Abstract
Employment is a central part of postsecondary life. The ability to participate in meaningful work provides numerous benefits, including financial independence, opportunities for socialization, and a sense of personal accomplishment. However, individuals with disabilities are employed at significantly lower rates than individuals without disabilities. Individuals with ASD, in particular, are competitively employed at lower rates than any other disability category. In fact, according to the National Longitudinal Transition Study-2, more than 55% of students with ASD had not obtained employment or participated in advanced education training up to 6 years after leaving high school. In this chapter, we will describe the current research on ASD and vocational outcomes after high school. Additionally, we will discuss interventions that can be used to create a pathway to employment. Finally, while the literature is minimal in the area of specific interventions, we will describe some of the interventions that show promise in increasing independence and decreasing the impact of social communication and behavioral challenges in competitive integrated employment (CIE).
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Workforce Innovation and Opportunities Act of 2014, PL 113–128, STAT. 1634.
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Wehman, P., Schall, C., Taylor, J., Avellone, L., Seward, H. (2019). Vocational Interventions. In: Rieske, R.D. (eds) Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-13027-5_19
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