Assessing autonomy support for young adults with high functioning autism (individuals with autism who need minimal support)

Abstract

The prevalence of the Autism Spectrum Disorder (ASD) in the United States currently stands at 1 in 31 children with a male-to-female ratio of 3:1. Currently, about 43,000 adolescents with autism exit public secondary schools across the U.S. each year and just about one-third of this population is able to maintain secure employment within eight years of exiting high school. Current studies show that there is not enough support for young adults with autism at various workplaces. This study sought to assess to what extent does supervisor autonomy support at the workplace influence job satisfaction of young adults with autism who need minimum support (high functioning autism). The study used data from a current pre-employment transition program within a higher education institution in the Mid-West of U.S. The researcher adopted an explanatory sequential mixed-methods approach. Quantitative surveys from students with autism who participated in the job shadowing component of the pre-employment program was analyzed with qualitative interviews from the job supervisors who worked with the students with autism. Both quantitative and qualitative findings were presented separately and then integrated. Joint display style was used to present the mixed method findings. The findings revealed that first, supervisor autonomy support reflected increased perceived autonomy among the students with autism. Secondly, the findings uncovered that the autonomy support from the supervisors led to higher job satisfaction ratings among the students with autism. The findings further showed that supervisor autonomy support also reflected in an increased in executive function (job performance) among the students with autism. Finally, the study revealed that demographic characteristics like age, sex/gender, and race/ethnicity of the students do not affect their supervisors' ability to support their autonomy at the workplace, but rather, prior work experience enhanced the job learning and transition process of the student with autism. Based on the findings, the researcher recommended creating awareness of neurodiversity among workers and employers to help increase advocacy support for their economic inclusion. Secondly, the researcher recommended autism training and periodic workshops for employers and all level of workers. The researcher also recommended more stakeholder involvement to help provide a wide array of support to complement that of the supervisors. Finally, the researcher recommended transportation support for the students in times when the public transport system does not work.