Journal of Autism and Developmental Disorders

https://doi.org/10.1007/s10803-019-04024-x

ORIGINALPAPER

“I’m Destined to Ace This”: Work Experience Placement During High

School for Individuals with Autism Spectrum Disorder
Elinda Ai Lim Lee1,2   · Melissa H. Black1,2 · Tele Tan2,3 · Torbjorn Falkmer1,2,4 · Sonya Girdler1,2

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Abstract
As postsecondary outcomes of adolescents with Autism Spectrum Disorder (ASD) are poor, there is a need for programs
that aim to improve employment and education outcomes. This study employed a grounded theory approach to explore the
key factors contributing to successful work placement experience and the perceived benefits of these placements from the
perspective of adolescents with ASD (n = 5), their parents (n = 6) and employers (n = 6). Key factors contributing to success
include preparing for the workplace, harnessing strengths and interests and developing work related skills, while the benefits
include insight into the workplace, recognising and realising potential, working as a team and the pathway ahead. The find-
ings articulate a framework which could underpin future transition interventions for adolescents with ASD.

Keywords  Adolescents · Autism Spectrum Disorder · Work experience program · Vocational · Work · Employment

Introduction for socialisation and community engagement, financial inde-

The transition from high school to new challenges such as
tertiary education, work, or other community options is a
significant, and often difficult step to navigate for youth with
Autism Spectrum Disorder (ASD) (Holwerda et al. 2012;
Howlin 2003; Shattuck et al. 2012). This is a testing time
accompanied by excitement, great anxiety and uncertainty
(Lee and Carter 2012; Thompson et  al. 2018; Wehman
et al. 2014). Youth with ASD hold the same aspirations
as their typically developing peers, namely to have a good
job aligned with their personal interests and strengths, with
fair wages, and opportunities for advancement (Chen et al.
2015; Zimmer-Gembeck and Mortimer 2006). For individu-
als with ASD workforce participation provides opportunities
* Elinda Ai Lim Lee
elinda.lee@curtin.edu.au
1
School of Occupational Therapy, Social Work and Speech
Pathology, Faculty of Health Sciences, Curtin University
of Technology, GPO Box U1987, Perth, WA 6845, Australia
2
Curtin Autism Research Group, Curtin University, Perth,
WA, Australia
3
School of Civil and Mechanical Engineering, Curtin
University, Perth, WA, Australia
4
Pain and Rehabilitation Centre, Faculty of Health Sciences,
Linköping University, Linköping, Sweden
pendence and a sense of accomplishment and well-being
(Capo 2001; Chen et al. 2015; Krieger et al. 2012; Lee and
Carter 2012), collectively contributing to improvements in
quality of life (García-Villamisar et al. 2002; Persson 2000).
Despite these benefits, aspirations to engage in the work-
force often remain unfulfilled for individuals with ASD
(Hendricks 2010; Lee and Carter 2012), with disappointing
post-school outcomes a consistent research finding (Hen-
dricks 2010; Shattuck et al. 2012; Taylor and Seltzer 2011).
In Australia, individuals with ASD are less likely than
others to complete tertiary qualifications (Australian Bureau
of Statistics 2017) and gain employment (Baldwin et al.
2014). Individuals with ASD are 4.4 times less likely than
the typical population and 2.3 times less likely than people
with other disabilities to hold a bachelor’s degree or higher
(Australian Bureau of Statistics 2017). Those without dis-
abilities and with disabilities other than ASD are also 1.6
times more likely to have an Advanced Diploma, Diploma
or Certificate III or IV than people with ASD (Australian
Bureau of Statistics 2017). When examining employment
outcomes, more than half of individuals with ASD are
unemployed (Australian Bureau of Statistics 2017). Inter-
national studies paint a similarly poor picture (Gerhardt and
Lainer 2010; Shattuck et al. 2012; Taylor and Mailick 2014;
Wei et al. 2014).

