ASWI
Asperger Syndrome Workplace Interview
Version 01/12 (22.01.2012)
© Arne Svendsrud and Kari Steindal
This is an interview guide containing 142 items. The items refer to situations and conditions in working life that you may find challenging if you have Asperger syndrome. The aim is to describe the challenges so that you can find ways of dealing with them or taking them into account in a job context. Your employment counsellor will go through the items with you and you can decide together which answer is the most
appropriate.
5. Very good, an advantage in a work situation
4. Doesn’t need follow-up/change/adaptation for you to be able to do the job 3. May need some follow-up/change/adaptation for you to be able to do the job
2. Needs follow-up/change/adaptation for you to be able to do the job, or certain conditions/requirements should be avoided
1. Needs extensive follow-up/change/adaptation for you to be able to do the job, certain conditions/requirements should be avoided
Name:____________________________ Date:________
Introduction
ASWI has been developed as a simple tool for professionals such as employment counsellors, job coaches, therapists and educational professionals who work with employment solutions for people with Asperger syndrome. ASWI is not a test or a diagnostic instrument but a systematic review containing items that reflect central aspects of working life that have been identified as potential problems for those with Asperger syndrome. The aim is to grade the level of functioning on each item and propose solutions by choosing employment that is compatible with the challenges, helping the person to develop coping strategies or proposing adaptation of conditions in the workplace.
The items in the questionnaire are mainly taken from the work of Gail Hawkins and Kari Steindal. The employment counsellor does not require special qualifications, but must be highly experienced and knowledgeable in the field.
Your views on the content or use of the instrument are welcome.
Oslo 22 January 2012
Arne Svendsrud and Kari Steindal
Arne Svendsrud, Karriereverktøy DA, Nygaardsgaten 3, 1606 Fredrikstad, Tel.: +47 99025590.
arne.svendsrud@karriereverktoy.no
Kari Steindal, Senior Adviser, The National Autism Unit, Oslo University Hospital
Structure
ASWI contains 142 items in the categories work environment, stress factors, personal presentation, social style, communication, and organisation and problem-solving. The items in these categories have been described in different ways in the literature, often in more scientific terms, but in this questionnaire we have considered it important to use terms that are appropriate in a counselling setting in communication with employers and employees.
Each item has a grading scale of 1–5. The appropriate grade for each answer is decided on the basis of observation and discussion.
5. Very good, an advantage in a work situation
4. Doesn’t need follow-up/change/adaptation for you to be able to do the job 3. May need some follow-up/change/adaptation for you to be able to do the job 2. Needs follow-up/change/adaptation for you to be able to do the job, or certain
conditions/requirements should be avoided
1. Needs extensive follow-up/change/adaptation for you to be able to do the job, certain conditions/requirements should be avoided
ASWI is not intended to be a test or a self-completed questionnaire
It is not recommended to use ASWI as a self-completed questionnaire. It is intended as a tool to be used in a dialogue with the user that will help both parties to identify areas that need further work or that should be taken into account. The questions are designed to be used as a point of departure for the employment counsellor and user to explore together whether or not a particular item is likely to pose a challenge. The questionnaire may also be used as a systematic list of points you should look for if you are following up a person with Asperger
syndrome in a work experience placement.
Requirements for the employment counsellor, and the counselling framework
The questionnaire is intended to be used by employment counsellors with good general knowledge of employment counselling and specific knowledge about Asperger syndrome and the challenges such persons may face in working life. It contains 142 items and at first sight may be somewhat overwhelming. If the interview and counselling are to be successful, the emphasis must be on the person’s competence and ability to cope. ASWI should also be combined with other methods, for example in the field of career guidance, in order to provide a balanced, overall picture. The use of ASWI should be part of a systematic approach focussing on the person’s strengths by exploring for example their interests, skills, competence, coping ability, personal qualities and values.
