Excerpt from The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment

August 26, 2014Autism and Aging, Hidden Curriculum, Social Considerationsadmin

CHAPTER FOUR
THE HIDDEN CURRICULUM BEYOND THE JOB MATCH

The job match is considered crucial for successful employment of anybody, but especially so for adults with social-cognitive challenges, including those with autism spectrum disorders (ASD), who tend to thrive in jobs whose requirements match their personal strengths and preferences (Schutte, 2009).

Grandin and Duffy (2008) identified jobs that are compatible with the learning style of visual thinkers and nonvisual thinkers. They have also identified vocations that are less suitable (see Table 4.1).

Researchers Howlin, Alcock, and Burkin (2005) attempted to quantify the concept of job matching for adults with high-functioning autism spectrum disorders (HFASD) by identifying the types of work held by 89 adults with HFASD. Table 4.2 highlights the type of work, examples of jobs within each type, and the percentage of adults who held this type of position.

Many of these jobs have structure, routine, and focus on a special interest, all crucial attributes when finding suitable employment for individuals with ASD (Hagner & Cooney, 2005). Researchers and practitioners further assert that adults with HFA are successful in jobs that require few or very structured social interactions. For example, jobs that incorporate mentors (see Chapter Two) who clearly specify job responsibilities, expectations, assumptions, and rules provide the predictability necessary for employees on the spectrum. Table 4.3 lists a series of factors that create employment success (Dew & Alan, 2007; Hagner & Cooney, 2005; Hurlbutt & Chalmers, 2004).

Table 4.3
Factors That Lead to Successful Employment for Adults on the Spectrum

• Consistent schedule and job responsibilities

• Ongoing relationship with a mentor, who explains specific job duties,
responsibilities, expectations, and rules related to productivity,
breaks, tasks, social interactions, and how to ask for help

• Predictable social demands

• System to keep track of work progress

• Predictable routines for lunch, breaks, and other unstructured times
during the workday

• Time before the beginning of the workday to organize self and tasks

• Direct communication with opportunities for clarification and
verification

• Reminders and reassurances

• Coworkers who initiate interactions and help “keep an eye out”
for the employee

• If support providers are involved, a method to transfer these
services and supports to the mentor and fellow employees

Adults with classic autism and with HFASD rank the lowest among all disability groups in employment, with 6% and 12%, respectively, having jobs (http://www.autism.org.uk/living-with-autism/employment.aspx). This, combined with the short job tenure of high-functioning adults on the autism spectrum, makes it clear that the concept of job matching must be broadened to take into consideration the hidden curriculum beyond the job match. That is, the traditional notion of job matching is only one component since many adults can easily master the job task itself. Among those who get hired, many find that the work environment, along with all the complex everyday situations generated by the various players, tips the scales in such a way as to become the deal breaker in terms of keeping the job.

In this chapter, we will look at elements of the work-related hidden curriculum that are known to pose challenges for individuals with autism and other social-cognitive difficulties who otherwise meet the specific “technical” requirements of a given job. These include (a) arriving at work ready to engage, (b) managing stress to maintain engagement throughout the workday, and (c) interpreting and reacting to social demands.

Excerpt from The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment, pp. 45-49.

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

April is Over!

August 22, 2014Activism/Advocacyadmin

Another April has passed – big sigh of relief! As an autistic I have a love/hate relationship with April – the AUTISM month. I love that increasingly more people over time have become aware of autism. I hate that Autism Awareness month contributes daily to many negative stereotypes of autism, most of it by people meaning to do something good on behalf of autism.

As an autistic, I am meant to be grateful to all these wonderful people who are sacrificing their time, talent and money to be helpful to people like me. Some of the time I am grateful, but not always. In fact, even though I used to love Autism Awareness month, last year I began resenting autism awareness as “the accomplishment” of the month of April. We really do need acceptance of autistic people and before you say you accept autistic people, please read on and consider…

Awareness Leads to Acceptance for Most Disabilities

People who are aware of blindness do not expect blind people to try harder to see.

People who are aware of seizure disorders do not expect those who have seizures to try harder not to seize.

People who are aware of paraplegia do not expect paraplegics to try harder to walk.

