya became inspired to deepen her understanding and knowledge, working as a Registered Behavior Technician (RBT) for a year. She envisions a world where people can appreciate the unique perspectives of individuals with autism, comparing their experiences to a different lens through which the world is viewed. Like a compassionate tour guide, Tacoya invites others to explore the beauty, kindness, and bravery found in neurodiversity.

Finishing high school and college can be an exciting developmental milestone, but it can also be stressful. Transition programming and/or employment can be a scary next step in the uncertain path towards adulthood and the increasing amount of independence that comes with it for young autistic adults. Reduced support following secondary school can exacerbate already high anxiety (Wei et al., 2014).

High levels of anxiety may make it hard to get and keep a job. The process of interviewing, onboarding, training, and adjusting to a new job, work expectations, and co-workers can be difficult. It is not surprising that anxiety contributes to the significantly lower employment rates experienced by autistic young adults relative to young adults with other disabilities (National Autism Indicators Report, 2021).

Employment is a key social determinant of health (Gmitroski, et al., 2018). Therefore, it is important to support autistic young adults’ management of anxiety during post-secondary transition periods as a means of preparing for and sustaining competitive integrated employment. It is just as critical to address organizational factors that can foster positive work culture and promote neurodiversity-affirming supports. Anxiety is best managed with an interesting job and a job site that recognizes each employee’s capacity for unique contribution.

Considerations for Employers

Job sites that affirm diversity tend to have greater success hiring and retaining autistic employees (Hedley et al., 2018; Roehrich et al., 2016). These suggestions can help employers better support autistic employees, building a better and more inclusive workplace for all.

1. Support autistic adults in the workplace through accommodations. These accommodations are often legally required by the Americans with Disabilities Act and are typically “natural supports” that are sustainable, cost-effective, and may benefit other employees in the workplace (Waisman-Nitzan et al., 2021). Examples of potential accommodations for an autistic young adult with anxiety include short breaks to go to a quiet space, working with one earbud in to listen to music, and providing clear expectations regarding work. Accommodations may change over time, especially as job duties and support needs change.
2. Allow for and support assistive technology devices. These can be either everyday technology like tablets and smartphones or specialized technology like augmentative and alternative communication devices (Alshamrani et al., 2023).
3. Emphasize workplace education. As mentioned previously, it is important for job sites to take the initiative in meeting the needs of diverse employees who can bring a range of strengths and innovation to the workplace. As an employer and/or ally of neurodiverse employees, seek out training opportunities to create a safe and supportive workplace.
4. Build inclusive work environments and champion universal design policies. One simple strategy is to celebrate National Disability Employment Awareness Month, which occurs every October. The Department of Labor offers suggestions on how to build inclusive workplaces such as offering disability-focused training and reviewing employer policies for inclusivity.

Considerations for Autistic Employees

Managing anxiety may be a useful tool in supporting employment, which then has a range of cascading positive health outcomes such as improving overall mental health, well-being, and access to financial and insurance supports (Gmitroski, et al., 2018). These practical strategies are useful in managing employment-related anxiety and enhancing workplace supports.

1. Be aware of common anxiety symptoms. Common anxiety symptoms may include worry about sensory differences (e.g., fear of loud noises), generalized worries (e.g., fear of making mistakes, taking public transit, worry about stigmatized status), and social fears (e.g., fear of talking to new people, asking for help, and connecting with co-workers). Variations of these fears often manifest early in life and can provide opportunities to practice coping with caregiver support. Being aware of these fears can help to anticipate challenges associated with these worries and then generate strategies to manage anxiety.
2. Request workplace accommodations. Accommodations can alleviate workplace anxiety by supporting sensory and workplace needs. Negotiations for workplace accommodations can be done with supports such as a job coach. When your sensory experience is appreciated and respected through accommodations, it is easier to focus on important employment matters. Common accommodations include:
   • Careful overview of orientation and onboarding expectations
   • Requesting clear communication of work tasks and deadlines via preferred communication mediums (e.g., email, spoken, and written instruction)
   • Flexible working hours or location
   • Notification of upcoming changes in schedule
   • Careful overview of technology and supports
   • Regularly scheduled meetings to receive feedback on workplace performance etc.
3. Access evidence-based mental health supports. Generalized and social worries are the most common fears that create interference for autistic teens and young adults. These worries are consistent with the most prevalent symptoms in non-autistic adult populations. This points to the usefulness of evidence-based, cognitive behavioral therapy (CBT) treatment that incorporates:
   • Somatic management (managing your body’s physical symptoms)
   • Skill building (problem solving the steps needed to accomplish a stated task)
   • Helpful thoughts (brief and repetitive reminders that you can cope with hard things and that you have done hard things before)
   • Exposure (facing fears a little bit at a time)

   A mental health professional with expertise in autism is not always available. Speak to your primary care doctor, school, transition team, or your local autism society to find mental health professionals with anxiety experience.