No two people with Asperger syndrome are alike
One of the most common objections to the use of diagnoses is that they are simplistic and lead to stereotyping of persons who are in fact unique individuals. We agree with this; making generalised statements about the challenges faced by persons with Asperger syndrome in working life and then applying this information to all individuals with the diagnosis is a poor use of diagnostic information. Our intention has been to find a way to use diagnostic information that does not involve generalisations. Since every person with Asperger syndrome is different from every other, the question arises of how to capture these differences. It is no solution to say that we cannot make use of our accumulated knowledge because all these individuals are different. We have solved the problem by identifying, on the basis of the literature and our own practice, 142 important requirements in working life that may pose challenges to persons with Asperger syndrome. Each item
reflects one requirement. In addition we have included open topics for cases where a question arises that has not been covered by one of the other items. Each person with Asperger syndrome will have their own combination of the 142 areas. In this way diagnostic information is used not to classify or stereotype these individuals but to provide a more precise language for discussing the unique set of strengths and
challenges of each of them.
How to use the tool
Answers in the 1–3 range can be classified as problematic. If the problem is significant (grade 1), it is often advisable to avoid work situations that would aggravate the problem. Problems graded as 2 or 3 indicate that it would be wise to choose work situations that will as far as
possible avoid the problem but where there is a possibility of helping the person develop a coping strategy or through adaptation of the work place. Items where the answers are graded as 4 or 5 signify areas that the person does not find challenging or that constitute a strength. Remember to explain this clearly, so that the person’s narrative is how far they have progressed and how much they can cope with as well as areas that need further work. Prioritise the items according to what needs most work or where motivation is greatest. Do not start working with everything at once. In summary: the main aim is to match abilities to tasks and work situations where the problems will have the least significance. Other solutions will involve changes in habits, activities and behaviour, adaptation of the work place or changing tasks or other working requirements.
Literature
Hawkins, Gail, (2004): How to find work that works for people with Asperger syndrome, Jessica Kingsley Publishers
Vidensenter for Autisme: (2007): Den skjulte arbeidsstyrke – Om mennesker med Aspergers syndrom på arbeidsmarkedet, ISBN 978-87-90479-18-3 Martinsen H., Nærland T., Steindal K, von Tetzchner S (2006): Barn og ungdommer med Asperger-syndrom 1. Prinsipper for undervisning og
tilrettelegging av skoletilbudet. Gyldendal akademisk
Martinsen H. og von Tetzchner S. (Red.) (2007): Barn og ungdommer med Asperger-syndrom 2. Perspektiver på språk, kognisjon, sosial kompetanse og tilpasning. Gyldendal akademisk
ASWI
Asperger Syndrome Workplace Interview
Version 01/12 (22 January 2012)© Arne Svendsrud and Kari Steindal Instructions
The questionnaire consists of 142 items, which reflect situations and conditions in working life that you may find challenging if you have Asperger syndrome. The aim is to describe the challenges so that you can find ways of dealing with them or taking them into account in a job context. Your employment counsellor will through the items with you and together you will discuss which grade is the most appropriate.
5. Very good, an advantage in a work situation
4. Doesn’t need follow-up/change/adaptation for you to be able to do the job 3. May need some follow-up/change/adaptation for you to be able to do the job 2. Needs follow-up/change/adaptation for you to be able to do the job, or certain
conditions/requirements should be avoided
1. Needs extensive follow-up/change/adaptation in order to do the job, certain conditions/requirements should be avoided
Name:____________________________ Date:________
Category 1
Work environment Joint assessment Development potential/what should be present/avoided/adapted