Awareness Does Not Lead to Acceptance of Autistics

People who are aware of autism DO EXPECT people with autism to try harder to act like they are not autistic. This is why autism awareness is not enough. As a society, we do not need to have a specific campaign for acceptance of other disabilities, but because society expects autistics to try harder to act non autistic and then blame us when we fail to meet their expectations, we DO NEED a campaign separate from autism awareness to clue people in that autistics really need acceptance.

Accepting Autistic People Means:

Give a few moments for processing after spoken directions. This means have patience and wait for a few moments so we can process your words and perhaps respond. If more people would do this one simple thing many more autistics would be able to participate in life.

When we become aware of blindness we wait while a blind person scopes out their way with a white cane. When we become aware of autism we do not wait for an autistic person to process what is being said, much less give time for them to formulate and give a response. Please accept us. We often have processing delays. This is not a cognitive issue. It is our neurology.
If a child has meltdowns we can work to prevent them. When an adult has a meltdown you can know they are very likely working on trying to prevent them as much as possible. Even so, sometimes circumstances are such that explosive behavior is triggered. Explosive behavior is a predictable, progressive cycle. If you learn the personal whispers of this sort of behavior cycle it can often be prevented. When in the midst of a meltdown it is impossible to stop it due to the fight or flight mechanism having been triggered. The physiological survival mechanism has been tripped and no logic will make that stop! This is not a cognitive issue. Ensure safety and privacy as much as possible while cutting out all extraneous sensory input.
`
When we become aware of seizure disorders we do not expect a person who is seizing to stop the behavior, but instead recognize it for the neurological event that it is. In fact, we don’t even refer to seizures as difficult behaviors!When we become aware of autism we still expect someone at the height of an episode of explosive behavior to stop it, even though immediately prior to the explosion the physiological fight/flight mechanism has kicked in. Nobody else whose survival instinct has manifested is expected to act in a rational manner and stop fighting for his life except autistics. The time to prevent a meltdown is early on – not after survival instinct is present. This is not intentional behavior that can be stopped at will. Please accept us. Work with us, not on us. We too want to outsmart our explosive behavior. Please do not ascribe willful stubbornness where there is none.
Please honor our autistic sensory system. It is a system that does not automatically regulate so must be done intentionally. Some need down time in a quiet place for their system to organize the input it has already received. Others need intentional sensory input when their system doesn’t automatically pick that up from the world around them. Sometimes one person will have both needs at different times in the same day.
`
When we become aware of paraplegia we do not expect the wheelchair user to “suck it up and get over it” and start walking again. We understand paraplegics need their wheelchairs and we do not fault them for their neurology, expecting them to do better. Autistics can learn to regulate their sensory system intentionally just like paraplegics can learn to use their wheelchairs to get where they want to go. Even so regulation needs, just like wheelchair needs will not go away. Please accept us. Our autism neurology is part of who we are in this world. We cannot simply “suck it up and get over it.”

Once again the month of April has come to an end. Everyone should be well aware of autism. Are you? If yes, will you please start accepting autistic people? Autism bestows upon each of us a unique mixed bag of blessings and challenges. Awareness means you see the challenges, the behaviors, the not fitting in with the rest of society. Acceptance means you stand with us in learning to use our strengths to outsmart the challenges autism puts in our way so we can be all we want in this world. Expecting us to look and act neurotypical is not acceptance – it is merely autism awareness. April is officially over – we have had enough awareness already! Now that we know better let’s do better.

Painting is Goldenrod 3
Available in sets of 5 greeting cards
and acrylic prints in three sizes
in the Art Store at www.judyendow.com

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean on May 19, 2014

Is Autism a Disability or a Difference?

August 20, 2014Activism/Advocacy, Autism and Aging, Growing Up Autisticadmin

French Translation: L’autisme est-il un handicap ou use différence?

So many ideas in the larger autism community often become a debate. As an autistic this black-or-white, choose-your-side sort of thinking is very neurologically friendly to me. I like clear choices. But I also believe we are often unwittingly duped into believing we need to choose a side only because the idea is presented as a dichotomous choice.