4. Create your own “plan to get to green.” We discuss a “plan to get to green” in the Facing Your Fears CBT program for autistic youth with anxiety; this is a plan that systemically lays out strategies for managing the red zone (high anxiety) and yellow zone (medium anxiety) and maintaining the green zone (calm). It’s important to have strategies in place prior to starting a job that address each zone; we all experience red-zone periods, so there is a high probability you will too at work. Making a preemptive plan of where to go and what do at your job site when in the red/yellow zone is important as it is difficult to create solutions and solve problems when anxious. Managing the red zone might include strategies to manage your body’s anxiety reaction and your mind. For example, you can tell colleagues “I’ll be right back” and then take space in a quiet place, practice deep breathing hourly so anxiety doesn’t mount, and remind yourself that you are brave and capable.
5. Eat and drink regularly. Anxiety can make it hard to read your body’s physical cues, so schedule regular times to eat and drink over the course of the day to stay emotionally regulated.
6. Seek mentorship and then become a mentor. Connecting with other neurodiverse individuals or mentors at the job site can be helpful. Seek them out for guidance on the unwritten rules of the workplace to clarify expectations surrounding certain tasks or events and to reduce anxiety. In addition, it can be helpful to have a mentor who can provide encouragement and feedback on managing stressors. Consider being a mentor to others.
7. Discuss caregiver involvement. Many autistic young adults continue to reside with their parents during their young adult years. However, the role of parents naturally changes after post-secondary school for a range of developmental, psychological, and legal reasons. Discuss the level of parental contact and support that is needed and/or who the best source of support might be for workplace issues.
8. Access formalized job site supports. Consult with vocational rehabilitation agencies to determine qualification for employment-related resources and job coaching.
9. Explore volunteer and shadowing opportunities. Observing a range of potential jobs can help you to understand job responsibilities and work expectations and can be useful in determining if the job is a fit for you. In addition, volunteering and shadowing can be a good step when facing fears tied to employment.

 

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Audrey Blakeley-Smith, Ph.D., is a clinical psychologist and an associate professor in the Department of Psychiatry at JFK Partners, University of Colorado Anschutz Medical Campus. Dr. Blakeley-Smith is the director of the Adult Autism Clinic within JFK. Together with Dr. Judy Reaven, Dr. Blakeley-Smith co-authored a CBT group intervention entitled Facing Your Fears and Facing Your Fears in Schools to treat anxiety in autistic youth.

 

Aryn Taylor, Ph.D., CRC, LPCC, is an assistant professor at the University of Northern Colorado in the Department of Rehabilitation Counseling and Sciences. Her current research focuses on transition-aged youth and interagency collaboration around transition points such as school-to-work and the pediatric-to-adult healthcare transition. She is involved in state-wide initiatives to support all people with disabilities to achieve competitive integrated employment and gain greater independence and full inclusion in society.

The Department of Labor announced at the end of September that its Office of Disability Employment Policy has chosen “Access to Good Jobs for All” as the theme for National Disability Employment Awareness Month (NDEAM), which was observed in October. NDEAM annually celebrates the contributions of the nation’s disabled workers and showcases supportive, inclusive policies and practices that benefit employees and employers alike.

During October, disability organizations, employers, and others highlighted efforts to raise employment rates and support disabled workers. For example, the U.S. Department of Labor unveiled a new tool that provides access to more than 700 accommodation ideas for workers with disabilities and their employers.

For autistic adults, NDEAM is an opportunity to educate employers and others about the barriers they face to finding and keeping a job. A 2021 study published in the National Library of Medicine found that adults with an autism diagnosis have an unemployment rate of around 40%. An April 2024 article on the Rocky Mountain PBS site said that “some private estimates go even higher, suggesting 85% of adults with autism are unemployed.”

A freelance reporter for a public radio station based in Buffalo, New York, interviewed Zoe Gross, director of the Autistic Self Advocacy Network. She noted how “huge” the rates of unemployment and under-employment are for autistic adults and other neurodivergent adults. “the barriers begin before you start the job so they begin during the hiring and interview process…and unfortunately, that being stopped at that step prevents a lot of autistic people from ever beginning a job.”

Gross sees some progress being made in workplaces that have hiring programs specifically for neurodivergent workers. “These interview processes that have been changed to be more friendly to neurodivergent applicants, they focus more on do you have the skills that are necessary to do the job? So you can demonstrate the skills in the interview…And then what we want to see in these places is not only is there that way to get neurodivergent workers in the door, but that’s matched with a commitment to providing accommodations, a commitment to changing workplace culture, to making a workplace more accommodating and friendly to autistic workers and other neurodivergent disabilities.”