13
Vol.:(0123456789)

People with ASD have unique social, communication,
and behavioural characteristics that can contribute to dif-
ficulty achieving post-school education and employment
(Hendricks 2010). However, they possess specific skills
and abilities, including attention to detail, trustworthiness,
loyalty and good memory which can be leveraged in the
workplace (de Schipper et al. 2016). Their strengths in vis-
ual perception, attention to detail, technical abilities, and a
preference to work on repeated or monotonous task (Baron-
Cohen et al. 2009; de Schipper et al. 2016) are well suited
to certain jobs particularly in the ICT related field (Curtin
University 2018; Jones et al. 2018).
Supporting the unique needs of adolescents with ASD
during the transition period can facilitate improved out-
comes for this population. Previous research demonstrates
that individuals with ASD are more likely to achieve suc-
cessful employment if they are well prepared and have
access to transition services and supports (Hendricks 2010),
suggesting that adequate preparation and planning is perti-
nent to ensuring a successful transition for youth with ASD.
Positive career development and early work experiences are
key components of transition services and supports to enable
a successful post-school transition for adolescents (Lee and
Carter 2012). Access to activities and experiences in career
development, such as job shadowing or work placements
during high school, can provide adolescents with authen-
tic opportunities to acquire work and employability skills
(Carter et al. 2010; Lee and Carter 2012; Vondracek and
Porfeli 2006). Such activities can also offer resume-build-
ing experiences, raise awareness of career-related strengths,
interest and goals, and expand knowledge of occupational
options, helping to inform adolescents vocational decision
making and career aspirations (Vondracek and Porfeli 2006).
Ultimately, all contribute to improved career prospects with
the potential to leverage improvements in quality of life for
youth with ASD (Patton et al. 2003). Indeed, recent evidence
suggests that practical work experience in a safe environ-
ment may improve the transition process to upper secondary
school, further education and/or work from the perspective
of young adults with Asperger Syndrome and Attention
Deficit Hyperactive Disorder (Baric et al. 2017).
Despite the importance of early work experience, avail-
able data suggests that limited opportunities exist for adoles-
cents with ASD to access these formative experiences (Lee
and Carter 2012). While work experience programs for ado-
lescents with ASD are often provided by not for profit organ-
isations (Autism Association of Western Australia 2018; The
Centre for Research in Autism and Education 2014), there
is a lack of empirical research outlining the experience of
these programs from the perspective of individuals with
ASD and other stakeholders. Therefore, the present study
aims to understand the perceptions of students with ASD,
their parents and employers of key factors contributing to
13
Journal of Autism and Developmental Disorders
successful short-term work placement experience and how
they have benefited from this experience. The work experi-
ence placement was hosted by organisations in the Informa-
tion and Communication Technology (ICT) related field to
harness the strengths, skills and abilities of the adolescents
with ASD who have great interest in computer related tasks.
Methods
A grounded theory framework (Charmaz 2015; Corbin and
Strauss 2008) was employed to understand the perspectives
of adolescents with ASD, their parents and supervisors from
the host organisations of the short-term work experience
program. A grounded theory approach enables key process
factors or mechanisms and their associated outcomes to be
derived (Charmaz 2015; Corbin and Strauss 2008). Ethi-
cal approval was granted by the Curtin University Human
Research Ethics Committee in Western Australia (WA)
[HRE2017-0147].
Work Experience Placement Program
The Autism Academy for Software Quality Assurance
(AASQA) at Curtin University has created an integrated
program, supporting young people with ASD in creat-
ing pathways to valued long-term employment in the ICT
industry through outreach, training/education and intern-
ships. The AASQA outreach program is delivered through
its AASQA CoderDojo program, which engages students
with ASD, ranging from 12 to 18 years of age, supporting
them to develop special interests in the STEAM (Science,
Technology, Engineering, Arts and Mathematics) areas. The
AASQA CoderDojo program is part of the CoderDojo WA
network of coding clubs where young people (called nin-
jas) work with volunteer mentors to learn computer-based
skills, such as coding. The AASQA CoderDojo delivers a
strength-based extra-curricular program, leveraging trained
facilitators, tailored activities and a supportive environment,
engaging teenagers with ASD in STEAM related activities
(Jones et al. 2018). Facilitators or mentors of AASQA Cod-
erDojo groups included both technical specialists (volunteer
computer science, mechatronics and mechanical engineer-
ing university undergraduates) and occupational therapy
undergraduate students, who collectively work with ninjas
on STEAM activities in an environment supporting social
communication and emotion regulation. Within these groups
there is a clear focus on leveraging shared interests, and
improving existing skills and building new skills relevant
to career goals and aspirations. Depending on their inter-
ests, ninjas could choose between a Coding group, Arduino
group, Lego Robotics group or Nao Robotics group. They
learned and used various programming languages including
Journal of Autism and Developmental Disorders