“Is autism a disability or a difference?” is one of these questions posed as a dichotomous choice in the autism community. The way the question is posed gives the impression that there is one correct answer.

When Autism is a “Difference”

Many autistic adults would like if autism were recognized as a difference rather than a disability. Many in this group are the walking, talking autistics. We can go out in public by ourselves. Some of us are parents. We are your friends, neighbors and co-workers. We might seem to be a bit odd, but we can fit in enough to at least be allowed a place in the world at large.

Even so, being out and about in the community poses significant challenges. The sensory overload and neurological processing differences dictated by our brain along with ever present challenges with communication and conventional social understanding are such significant differences, even though we can accommodate for them, we are usually exhausted from doing so by the end of the day.

It seems to me that when we are able to be out and about in our communities unassisted by a hired person we are often expected to look and act like typical people regardless of the challenges imposed by the neurological difference of our autism. Because we appear to be like others, our difficulties and needs are thought to be our own personal problems. Even though we have an Autism Spectrum Disorder diagnosis that by definition means we have significant difficulties in many areas of life, others often look at us and ascribe negative intentionality and character flaws to us.

When Autism is a “Disability”

For some of us, the way our autism plays out in our body means we are faced with numerous obstacles to overcome every day of our lives. We may need communication devices, occupational therapy equipment and to employ personal care workers. For those of us whose autism presents challenges with these kinds of needs – we understand the disability aspect of our autism.

We often need a hired person to accompany us when we go out into the community or to support us so that we can communicate. In fact, we may require 24/7 support staff. And for some, our autism plays out in our body in such a way that people can see it as we approach! For us, people can see we need help. Rarely do others look at us and attribute our difficulties to laziness, lack of motivation, self-centeredness or any other negative character trait.

But because our autism is so visibly noticed along with the significant support we often need, people make other sorts of assumptions about us. Our needs are so obvious that people do not always consider that we also have strengths and abilities along with likes and dislikes. Often we are placed in menial jobs as adults (if we are even deemed capable of working) and our support staff is switched around as if people are interchangeable and relationships do not matter to us. We are not often seen as people who have preferences, desires, abilities, skills and talents as the time and energy of others are focused on the meeting deficits and needs imposed by our disability.

Negative Outcome of Choosing Disability OR Difference

As an autistic person when I am asked to choose one – either “disability” or “difference” – I feel like I am being asked, in essence, which part of me I would like to ignore. When I choose “disability” it means my talents, strengths, abilities and preferences are ignored. When I choose “difference” my very real difficulties and needs are not only ignored, but I am often blamed for what others consider my stubbornness in hanging on to negative “character flaws.”

Might We Incorporate Both Disability AND Difference?

What if we all chose both disability and difference? Would we then be totally ignored or totally supported? There it is again – another dichotomous choice posed as if it were a real choice!

In the meantime, please know when you ponder whether autism is a disability or difference this is a false choice sort of deal. It serves nobody well and has poor outcomes. And yet we somehow feel that we need to choose between disability or difference. Why is that?

Painting is Lake Tail Mist
Available in sets of 5 greeting cards
and acrylic prints in three sizes
in the Art Store at www.judyendow.com

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

French Translation
L’autisme est-il un handicap ou une différence?
Translation/traduction: Marie Lauzon, C. Tran./trad. a. (Canada) marielauzon.com

Originally written for and published by Ollibean on June 20, 2014

Don’t Define Me By My Deficits

August 18, 2014Activism/Advocacy, Autism and Agingadmin

Written in English: Don’t Define Me By My Deficits
http://www.judyendow.com/advocacy/dont-define-me-by-my-deficits/

French Translation: Ne me limitez pas à la somme de mes déficits http://www.judyendow.com/french-blogs/ne-me-limitez-pas-a-la-somme-de-mes-deficits/

One thing that happens when a person is diagnosed with autism is that people start evaluating how that person doesn’t measure up. In fact, this needs to happen in order to receive an autism diagnosis. A diagnosis is important in terms of securing needed supports and services.

The measuring doesn’t stop after the diagnosis is received. As autistic children grow up they are assessed and measured many times over and for good reasons. Every needed support and service means the autistic must “qualify” to receive it. If an autistic child needs help in school they must meet the criteria to receive an Individualized Educational Plan – basically a plan with goals and outcome measures to put the student on the path towards the free and appropriate education that he cannot be denied according to law in the United States.