Other barriers, such as education—the need to have a bachelor’s degree for example—are also still a challenge, Gross said. “We often can’t complete a bachelor’s degree, even if we try, or even if we have a lot of the relevant knowledge for reasons like lack of accommodations, for reasons like difficulty with independent living on college campuses, so things like that can present barriers as well.”

Angelie Vincent, a late-diagnosed autistic engineer with 23 years of experience in the aerospace industry, wrote about NDEAM and its importance to disabled workers on the Society of Women Engineers’ website. She discussed how difficult employment is as a first step and then accommodations as another hurdle. The affinity group she established, she writes, or a peer support group like it “would have been beneficial for me especially early in my career as I learned to navigate the workplace.”

The NDEAM theme resonates with Vincent because “not all members of my community have had the same opportunity or job access. Job seekers with disabilities often find that getting in the door can be the most difficult challenge, starting with the decision of whether to disclose a disability, especially in the case of a non-apparent one.”

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Sherri Alms is the freelance editor of The OARacle, a role she took on in 2007. She has been a freelance writer and editor for more than 20 years.

Lorraine Partee, who joined OAR in August as manager of fundraising and special events, is diving right into fundraising campaigns and special events, with a goal of adding new events to OAR’s calendar and sponsors for programming. She is eager to use her resourcefulness, experience, and enthusiasm for OAR’s mission to support OAR and the people it serves.

Partee is “especially excited about creating supportive and inclusive spaces for neurodivergent learners, and I aim to reflect that in my approach to fundraising and community outreach.” Her role at OAR focuses on building genuine connections with supporters, ensuring their contributions directly benefit programs for autistic individuals.

She is delighted that OAR staff share her passion for supporting the community, dedicated to achieving organizational goals and carrying out the mission. They have also made Partee welcome, which has made it easy for her to ease into the role and feel comfortable.

Before coming to OAR, Partee worked for more than a decade in special events and fundraising. That experience included working with cancer organizations and fundraising for education, driven by her desire to be a source of positive change and a safe space for others. She was a teacher before that, a role that she says fueled her “passion for ensuring that individuals have safe, accommodating environments where they can learn and grow.”

What motivates Partee most about her OAR role is the chance to make a real impact on people’s lives by helping remove barriers to inclusion. She loves connecting with people who share OAR’s vision and working together to create lasting change. “Combining my passion for advocacy and education with a hands-on approach to supporting the neurodivergent community is incredibly rewarding,” she says. 

After job hunting for several months and with the encouragement of his support network, Matt Ghaffari reached out to OAR’s Hire Autism program for assistance with his job search. Claudia Zacharias, a Hire Autism navigator, worked with Ghaffari over several months, providing guidance, resources, and feedback.

Ghaffari incorporated her advice and feedback and made use of the resources she recommended to build a strong resume and cover letter. He had previously worked with a career counselor but found a navigator who understood his needs allowed them to build a trusting relationship. “Claudia was down to earth,” he said. “I could easily understand and relate to her.”

In addition to Zacharias’s support, Ghaffari requested a mock interview with two additional navigators to help him practice answering questions in a formal panel interview setting. He found this practice invaluable and admired how the navigators made it feel like an authentic interview, praising how they “provided feedback on what I did and did not do right, with options, comments, and praise that were easy to understand.”

Although navigators are independently paired with job seekers, they work together to provide assistance on mock interviews and share resources and advice. “Even though we put our own stamp on the role, what we have in common is our dedication to supporting autistic jobseekers, who benefit from the personalized assistance,” Zacharias said.

Ghaffari found Hire Autism mentoring positive and enlightening. “Claudia helped me recognize my strengths, accomplishments, and potential when I struggled to find the motivation and confidence.” His confidence in recognizing his talents grew, and he felt more comfortable showcasing them in pursuit of a new job.

He encourages other job seekers to trust their mentors while remembering who they are as individuals and advises them to “recognize your weaknesses before your strengths. What you might think is a weakness may be inexperience. Recognize how you can present that inexperience in an interview to emphasize to your employer who you are trying to be.” He also encourages anyone embarking on a job search to have patience.

By diligently applying the navigator’s suggestions to his job search, Ghaffari’s dedication paid off. He accepted employment as a youth mental health case manager. In this role, he is an inter-agency liaison for underserved youth and recommends obtainable resources to clients.

Zacharias celebrated Ghaffari’s success. “He was always open to new ideas, and I am proud of the way he was willing to try various approaches.” She also reflected on her growth as a mentor and her ability to understand the particular needs each job seeker has. “Both the navigator and the jobseeker share the satisfaction of traveling this journey together. Celebrating each success along the way has brought me a great deal of joy.”

If you are an autistic job seeker searching for meaningful employment, get started on your journey today by contacting us via email at mail@hireautism.org or by creating an account at hireautism.org. If you would like to impact the lives of autistic job seekers directly, please consider becoming a Hire Autism navigator.