1. Outdoor work 5 4 3 2 1
2. Working in cold weather 5 4 3 2 1 3. Working in hot weather 5 4 3 2 1 4. Outdoor noisy environment 5 4 3 2 1 5. Indoor noisy environment 5 4 3 2 1
6. Quiet surroundings 5 4 3 2 1
7. Working alone 5 4 3 2 1
8. Working with less than 10 people 5 4 3 2 1 9. Working with 11–25 people 5 4 3 2 1 10. Working with 26–50 people 5 4 3 2 1 11. Working with users/the public 5 4 3 2 1 12. Working with children 5 4 3 2 1 13. Working with the elderly 5 4 3 2 1 14. Working with a PC and similar 5 4 3 2 1
15. Paperwork 5 4 3 2 1 16. Working independently 5 4 3 2 1
17. Routine work 5 4 3 2 1
18. Frequent/rapid changes in tasks 5 4 3 2 1
19. Full-time work 5 4 3 2 1
Daytime work 5 4 3 2 1
Evening work 5 4 3 2 1
Shift work/night work 5 4 3 2 1
Other items related to the work environment
_______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Category 2
Stress factors Joint assessment Development potential/what should be present/avoided/adapted
20. Able to achieve control and overview 5 4 3 2 1 of a situation
21. Able to tolerate time pressure 5 4 3 2 1 22. Able to tolerate lack of overview 5 4 3 2 1 and uncertainty about future events
23. Able to tolerate new surroundings and tasks 5 4 3 2 1
24. Able to tolerate unpredictable situations 5 4 3 2 1 (what, when, how, why, with whom)
25. Able to tolerate a break in routine 5 4 3 2 1 26. Able to tolerate surprises 5 4 3 2 1 27. Able to tolerate unpredictable waiting 5 4 3 2 1 and breaks
28. Able to tolerate unclear criteria, 5 4 3 2 1 e.g. about when a task is completed
29. Able to tolerate
not being able to complete a task 5 4 3 2 1 30. Able to tolerate failure or making a mistake 5 4 3 2 1 31. Able to tolerate tasks that are too difficult 5 4 3 2 1
32. Able to tolerate tasks that are too easy 5 4 3 2 1 33. Able to tolerate time pressure, fuss 5 4 3 2 1 34. Able to tolerate doing several tasks at once 5 4 3 2 1 35. Able to tolerate having to
use your own judgment 5 4 3 2 1 36. Able to tolerate having to make choices
and priorities 5 4 3 2 1
37. Able to tolerate having to plan 5 4 3 2 1 38. Able to tolerate misunderstandings
and social difficulties 5 4 3 2 1
39. Able to tolerate being together
with many people at a time 5 4 3 2 1 40. Able to tolerate very close contact 5 4 3 2 1 41. Able to tolerate meeting new people 5 4 3 2 1 42. Able to tolerate smalltalk 5 4 3 2 1 and unstructured talking
43. Able to tolerate irony, jokes and teasing 5 4 3 2 1 44. Able to tolerate indirect or imprecise speech 5 4 3 2 1
45. Able to tolerate conflict or offensive
behaviour 5 4 3 2 1
47. Able to tolerate praise or reward 5 4 3 2 1
48. Able to tolerate loud or disagreeable sounds 5 4 3 2 1 49. Able to tolerate disagreeable lighting or 5 4 3 2 1
an unpleasant sight
50. Able to tolerate disagreeable touching
or being touched often 5 4 3 2 1 51. Able to tolerate strong or disagreeable
smells, temperature, etc 5 4 3 2 1 52. Able to tolerate many simultaneous
impressions 5 4 3 2 1
53. Able to tolerate expecting
an unpleasant situation 5 4 3 2 1 54. Able to tolerate a sleepless night 5 4 3 2 1
Other items related to stress
_______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Category 3
Personal presentation Joint assessment Development potential/what should be present/avoided/adapted
55. Appropriate clothing and shoes 5 4 3 2 1 56. General personal hygiene 5 4 3 2 1 57. Reasonably cared-for
hair, nails and teeth 5 4 3 2 1 58. Unusual behaviour 5 4 3 2 1 59. Making unusual sounds,
remarks or similar 5 4 3 2 1 60. Talking in too loud a voice 5 4 3 2 1 61. Talking in too soft a voice 5 4 3 2 1 62. Talking with a conspicuous
tone or pitch 5 4 3 2 1
Other items related to personal presentation
_______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Category 4
Social style Joint assessment Development potential/what should be present/avoided/adapted
63. Greeting style 5 4 3 2 1
64. Shaking hands 5 4 3 2 1
65. General manner 5 4 3 2 1
66. Table manners
and behaviour during breaks 5 4 3 2 1 67. Staring too intensely 5 4 3 2 1 68. Avoiding looking at your dialogue partner 5 4 3 2 1 69. Standing too close to your dialogue partner 5 4 3 2 1 70. Standing too far from your dialogue partner 5 4 3 2 1 71. Appropriate touching of other people 5 4 3 2 1 72. Understanding of social situations 5 4 3 2 1 and other people
73. Obeying social rules 5 4 3 2 1 74. Interpreting social rules and standards
