In the ever-evolving world of nutrition and well-being, some brands stand out for their commitment to making a difference. RxSugar is one such brand, now partnering with the Organization for Autism Research (OAR) to enhance health, inclusivity, and the lives of all those in the autism community.
Founded with a clear and powerful mission, RxSugar seeks to tackle the global health crisis caused by traditional sugar consumption. Diet-related diseases like diabetes and obesity are leading causes of death and negatively impact quality of life worldwide. In response, RxSugar takes a fresh approach by being a health company disguised as a food company. According to Alexi Melvin, RxSugar’s Chief Alliances Officer, “Traditional sugar fuels diet-related disease, the leading cause of death, suffering, and healthcare costs. We must solve for sugar!” RxSugar’s core values revolve around promoting health and wellness with an all-natural sugar alternative that not only tastes great but also benefits those with various health concerns. This unique positioning sets RxSugar apart from its competitors, emphasizing a commitment to health and community well-being.
This commitment to community engagement is fueled by a desire to enhance health and wellness on a broader scale. By engaging in community initiatives and partnering with nonprofit organizations, RxSugar aims to raise awareness about the risks of traditional sugar and support those impacted by diet-related diseases. “Our commitment extends beyond our products,” says Alexi. “We believe in making a difference through education, research, and community support.”
RxSugar’s support for OAR was inspired by a shared vision of improving quality of life and health outcomes. Recognizing that autistic individuals often have unique dietary needs, RxSugar saw an opportunity to make a meaningful difference. “Supporting autism research aligns perfectly with our mission to promote health and well-being,” Alexi notes. “By supporting OAR, we can contribute to research and initiatives that directly benefit the autism community.”
Rachel Luizza, OAR’s Director of Development and Marketing, shares Alexi’s enthusiasm for this collaboration. “Having RxSugar’s support is incredibly meaningful to us. Their focus on health and inclusivity complements our mission, helping us to push forward with our important work in autism research and resource development.”
RxSugar’s support for OAR is a testament to the power of collaboration to drive positive change. By joining forces, both organizations aim to improve health and well-being, not only for autistic individuals but for all. As Rachel aptly puts it, “Together, we are creating a sweeter, healthier future for everyone.”
About the Organization for Autism Research:
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 www.researchautism.org.
About RxSugar:
RxSugar was founded with the mission to address the global health crisis caused by traditional sugar consumption. Recognizing that diet-related diseases, such as diabetes and obesity, are among the leading causes of death and suffering, RxSugar positioned itself as a health company under the guise of a food company. The core values of RxSugar revolve around promoting health and wellness by offering an all-natural sugar that does not compromise taste but significantly benefits individuals with health issues of all kinds. Learn more at www.rxsugar.com.
For information about OAR partnership, visit our partnership page.
“Are you sure he has autism?” The one sentence I am sure every parent to a child with Level-1 Autism is sick of hearing. From the dentist to his speech therapy evaluation, my son has been observed and his diagnosis has been questioned. In those times, it makes me want to ask, “Would you like to come home with us and wait until something doesn’t go the way he planned, or watch him stim over and over while he is playing?” I see the skepticism on their faces as they watch for a sign to jump out. The reality for autistic individuals with low support needs is fighting autism from both sides. You aren’t quite regulated enough to be considered neurotypical, or “normal,” yet you don’t fit the stereotypical mold that many people consider as autistic.
My son was 4 when he was diagnosed, but we spent the two years prior going back and forth on whether we should have him evaluated. Even his pediatrician was unconvinced he needed a formal evaluation. We assumed his symptoms were because of a speech delay. His older sister has Complex Motor Stereotypies but is otherwise neurotypical, so we attributed his stims to stereotypies. Some days he seemed neurotypical, and the next was such a difficult day that I was crying to my husband, saying, “Something is going on.” He flew under the radar. It wasn’t until my husband and I watched Love on the Spectrum that we realized the spectrum is incredibly vast and that autism presents in many ways. Yep. We learned about autism from a TV show. When we saw our son’s traits in some of the cast members of Love on the Spectrum, we decided to move forward with a formal evaluation from a Developmental Pediatrician.