All of this is good and makes sense. What doesn’t make sense is when we take these measures of shortcomings and use only these shortcomings to think about autistics. When this happens autistics are thought of only in terms of their deficits and difficulties. While being found lacking and having deficits and difficulties as measured against typically developing peers is of utmost importance in the diagnostic realm and in terms of getting educational, medical and support services, this is not the sum total of an autistic person.

This is very important because what we need to have a diagnosis along with the medical, educational and support services that follow are very different from what we need to have a meaningful and productive life. I will make this personal now, using my own life for you to see an example.

You see, I get my diagnosis and supports based on what’s wrong with me, what I can’t do, and what my difficulties are in daily life. These things are easily measured against the neurotypical norm. So, that is how most of my life I have only known who I wasn’t and what I couldn’t do.

“Because there is not a good way to measure the things that make me be me those things go unmeasured. Instead I am measured by the yardstick of what makes you be you and am found to be lacking” (Endow, 2013. pg. 44).

But then, just like you, I live out my daily life according to what I CAN do, what I am good at and what I enjoy in my day.

In my everyday life as an adult it matters a whole lot what I CAN do because my capabilities have allowed me to earn a living. It matters more in my life today that I can write books, do public speaking and run my own consulting business than it does that my speech was delayed, I was institutionalized as a child or have a classic autism diagnosis.

It matters today what I am good at and what I enjoy because this has led not only to me running my own business, but in addition is the basis of my friendships with others and the hobbies and interests I pursue. Together, my work and my friends intersect with my hobbies and interests, bringing me a full life with a depth of meaning.

Autism is my diagnosis and indeed is so pervasive that it cannot be separated out and thus, I not only have autism as a diagnosis, but I am autistic in my identity. My diagnosis is about who I am NOT and what I cannot do – a measure of my limitations, deficits and difficulties. Being an autistic woman is about who I am – a human being who IS, who CAN and who DOES – measured by living a full life in her own way in this world.

I had to learn how to outsmart the hard of my autism to live a full life as an autistic. It took several decades. Today my life is about who I am and what I CAN do. It is about the real relationships with colleagues, friends and family. Today I still have limitations, difficulties and deficits, but they do not define me. Instead they inform me. I can plan my life accordingly, ensuring supports, down time and accommodations so I can be the human being I want to be in this world. Today I have a full and meaningful life. I am content and happy and I am still just as autistic as I have always been.

My advice for younger autistics and for those who love and support them would be to look at who you ARE as a human being. Ultimately, this will become more important than your autism. Most of the time people around autistic children focus in on what they cannot do so as to make those areas of life better. In doing so autistic children grow up knowing who they are not. This is not a good basis for living a meaningful adult life because as adults, our work, our friends and our pastimes are based on who we are, what we can do and what makes us happy.

Therefore, I think it is of utmost importance our children learn this along the way. It took me most of my life to learn this. I hope by writing about it people supporting today’s autistic children will be sure to teach them who they ARE in this big wide world because one day that will become more important than their diagnosis of autism.

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

Originally written for and published by Ollibean on September 23, 2013

Losing an Autism Diagnosis

August 17, 2014Autism and Aging, Autistic "Behavior"admin

French Translation: Peut-on « perdre » un diagnostic d’autisme?

I am an almost 60-year-old autistic woman who can navigate the world in a way that surprises some people when they find out I have autism. My teen years were spent in an institution because people did not know what to do with my “behaviors” or with me. Today I am a self-employed author, speaker, consultant and artist with a master’s degree in Social Work.

Question: Did I lose my autism diagnosis?
Official Answer: Yes and No

No, an Autism Diagnosis Cannot Be “Lost”
Technically, once a person is diagnosed with anything that diagnosis becomes part of their medical records. Doctors do not go back in time and erase a diagnosis, or in fact anything, from a patient’s medical records. This is against the law!