Scratch, Java, Phyton, HTML, C and JavaScript to undertake Participants and Recruitment

their projects.
Examined in the current study, AASQA’s work experi-
ence program, is one of the outreach initiatives designed
for senior adolescents with ASD (15–18 years) participat-
ing in the AASQA CoderDojo program. This program is
designed to be a short-term placement of 5–10 days with
standard seven and half work hours per day in ICT related
organisations to provide an early exposure to a real work-
place that matches the interests, strengths, skills and abilities
of the adolescents with ASD. This initiative may assist par-
ticipants in developing workplace specific social skills and
ICT-related skills. Participating adolescents are supported
by autism service providers throughout their placements.
Prior to the placement, autism service providers discuss the
expectation of the worksite and overview of the tasks that
may be given with the students and also their general likes
and dislikes. During the work placement, the autism service
providers ensured that enough work had been prepared for
the students by the host organisations, with support pro-
vided to students by phone or in person as required. AASQA
organised autism awareness workshops for the host organisa-
tions upon request. During their placements, the adolescents
were involved in configuring and testing software, code edit-
ing information architecture, job shadowing in programming
(in a financial institution), quality control, beta testing and
digital design of applications. The ultimate goal of this work
experience placement was to better prepare adolescents with
ASD in managing the transition from high school to post-
school areas including ICT-related education, traineeships,
internships and employment.
Participants were ninjas of the AASQA Coderdojo who were
selected to take part in the work experience placement pro-
gram due to their interest, skills and abilities in ICT related
tasks. Eight adolescents participated in the work experi-
ence placement during the school holidays in July 2017 and
September–October 2018. The average number of days for
the work experience placement was five. The host organi-
sations were generally flexible with the work hours, with
adolescents working on average seven hours per day. All
adolescents with ASD completed at least one placement,
with two adolescents with ASD completing two placements
at two different host organisations. The host organisations
included financial institutions, university information tech-
nology services and technology solutions companies. The
parents of eligible adolescents with ASD and supervisors
from the host organisations were also invited to take part
in the study. Adolescents with ASD, their parents and host
organisation supervisors were contacted via email.
In total, 17 individuals participated in the study, including
five adolescents with ASD, six parents (all female) and six
supervisors from four host organisations. The ASD diag-
nosis of the adolescents was confirmed by parental self-
report in the demographic questionnaire and the Social
Responsiveness Scale-2 (SRS-2) (Constantino and Gruber
2012). Demographic information regarding the adolescents
with ASD whose parent and/or supervisor participated in
an interview or focus group is shown in Table 1. Adoles-
cents with ASD were male senior high school students aged
between 15 and 18 years, having received a diagnosis of

Table 1  Demographic information about the adolescents and their SRS-2 scores

Adolescent with ASD Age (years) Diagnosis Age of SRS-2a SRS-2 SRS-2 Current level
autism T-score RRBb T-score SCIc of education
diagnosis T-score

Adolescent 1 17 High functioning autism 8 67 66 67 Year 12

Adolescent 2 18 Mild to high functioning autism; motor and 7 58 66 55 Year 12
verbal dyspraxia; dysgraphia
Adolescent 3 17 High functioning autism; anxiety 14 70 61 72 Year 11
Adolescent 4 18 Autism; depression 11 84 76 85 Year 12
Adolescent 5 16 High functioning autism; anxiety; hyper- 8 80 75 80 Year 11
mobility; dysgraphia; selective mutism;
encopresis
Adolescent 6* 15 Autism 9 80 82 78 Year 11
Adolescent 7** 17 Autism; attention deficit hyperactive disor- 13 78 73 78 Year 11
der; dyslexia; verbal dyspraxia

*Adolescent did not participate in the interview but his supervisor did
**Adolescent did not participate in the interview but his parent and supervisor did
a
 Social Responsiveness Scale
b
 Restrictive Interests and Repetitive Behaviour
c
 Social Communication and Interaction