My husband and I had general anxiety going into that day, but our son loved going to the doctor’s office, so we weren’t anxious about his behavior. However, this office was new, so he was dysregulated. By the time the Developmental Pediatrician entered the room, our son was under the table, saying, “Okay, time to go!” With some coaxing and Legos, he finally climbed out from under the table and was calm enough that my husband and I could talk with the physician. With each question, I could hear the optimism leaving her voice. She told us she normally schedules another appointment for the diagnosis, but that she felt comfortable giving his Level-1 Autism diagnosis now.
I felt ambivalent feelings; so relieved that we had answers, that he wasn’t just a “bad” kid. Yet I also felt incredibly sad for him and his unknown future. Will he ever be able to hold a full conversation with me? Will he struggle with learning? Will he ride a bike? Will he be able to go to college? Fall in love? Have children? All of those thoughts and questions swarmed my mind, so much that I was having a difficult time hearing what the doctor was saying to me. My husband took our son back to the car while I received a resource packet. I remember her asking me if I had any questions and, of course, all helpful questions left my brain. All I could hear was that my son had autism. I choked up and said, “I am just sad.” I will never forget her response to me: “Hey, the sky is the limit for him.”
In a way, I feel like she is right. There’s a ton of resources out there. Unfortunately, we lived in a rural area when receiving his diagnosis. We had no access to ABA, and there was one speech therapist in the next town over who was not a good fit. That’s when my husband and I decided we had to move to a bigger city with more access to care.
On the other hand, how is the sky the limit when so many people are ignorant of his diagnosis? I am not judging; I learned about his diagnosis from a Netflix show. However, it worries me he won’t be seen as someone who needs help. As if autism has a “look.” I think the world is moving in the right direction, yet there’s a lack of understanding (and resources in rural towns), which is leading to the abandonment of autistic individuals with low support needs.
Shows like Love on the Spectrum and Atypical on Netflix, and Hero Elementary on PBS are bringing awareness to the strengths and challenges of autistic individuals, but we need more. People need to understand that you don’t have to be nonspeaking to be autistic. You can make eye contact or be affectionate and still be on the spectrum. You don’t have to be Einstein-level intelligence, nor do you have to like trains. Until then, people will slip through the cracks. The parents of these children will approach their behavior just as I did: like a behavioral problem that needs to be punished. Yet no amount of punishment will help an autistic person. It will only leave them feeling more confused and hurt. They won’t understand why they behave so differently, nor will they receive therapy services that could be pivotal.
Our family had to relocate for my husband’s career, and while the move has brought some behavioral challenges, my son is thriving. He is attending speech therapy at a practice that also serves as a training site for the Paralympics. He looks forward to going every week and is learning so much. He loves our local zoo which happens to have his favorite animal: sharks! My piece of advice for parents/caretakers: at times you are the only person who is advocating for your child. Keep pushing. If you are dealing with someone who doesn’t believe your child’s diagnosis, let them. It is not our job to convince others. People are finally talking about their challenges and experiences with neurodiversity. So hopefully, with time, everyone will have a better understanding of autism.
With love and empathy,
Shelby
Shelby is a dedicated mother of three, balancing the demands of motherhood and homeschooling with her role as a supportive wife to a medical resident. She has recently relocated to the Midwest and has embraced the new challenges and opportunities that come with this change. As a mother to a son with autism, Shelby is committed to learning more about neurodiversity. Shelby is continuing her own personal growth by attending online college to further her education. When she finds time to relax, she likes to cuddle up with a warm, fuzzy blanket and read a book or binge-watch a series.
“Love on the Spectrum U.S.” won two Emmys at the 76th Primetime Creative Arts Emmy Awards in September. Northern Pictures, the Australian company that produces both the Australian and U.S. shows, won for outstanding casting for a reality program and another for outstanding director for a reality program. Three cast members of the U.S. show’s first season, Dani Bowman, Abbey Romeo, and David Isaacman, were presenters.
In an article on the Variety Australia website, co-creators Karina Holden and Cian O’Clery said that they created the series with “the idea of love and belonging being something everyone deserves.” They also credited the cast, noting that they are all “so open, honest, and real, they are the reason we are being recognized with these awards.”
Romeo, Bowman, and Issacman presented two awards for lighting and attended an Emmy Awards afterparty. Bowman later posted photos on Instagram, writing that it was “so amazing to get together with my LOTS family again…Eternally grateful for the opportunities that the LOTS crew show and @Netflix has given me, by showcasing how we on the spectrum are all very different, but not so different after all! We all want the same thing as you… LOVE!”
