| We again visit the workplace of employer | | | | Al collaborated on a set of guiding |
| 'Jack' and his new employee 'Al' who has | | | | questions, which helped to steer Al into |
| Asperger Syndrome. In this small informal | | | | another activity, if necessary. To help him |
| office, Al felt discomfort and confusion with | | | | break focus and evaluate, Al set his watch to |
| ordinary routines related to phones, break | | | | beep three times a day to remind him to |
| time and workplace jargon. In this next phase | | | | review his questions list:- "Is there |
| of our work together, we designed three | | | | something else I need to tend to right now?" |
| customized action plans, which helped Al | | | | |
| succeed with the more social side of office | | | | - "Is something going on that everyone else |
| responsibilities. Jack: "When it comes to | | | | is a part of?" |
| the job he was hired to do, Al is | | | | |
| outstanding. But when people skills are | | | | - "What do I need to do before getting back |
| required, he flounders. He goes off topic or | | | | to my work?" |
| seems confused about what people do in | | | | |
| ordinary daily situations." Jack decided he | | | | Al faithfully relied on his 'guiding |
| would work directly and discreetly with Al, | | | | questions' once he experienced how good it |
| to help him feel less 'centered out' for this | | | | felt to fit in with the normal office |
| personalized training program. Co-workers had | | | | rhythms. Goal #3 Expressions of Speech Office |
| 'supporting roles' but Jack was the | | | | life had its own culture and early on Al was |
| one-to-one trainer and advocate for Al.We | | | | grappling with language that, for him, was a |
| created action plans for these three social | | | | garble of confusing messages.Jack: "Al is |
| aspects of office life: | | | | really mystified by phrases we all take for |
| | | | granted here. When we use expressions new to |
| 1. Telephone Conversation Skills | | | | Al, like 'shift gears' or 'hit the ground |
| | | | running' I can see he is baffled. When a |
| 2. Flexibility and Feelings of Fitting In | | | | co-worker said "I am fit to be tied," Al did |
| | | | not make the connection that his co-worker |
| 3. Expressions of SpeechGoal #1 Telephone | | | | was feeling short of patience and frustrated. |
| Conversation Skills Jack: "Sometimes we have | | | | The Plan: Al was encouraged to be honest and |
| to rely on Al to cover phones for parts of | | | | ask people to rephrase statements or |
| the day when the office is short on staff. Al | | | | instructions he did not understand. One of |
| tells me he has had some bad experiences | | | | Al's strengths was memory for information so |
| trying to figure out what to say on the | | | | once he understood he was on board when the |
| phone. I can see he is anxious about this." | | | | expression came up again. His co-workers were |
| The Plan: Al and Jack created a phone | | | | very kind in helping him with work-place |
| answering 'script sheet' that gave Al the | | | | vocabulary and Al enjoyed that support. It |
| words and phrases for opening greetings, | | | | was thrilling for him to experience the |
| message taking, transferring calls, general | | | | feeling of belonging in this office, so it |
| comments about who to speak to for what, and | | | | got to be something of a game for Al to find |
| a few social niceties. They role played | | | | new work related figures of speech. In |
| privately in Jack's office. Jack asked Al to | | | | Closing: These action plans took time and |
| keep his conversations business-like brief. | | | | planning, but were successful because Jack |
| Al's scripted answer to | | | | saw the long-term value in the commitment |
| | | | required. And Al, who was painfully aware of |
| "How are you today?" was "Fine, thank you." | | | | his social skill 'deficits' was receptive to |
| since Al was sometimes tempted to answer with | | | | the program and delighted with the good |
| enthusiastic details more appropriate for | | | | feelings that come with support and |
| social conversation with friends. If | | | | progress.This is a case study companion |
| someone's question threw him a curve, Al's | | | | article to Help Your Employee With Asperger |
| SOS script was "Please hold for someone who | | | | Syndrome Get into the Flow of Your Office |
| can help you." and immediately transfer the | | | | RoutinesEllen Mossman-Glazer M.Ed. is a Life |
| call to Jack or Jack's assistant. Al's phone | | | | Skills Coach and Behavioral Specialist, |
| skills grew and on his own initiative, he | | | | specializing in Asperger Syndrome, High |
| spent time sitting in areas where he could | | | | Functioning Autism, ADHD, and learning |
| listen and learn from co-workers fielding | | | | difficulties. Over her 20 years in special |
| phone calls. Goal #2 Flexibility and Feelings | | | | education classrooms and treatment settings, |
| of Fitting In Jack: "Al gets fixated on | | | | Ellen has seen the struggle that children and |
| his work. It's a quality that turns into a | | | | adults have when they feel they don't fit in. |
| disadvantage at times. Other things come with | | | | She now works in private practice with people |
| this job! Time is open ended for Al! I want | | | | across the USA and Canada, by phone, |
| him to know when to focus on something else | | | | teleconference groups and email, helping |
| that needs to be taken care of, or even just | | | | parents, educators, caregivers and their |
| have lunch." The Plan: This was a two-step | | | | challenging loved ones, to find their own |
| plan: | | | | specific steps and tools to thrive. Ellen is |
| | | | the author of two on line e-zines, Emotion |
| 1. Jack worked with Al to clarify and | | | | Matters: Tools and Tips for Working with |
| prioritize tasks that could be done over | | | | Feelings and Social Skills: The Micro Steps. |
| time, and tasks that had deadlines that were | | | | Subscribe for free and see more about Ellen |
| more pressing. He explained to Al that it was | | | | at |
| important and encouraged to stop and take | | | | |
| breaks on occasions that threw the usual | | | | You can take a free mini assessment which |
| routine off schedule, such as an office staff | | | | Ellen will reply to with your first action |
| meeting or a birthday gathering.2. Jack and | | | | step. |