too literally 5 4 3 2 1
75. Engagement and participation
76. Able to take notice of others’ opinions 5 4 3 2 1 77. Reacting so strongly to events
that you lose your focus on tasks 5 4 3 2 1
78. Considered rude and arrogant 5 4 3 2 1 79. Interpreting objective statements
as criticism 5 4 3 2 1
80. Considered over-insistent 5 4 3 2 1
81. Able to cooperate 5 4 3 2 1
82. Able to predict your own reactions 5 4 3 2 1
83. Quick-tempered 5 4 3 2 1
84. Behaving aggressively 5 4 3 2 1 85. Showing sexual or racial prejudice 5 4 3 2 1 86. Having rigid, inflexible ideas and opinions 5 4 3 2 1
Other items related to social style
_______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Category 5
Communication Joint assessment Development potential/what should be present/avoided/adapted
87. Reading non-verbal signs: glances,
expressions, gestures, body language 5 4 3 2 1 88. Meeting others’ eyes in a natural manner
in social interaction 5 4 3 2 1 89. Responding to others 5 4 3 2 1 90. Having listening skills 5 4 3 2 1 91. Understanding humour 5 4 3 2 1 92. Initiating conversations 5 4 3 2 1 93. Seeing the point of smalltalk 5 4 3 2 1 94. Coping with dialogue and taking turns 5 4 3 2 1 95. Able to listen and read facial expressions
at the same time 5 4 3 2 1 96. Able to give or obtain information
while joking or being sociable 5 4 3 2 1 97. Able to participate in group discussions,
e.g. at a meeting with several people 5 4 3 2 1 98. Able to choose appropriate subjects
99. Lecturing others 5 4 3 2 1 100. Repeating the same questions 5 4 3 2 1
101. Interrupting 5 4 3 2 1
102. Interrupting conversations
for no understandable reason 5 4 3 2 1
103. Able to give your dialogue partner
sufficient background information 5 4 3 2 1 104. Able to explain your feelings
and experiences 5 4 3 2 1 105. Misunderstanding ambiguity
and figurative language 5 4 3 2 1
106. Understanding that a person may mean something different
from what they are saying 5 4 3 2 1 107. Able to provide information
on several subjects at once 5 4 3 2 1
Other items related to communication
_______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Category 6
Organisation and problem-solving Joint assessment Development potential/what should be present/avoided/adapted
108. Able to use your judgment 5 4 3 2 1 109. Able to differentiate between
important and unimportant 5 4 3 2 1 110. Getting caught up in unimportant
subjects and details 5 4 3 2 1
111. Able to grasp essential elements
of information and situations 5 4 3 2 1
112. Black–white thinking about right and wrong 5 4 3 2 1 113. Able to solve problems independently 5 4 3 2 1 114. Interpreting agreements too literally 5 4 3 2 1 115. Understanding verbal instructions 5 4 3 2 1 116. Understanding practical instructions 5 4 3 2 1 117. Focusing on the task 5 4 3 2 1
118. Memory 5 4 3 2 1
119. Able to take the initiative 5 4 3 2 1 120. Able to organise work 5 4 3 2 1
121. Able to do several things at once 5 4 3 2 1 122. Gross motor skills 5 4 3 2 1 123. Fine motor skills 5 4 3 2 1 124. Able to set goals 5 4 3 2 1 125. Able to see as far as the goal 5 4 3 2 1 126. Able to realise when a task
has been adequately performed 5 4 3 2 1 127. Able to know when a task
needs to be done 5 4 3 2 1 128. Able to make choices and priorities 5 4 3 2 1 129. Motivated to make and follow plans 5 4 3 2 1 130. Able to know what to do or to think 5 4 3 2 1 131. Able to understand what people want
or think 5 4 3 2 1
132. Not overlooking or misunderstanding
others’ intentions 5 4 3 2 1 133. Not letting personal interests
take up too much time and resources 5 4 3 2 1 134. Not letting individual interests obscure
important elements of a situation 5 4 3 2 1 135. General working speed and productivity 5 4 3 2 1
136. Organising time effectively 5 4 3 2 1 137. Able to carry out activities and tasks
within a reasonable time 5 4 3 2 1
138. Able to plan and realise the order
in which tasks should be done 5 4 3 2 1 139. Able to follow instructions 5 4 3 2 1 140. Able to ask for help 5 4 3 2 1
141. Stamina 5 4 3 2 1
142. Perfectionism 5 4 3 2 1
Other items related to organisation and problem-solving _______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
Relevant items not covered by the questionnaire _______________________________________5 4 3 2 1 _______________________________________5 4 3 2 1