The recent awards bring the total number of Emmys to five for “Love on the Spectrum U.S.,” after the program won three in 2022. The show is also due to appear on Netflix for its third season, according to a Disability Scoop article, after the second season ranked among the top 10 shows globally for three weeks.
You can watch an edited broadcast of the Emmy Awards on Hulu through Oct. 9.
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.
OAR is excited to welcome the newest Hire Autism navigators, Kurt Campanile, Kuljit Singh, Jacqueline Olsen, Jennifer Yamout, and Biljana Simakoska. They are all from the New Jersey office of Clyde & Co., a global law firm committed to pro bono and social impact volunteering opportunities. As navigators, these dedicated individuals will support autistic job seekers in refining resumes, crafting compelling cover letters, honing interview skills, and building confidence.
Brandon, a recent job seeker, said this about working with a navigator: “Working with Hire Autism has been a transformative journey for me. My navigator’s patience and dedication were instrumental in helping me explore and understand my professional identity. Today, I am more confident in my interviewing skills than ever before. Thank you, Hire Autism, for your unwavering support.”
Is your company interested in volunteering and mentoring autistic job seekers? If so, reach out to Hire Autism to inquire about a group training.
Contact the Hire Autism team at mail@hireautism.org or submit your application to become a Hire Autism navigator.
RUN FOR AUTISM runner Joseph Carrasquillo completed a personal challenge in September, running a 100-mile race to raise awareness of autism on behalf of his son, Jacob, who was diagnosed with autism nine years ago.
“Jacob had a wonderful neuropsychologist at the time who brought it to our attention that he had tremendous potential but would ultimately need more care and support moving forward. During this time, my wife and I struggled for answers on how to further help our son as, within our own network of support, there was little to no awareness.” Carrasquillo said. He and his wife, Aisha Carrasquillo, decided Joseph would stay home with Jacob as his care provider, including taking him to appointments and helping with school functions.
“It would prove to be the right decision and began our family on this amazing journey that we would never have thought possible otherwise. Since that time, we have met so many supportive people in the autism community who have given us great examples from their own personal experiences on how to better support our son,” Carasquillo told OAR. He noted that Jacob has continued his tremendous growth socially and academically. “He is a member of the MENSA High IQ society, has thrived in school academically, routinely making the principal’s list in middle school, and this past summer he was invited to attend ENVISION Youth Leadership STEM Program, all while being proficient in playing the violin and also taking part in several New York Road Runner Youth Races.”
Carasquillo began thinking about taking on a 100-mile race when he started running three years ago. “I initially began running in pursuit of feeling better about myself and also my own personal dream of running in the New York City Marathon,” he said. In those three years, Carasquillo ran over 20 races, including the NYC Marathon and three other marathons, a 50K, a 50-mile race, and now a 100-mile race.
“When my son was initially diagnosed, there was little to no forms of information and awareness, and oftentimes, this created a sense of helplessness. During this time, I began to assist and advocate for other parents who were sharing similar experiences and realized that I wanted to create different avenues of funding for autism research.” So Carasquillo took on his 100-mile race with RUN FOR AUTISM to raise funds for OAR. “I felt that, while the idea of completing a 100-mile run was daunting, running for a cause such as this one would inspire me to give it my best.” During training, Carasquillo also pursued several certifications as a personal trainer to gain new knowledge and strategies for his race while helping others with similar goals.
“This [race] was more of a mental grind than in my past events, as not only was the amount of time on my feet a challenge, but I also sustained an injury to my left ankle that put me in excruciating pain after about mile 57. And although it wasn’t the fastest finish, I was still able to stay focused, inspired, persevere, and finish.”
Now that he has recovered, Carasquillo is considering a race in France or Italy with Aisha and Jacob. “I thought it would be awesome to do this with our son Jacob as he is looking forward to being a part of the fundraiser and running in a youth race.”
OAR recently awarded $78,918 to support 17 projects led by the fall 2024 winners of the Peer Education Grant program. In total, OAR has awarded $107,497 for 27 projects in 2024. With these grants, OAR has helped educate over 237,000 children through the Kit for Kids program since 2012.
Launched in 2012, the program supports projects that promote autism awareness and acceptance among nonprofits, communities, libraries, and K-12 public schools using OAR’s peer education resources.