Yes, an Autism Diagnosis Can Be “Lost”
Practically, a diagnosis is derived by matching presenting symptoms to a list of diagnostic criteria for a specific diagnosis. Over time if symptoms are mitigated the diagnostic criteria may not be observable. Some say this means the person lost the diagnosis.

The Autistic Brain
In general we know the brain is malleable during the growing up years. We also know that early diagnosis leads to early intervention and the outcome of early intervention can be quite positive for some children with autism, in terms of getting autistic children to respond and behave like neurotypical children (if we consider that positive). What we don’t yet know is if these behavior changes represent a change in the brain – has the child’s autistic brain actually been changed into a neurotypical brain? At this point in time I can find nothing that shows this to be the case.

My Personal Experience
Every day I need to go out into the world posses difficulties for me. Most of my life has been spent solving these difficulties. My sensory system does not take in, process, store or retrieve information from the world around me like that of a neurotypical (NT) person. Lights are too bright, sounds are magnified and movement is distorted. I am often side tracked, bothered by or experience pain from a multitude of sensory details that nobody else ever notices.

Sometimes I use a variety of earplugs or sunglasses. Most times sensory integration modalities such as using a weighted blanket, having a massage or getting deep pressure input are helpful. The best solution I have found is to plan in plenty of down time where there is no noise and no interactions with others so my system can integrate the sensorily overwhelming experiences that make up an ordinary day. This means I rarely watch TV, listen to music or talk on the phone when I am home in the evening. Sometimes motion sickness pills are helpful.

I am exhausted at the end of a work day because it takes a great deal of effort for me to continually stifle my reactions to sounds, sights, smells and movements that others do not typically notice. I have to particularly pay attention to conventional social mannerisms such as remembering to look at people during conversation, track which words are “work words” and which words are “social fluff words” and respond accordingly. I work at this because I like to be able to fit in and in many respects my continued employment depends upon it.

I have become pretty good at figuring out the right combinations of down time, decreased environmental sensory input and sensory integration techniques I need to manage various sorts of days. The older I get the better I am able to guess correctly, but even so, I end my days with exhaustion for having “kept up” with the Joneses (in this case with the neuromajority!).

Some would look at me and say that I lost my autism diagnosis only because I have learned to inhibit most of my natural reactions and responses when in public. I seldom squeal, flap, moan or make extraneous noises. Because I want a ticket to participate in the world I have learned over many years how to act like a neuromajority person. This is a privileged position in that not all autistics are able to inhibit to the degree needed to obtain society’s tickets for participation. And, even though I can chose to fit in, I must pay the price for it every day because after decades of practice, this behaving “correctly,” though easier with more practice, still does not come naturally.

Future Considerations
Going forward I believe we need to examine and consider changing our measures of success for autistics. This discussion will undoubtedly be further impacted in the future if science finds a way to determine whether the malleable brain of an autistic youngster can actually become the brain of a non-autistic adult. Until then, we need to ask if the outcome of being indistinguishable from peers is really valid or is as successful as we imagine it to be. And if so, for whom is it a measure of success?

Contemplating the future ~ what will we learn next about autism?

BOOKS BY JUDY ENDOW

Endow, J. (2019).  Autistically Thriving: Reading Comprehension, Conversational Engagement, and Living a Self-Determined Life Based on Autistic Neurology. Lancaster, PA: Judy Endow.

Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2006).  Making Lemonade: Hints for Autism’s Helpers. Cambridge, WI: CBR Press.

Endow, J. (2013).  Painted Words: Aspects of Autism Translated. Cambridge, WI: CBR Press.

Endow, J. (2009).  Paper Words: Discovering and Living With My Autism. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2009).  Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders. Shawnee Mission, KS: AAPC Publishing.

Endow, J. (2010).  Practical Solutions for Stabilizing Students With Classic Autism to Be Ready to Learn: Getting to Go. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Endow, J., & Mayfield, M. (2013).  The Hidden Curriculum of Getting and Keeping a Job: Navigating the Social Landscape of Employment. Shawnee Mission, KS: AAPC Publishing.

French Translation
Peut-on « perdre » un diagnostic d’autisme?
Translation/traduction: Marie Lauzon, C. Tran./trad. a. (Canada) marielauzon.com

Originally written for and published by Ollibean on May 30, 2014