OAR expanded this year’s peer education grant funding with the support of Jewelers for Children, a nonprofit founded by the U.S. jewelry industry dedicated to helping children in need. In 2024, Jewelers for Children donated $100,000 to support OAR’s programs, including the peer education program. With this generous donation, OAR expanded the program’s fall round to include larger grants focused on peer education across school districts.
“Jewelers for Children is thrilled to increase our support for the Organization for Autism Research so that they can continue to support the community of educators making sure that kids on the spectrum are getting what they need to thrive,” said Sara Murphy, Jewelers for Children’s executive director. Since 2018, the nonprofit has donated $395,000 to OAR to benefit autistic children.
Congratulations to the grant recipients!
Grady Bailey
Be Aware, Show You Care!
Van Buren School District, Van Buren, Arkansas
Bailey will use the Kit for Kids materials to reach students in grades K-6 and teach them about autism awareness. Bailey hopes that through teaching these materials in the classroom, students will become more knowledgeable about their autistic peers and learn how to respectfully ask questions to better understand autistic people.
Garv Bakshe
Lincolnshire Autism Awareness Project
Lincolnshire Autism Awareness Project, Buffalo Grove, Illinois
The Lincolnshire Autism Awareness Project team will use the peer education materials to teach middle school students about autism while fostering kindness toward and acceptance of all neurodiverse people. The team hopes this initiative will help the students develop into empathetic and accepting adults.
AnnMarie Bates
Increasing Autism Acceptance in Shepherd Public Schools
Central Michigan University, Mount Pleasant, Michigan
For the fourth time, Bates and the Central Michigan University team will use the Kit for Kids materials to increase autism acceptance in local schools. This year, Bates and her team members will include the Autism Tuned In program in their lesson plans to deepen students’ understanding of autism acceptance. Bates hopes to expand into the greater Mount Pleasant area to increase autism acceptance.
Bonnie Buckelew
Creating Change Through Awareness
Jackson Parish School Board, Jonesboro, Louisiana
Jonesboro Hodge Elementary School serves students in preschool through fifth grade. Buckelew and the staff plan to use peer education materials and funds to empower the students to be kind, see value in differences, and work together as a team. These materials will continue the school’s mission of using a whole-child approach to ensure all students can reach their full potential.
Leah Carbone
Inclusion Program Special Weekend Meet-Up and Play Date
MAEVE Burbank, Burbank, California
Carbone and other staff members at MAEVE Burbank plan to use the Kit for Kids materials to continue to empower those they serve. Primarily serving “all who mother in support of one another and their communities,” this organization will engage both neurodivergent and neurotypical children in the local community to teach them how to be inclusive by educating them about autism awareness.
Sarah Chapman
MOORE Autism Acceptance
Moore County Schools, Carthage, North Carolina
Chapman will lead a training for staff at Moore County Schools to show them how to incorporate Kit for Kids materials into the current curriculum. Teachers will use the materials to help students understand how to better understand and work with each other inside and outside the classroom. Chapman will also use some of the funding to host a parent night where students will demonstrate what they have learned about inclusivity and autism acceptance.
Sandra Doucett
Shake-A-Leg Miami Peers on Piers
Shake-A-Leg Miami, Florida
Doucett and Shake-A-Leg Miami plan to use the Kit for Kids materials in their programming, which provides access to the physical and mental health benefits of Miami’s environment. Offered to people with and without disabilities, the program will help foster belonging, inclusion, and respect and provide a fun, safe, and educational environment for children of all means and abilities.
Anarosa Durate and Karen Ponce
Clifton Public School District Autism Acceptance Initiative
Clifton Public School District, Clifton, New Jersey
This initiative will serve a diverse population of K-8 students. As a first step, educators and facilitators will receive specialized training to deliver the Kit for Kids materials. After that training, Ponce and district faculty will teach the material throughout the district to empower students with empathy and teach about autism awareness.
Nick Indoma
Radically Inclusive: A School-wide Autism Awareness Program
Kyrene School District, Chandler, Arizona
Indoma will lead this program to promote autism awareness and acceptance throughout the Kyrene School District. The materials and grant funds will support professional development for staff and educators and an autism awareness campaign for students, families, and the community.
Michele Maloney
Best Buddies
Bilbray Elementary, Las Vegas, NV
Bilbray Elementary, a public pre-K to 5th-grade school, will use the Kit for Kids materials as part of its Best Buddies program. This program pairs students with and without disabilities during the school year, with each month focusing on different ways to facilitate genuine friendships and encouragement—furthering the promotion of acceptance of students of all abilities.
Brittany Mason
Autism Acceptance Project
Jefferson County Public Schools, Louisville, Kentucky
Jefferson County Public School District includes 168 schools serving over 95,000 students. With the Kit for Kids materials, Mason will lead schools in providing resources, foundational knowledge, and training to teachers, staff, and students for the promotion of neuroinclusion across all of their elementary schools.
Constance McCarty
Accept, Advocate, Appreciate!
Mary McLeod Bethune Elementary, New Orleans, Louisiana
McCarty and the faculty at Bethune will serve pre-K to 8th-grade students by fostering an inclusive environment for all students. Students will participate in multiple activities centering on autism throughout the year. Each initiative will incorporate the Kit for Kids materials to promote understanding, acceptance, and celebration of diversity.
Kaitlyn McCord
Kochavim After School
Kings Bay YM-YWHA, Brooklyn, New York
McCord will use the materials and funds from the Peer Education grant within the Kings Bay YM-YWHA program. This program fosters an environment of understanding, acceptance, and support for all children, including those with autism. With the Kits for Kids materials, staff members will continue to create a community where every child feels valued and empowered, paving the way for a more inclusive society.
Thomas Reed and Eric Floyd
HeroicOhio Peer Education (HOPE) Project
Lawrence County Educational Service Center, Ironton, Ohio
The Lawrence County Educational Service Center will leverage the power and promise of game-based learning to deliver the Kits for Kids content through Heroic Game Day, the world’s only student-driven, online skills-learning platform. In doing so, the team will raise awareness of autism in grades 3 to 5 and build students’ skills to be supportive and inclusive peers in a fun, safe, “kids first” way.
Bryan Rivera
What Makes You Special, Makes You Unique
Naranjito, Puerto Rico
Rivera created the bCalm Project to encourage inclusivity in Puerto Rico. By using the Kit for Kids educational resources, Rivera and his team will promote understanding, acceptance, and empathy toward students with autism. The goal will be to ensure that every student with autism feels valued and supported, fostering a culture that celebrates everyone’s unique strengths.
Jenny Underwood
Branch Out! Peer Mentor Training
Branches ABA Outreach, Montgomery, Alabama
Branches ABA Outreach strives to meet the needs of individuals with autism and other neurodevelopmental disabilities by building relationships, addressing needs, and creating hope through education and support. With the help of OAR’s peer education materials, the staff will train peer mentors and equip them to be better supporters and advocates for their friends with autism during social skills groups and social enrichment activities at their schools and in their communities.
Christina Veatch
Monte Vista: All Means All!
Monte Vista Elementary School, Rohnert Park, California
As part of the school’s mission to foster an inclusive environment for everyone, Monte Vista will be using OAR materials across grade levels on their general education campus to enhance understanding of neurodiversity and promote meaningful relationships among all students on campus.
Interested? Submit an Application Today!
If you are working on or are interested in creating a project that promotes autism awareness and acceptance in grades K-8 using the Kit for Kids program materials, this program is for you! The application period for the spring of 2025 is open now for projects starting as early as April 1, 2025. OAR will award grants of up to $10,000 for school district-wide projects only. All other grants will range from $500 to $5,000.
For questions and comments, contact the Programs team at programs@researchautism.org.
OAR has released a new collection of books about autism for kids and teens on the OverDrive Libby app, thanks to generous funding provided by Jewelers for Children. It is OAR’s goal to help autistic children process their autism identity and help non-autistic children, including siblings, understand and embrace autistic differences through evocative storytelling and vivid illustrations.
Any child, parent, teacher, or direct service provider can access the digital library at no cost by registering a library account. The collection of ebooks and audiobooks includes more than 120 titles that help children, from early readers to teenagers, learn more about autism. The books include a range of fiction, nonfiction, and graphic novels, as well as autobiographies and more.
“Part of our mission has always been to increase information access to everyone regardless of socioeconomic status,” said Kimberly Ha, senior director of research and programs. “We are thankful to Jewelers for Children for their support, and proud to deliver these resources to the community.”
In 2024, Jewelers for Children donated $100,000 to support OAR’s programs, including the OverDrive Libby library. Since 2018, Jewelers for Children has donated $395,000 to OAR to benefit autistic children. The nonprofit was founded by the U.S. jewelry industry to help children in need.
OAR partners with school districts, autism organizations, and direct service providers to increase community-wide impact. If you are interested in exploring a partnership with OAR, please contact us.
If you are an autistic job seeker, parent, employer, or community member, OAR’s Hire Autism Resource Center contains a plethora of resources to assist with job searching, interviews, creating an autism-friendly workplace, and more.
These are some of the guides you will find in the Resource Center:
- A Guide to Job Searching answers questions like how do I navigate online job portals? How do I network?
- A Guide to Job Applications explains how to fill out a job application effectively, write favorable responses to commonly asked questions, and other need-to-know elements of the application process.
- A Guide to Resume Writing answers job seekers resume questions, like what should I highlight in a resume and how do I format it?
- A Guide to Cover Letter Writing walks job seekers through how to create a compelling and professional cover letter.
Additional resources, such as Job Scams: What to Look for and Common Red Flags, and Disclosure and Accommodations with Sample Language are also available for free to job seekers.
The resource hub also includes free information for employers:
- Learning about autism
- Creating an autism-friendly workplace
- Interviewing applicants with autism
- Attracting, hiring, and retaining autistic employees
For more information or to provide feedback on the resources, please contact Courtney Carroll, manager, Hire Autism.
With an active jobs board, one-to-one mentorship, and resources for employers and job seekers alike, OAR’s Hire Autism program aims to expand opportunities for autistic individuals and help businesses create more inclusive workplaces. Learn more or create an account on the Hire Autism website.
I was diagnosed simultaneously with autism spectrum disorder and ADHD in April 2022 at the age of 23. Several years later, I was diagnosed with other mental disabilities. Throughout my adult life, I have been looking for resources and support from others to show me how to go about being an autistic woman with mental disabilities in workplaces and educational institutions. Over time, I learned that building a framework had to start with me. I had to start from the ground up to direct my path toward my goal.
You know those moments when something considered negative or out of the norm by society, or even your family, applies to you? You hear people talking about it negatively, and there’s not much you can do or say unless you want to make the situation awkward, tense, or even stressful, for yourself most of all.
That was my situation. What made it even more awkward was that I worked in healthcare (I still do), so I thought they would be a bit more tolerant or even accepting of those with autism and mental disabilities. I would often hear outdated opinions about neurodiverse people, but since it wasn’t related to work, I wouldn’t and couldn’t say much unless I put myself in a weird work situation I didn’t want to be in.
These are three goals that you, if you are an autistic person reading this, and I might have in common in relation to work:
- Being able to support yourself and/or your family
- Being able to go through life, especially your work life, without being attacked in ways that can’t be controlled
- Being independent in the work that you do
In August 2022, I left my job as a medical receptionist to work remotely for a health insurance company for its call center. Besides managers, there were six of us in my department. I didn’t speak to customers usually, but I did speak to a lot of people every day. I was responsible for helping insurance brokers selling in my state to get Medicare and Medicaid information to help their current or potential members get on the appropriate insurance plans. I trained brokers on how to use self-service tools and fill out applications. I was also responsible for conducting background checks and processing certifications for insurance agents to ensure they were ready to sell our plans.
At first, I didn’t mention wanting accommodations as I thought I would lose the job or would be treated differently than my coworkers. Over time, however, it got to the point where I had to mention it to management as I was having issues performing some duties of the job. For example, I couldn’t handle insurance agents when they were showing high levels of emotion, like anger, sadness, or even excitement. Ever since I was young, I have had problems figuring out how to interpret the emotions of others, which sometimes made the situation worse and/or awkward. There were times where some agents were able to tell I didn’t like confrontation and take advantage of that.
Since it was a call center and the department was small, there wasn’t much that could have been done in terms of accommodations, but I was allowed to have small breaks here and there in case I got overwhelmed. Occasionally, I would have one-on-one meetings, with management, my supervisor or the person in charge of checking call quality, related to my concerns about my performance, which I sometimes thought was related to my autism and ADHD. I also participated in meetings my team would have with management to talk about the job and our professional goals.
This will lead some of you reading this to ask if I wish my managers had done more. I think they did most of what they could have done considering the type of job I was doing and the environment in which I was doing it. Since I worked from home, where I live with my family, we were responsible for my work environment. Also, I like being able to “self-accommodate” because it helps me become more independent and self-sufficient.
Around this time, I was also volunteering for a UK-based organization called Neurodiversity in Business (NiB). Some of NiB’s goals are to bring awareness to neurodivergent professionals and help businesses support those neurodivergent professionals who work for them.
Through that volunteer work, I met other professionals who were in similar situations to mine or were in my situation at some point in the past. As a working woman with autism, seeing early-career professionals like me and professionals who have been in their fields for years and sometimes even decades trying and succeeding motivates me professionally.
I left NiB at the beginning of 2023 due to time issues, including time zone differences and the time I needed for other obligations. At the end of that year, I left my call center job for an operations job for another health insurance company, where I am still working today.
My main job responsibilities are to help health insurance brokers get licensed in the states my company operates in, assist members, and get them contracted with the company. Most of my work is primarily through emails, so I don’t have to talk on the phone. That in itself is an accommodation as I don’t have to speak to a lot of people. Management, just like in the previous job, has been supportive of me in general. I have had some doubts about my performance since I can’t see how my coworkers are doing in order to better understand how am I doing. I haven’t mentioned anything about being an autistic woman, mainly because it never really came up. I do know that they would be okay with it based on conversations I have had with them. So far, my autism is not affecting my work. When it gets to the point where it does, then I will discuss it as I think my manager will try his best to accommodate me.
When I think I am doing a bad job, I usually schedule one-on-one talks with my manager, and we discuss my concerns and progress. They were accommodating in adjusting my schedule for a month since I am currently dealing with health issues.
I understand that many autistic jobseekers and working professionals might not be in the same situation as me. I used to be in the place where my “neurodivergence” was used against me in the workplace, and it’s slowly but surely getting better. It might take longer than you would want, but you will get there.
Ebony Beckford is an operations specialist specializing in health insurance. With a background in healthcare, she has three years of experience in healthcare operations and administration. Currently, she is studying at the University of Liverpool for a Master of Science in Healthcare Leadership. Outside of work, she is interested in self-improvement and travel planning.
In 2022, OAR awarded a graduate research grant to Faith Frost, who was pursuing her doctoral degree in Communication Sciences and Disorders at James Madison University. Her study, “Interpretation of Indirect Requests by Autistic Adults,” examined how autistic adults determine whether a statement could or should be interpreted as an indirect request, depending on context. That ability is important for successful communication.
As she noted in her proposal, conventionalized indirect requests, such as “Can you turn on the heater?” require little inference and are simple to understand. Research has shown autistic individuals respond to these types of requests similarly to their neurotypical peers. Non-conventionalized indirect requests, such as “It’s cold in here,” require the listener to infer what the listener means or wants. Does the speaker want the heat turned on or are they simply noting the temperature? Theory of Mind describes the ability to infer the mental states of others.
The study addressed two questions:
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- How do autistic adults compare to neurotypical adults in using context to interpret an utterance’s intention as either literal or a request?
- What cognitive mechanisms correlate with indirect request interpretation, and are these different for participants in each group?
Methodology
Dr. Frost recruited 25 autistic and 23 neurotypical college students to engage in an online experiment in which they read narratives that ended with sentences that could be heard/read as either literal (such as “I’m really cold; it’s too bad the heater is broken”) or an embedded request (“Could you turn on the heater?”), based on context. After each narrative, participants identified if the sentence was literal or request.
Following this task, participants completed two Theory of Mind measures, a false-belief task and an emotion-identification task, and several executive-functioning tests. For the false-belief task, participants read three short stories and answered one or two false-belief questions after each. The false-belief questions assessed how participants attribute mental states to characters and use that information to predict other mental states and actions. The emotion-identification task, called the Reading the Mind in the Eyes test, required participants to identify mental states based on visual information from the eyes. The executive-functioning tests evaluated inhibition, attention shifting, and working memory.
Outcomes
This study investigated how autistic college students comprehend hints, which are indirect requests that do not contain the form or components of the underlying question. Results revealed that hint comprehension is similar for autistic and neurotypical college students, challenging the hypothesis that autistic adults would perform less accurately due to assumed lower Theory of Mind abilities. Frost and her research team surmised that the similar scores could be because the autistic group’s Theory of Mind skills are fully developed by adulthood.
Based on those findings, Frost and her research team recommended that future studies be conducted to understand how:
- Autistic adults at different educational levels determine whether a statement could or should be interpreted as an indirect request
- Autistic children would perform on this task compared to neurotypical children and whether cognitive mechanisms aside from Theory of Mind contribute to their understanding
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.