13

ASD on average at 10 years (SD = 2.7) of age. The mean
T-score on the SRS-2 as reported by their parents was 74
(SD = 9.2), indicating moderate deficiencies in social behav-
iour (Constantino and Gruber 2012). Adolescents with ASD
had a mean T-score of 71 (SD = 7.3) and 74 (SD = 10.0)
on the Restricted Interests and Repetitive Behaviour (RRB)
and Social Communication and Interaction (SCI) sub scales
respectively, indicating moderate symptomology (Constan-
tino and Gruber 2012).
Instruments
Focus Group and Interview Schedule
A semi-structured interview schedule was developed by
the research team with the goal of facilitating an in-depth
understanding of the work experiences of participants. The
interview schedule consisted of broad, open-ended questions
covering: (1) the impact of the work experience placement;
(2) the challenges/difficulties encountered during the work
experience placement; and (3) improving the work experi-
ence placement (Appendix).
Social Responsiveness Scale‑2 (SRS‑2)
The Social Responsiveness Scale-Second Edition (SRS-2)
was used to assess the severity of current autistic-like traits
in the adolescents with ASD by proxy parent report. The
SRS-2 is a 65-item standardised measure of autistic-like
traits, presenting questions on a 4-point Likert-type scale
(from 0 = never true to 3 = almost always true). The SRS-2
has high internal consistency, reliability and heritability
(Constantino and Todd 2003). The SRS-2 School-Age Form
has a reliability coefficient of 0.95, indicating a strong con-
sistency across items, while for predictive validity, it has a
sensitivity value and specificity value of 0.92 respectively
(Bruni 2014).
Sociodemographic Questionnaire
A sociodemographic questionnaire obtained demographic
information pertaining to adolescents with ASD and their
parents including age, gender, diagnosis, age of diagnosis,
other comorbid diagnoses, education level, and parental
employment status.
Procedure
Participants were provided with the opportunity to indicate
their preferred interview method including participating in
a focus group, face-to face interview, a phone interview, or
providing written responses via email. Informed assent and
parental consent were obtained for adolescents with ASD,
13
Journal of Autism and Developmental Disorders
while informed consent was obtained from parents and host
organisation supervisors participating in this study. Prior
to the interview, parents completed the sociodemographic
questionnaire and SRS-2 in relation to their adolescent with
ASD (Constantino and Gruber 2012). All focus groups and
interviews were then conducted by a member of the research
team guided by the semi-structured interview schedule.
Two focus groups were conducted one with adolescents
with ASD and another with their parents. Three adolescents
with ASD participated in the focus group while two were
interviewed in person. Similarly, three parents attended the
focus group while three were interviewed in person. Three
host organisation supervisors participated in face-to-face
interviews, while three participated in telephone interviews.
Adolescents with ASD were interviewed without their par-
ents present. The focus groups and interviews lasted between
30 min and an hour with an average of 53 min for the focus
groups and 41 min for the interviews. All were digitally
audio recorded with the exception of an interview with one
adolescent who did not consent to audio recording. In this
case, during the interview, the adolescent responded verbally
to the questions, while the researcher took notes. This par-
ticipant also provided written responses to the questions in
form of bullet points. The research notes supplemented the
bullet points provided by the adolescent, gauging his per-
ceptions on the work placement experience. No individuals
participated in an email interview. One parent provided the
SRS-2 and socio-demographic data for their child but did not
participate in an interview, however the supervisor of this
child did. As this parent did not participate in an interview
and provided only socio-demographic data they were not
included in the parent group.
Data Analysis
Interview audio recordings were transcribed verbatim and
analysed thematically (Braun and Clarke 2006) using prin-
ciples from grounded theory (Charmaz 2015; Corbin and
Strauss 2008). Grounded theory is an approach to data
collection and analysis concerned with building theory
from data, providing a means to examine social processes
and associated relationships and outcomes from data
(Charmaz 2015; Corbin and Strauss 2008). A grounded
theory approach enabled an understanding of the expe-
rience of the work experience program (outcomes) and
the process which contributed to adolescents successfully
participating in the program (key factors). In using this
approach, interview transcriptions were first read and re-
read by the research team to familiarise themselves with
the data. Initial codes were then assigned to the tran-
scripts using NVivo software version 11 (NVivo 2015)
which were subsequently categorised into themes which
were developed, reviewed and modified to represent the
Journal of Autism and Developmental Disorders

perceptions and views of the participants. These themes Preparing for the Workplace

were then used to develop theory related to the experience
of work experience placement for adolescents with ASD
(Corbin and Strauss 2008). Throughout the data analysis
process several approaches were employed to ensure trust-
worthiness of the data (Guba 1981). Thematic analysis
was discussed between the research team, including peer
debriefing meetings to reduce the potential of investigator
bias, a clear audit trail of the analysis process was also
kept to increase dependability while purposive sampling
was used to increase transferability of data (Guba 1981;
Nowell et al. 2017).
Results
Key Factors
The thematic analysis uncovered three key factors con-
tributing to successful work placement experience of the
participants as shown in Fig. 1. Themes for the key fac-
tors included: preparing for the workplace, harnessing
strengths and interests, and developing work related skills.
Preparing for the workplace was key to facilitating success
for both adolescents and work experience supervisors. Par-
ents played a key role in ensuring that adolescents were pre-
pared for work experience, and provided support in regard
to using public transport and appropriate workplace attire:
“I actually took the effort to help him out, really take him
out by bus, by train to his workplace, and then slowly I think
he just built up the confidence to do it himself” (Parent 3).
Work experience supervisors and staff also prepared for
the work placement by ensuring that they were educated in
autism and how to effectively communicate with individuals
with ASD:
We actually got an occupational therapist to come in
and do a presentation to the specific team that was
actually going to look after the work experience stu-
dent. They ran through what Autism is, what the dis-
order is. We had advice from the occupational thera-
pist to support [the work experience student’s] needs.
(Supervisor 2)
Harnessing Strengths and Interests

Harnessing the strengths, skills and interests of adoles-

cents with ASD in the workplace was essential to ensuring
success.
As it happens we have these tasks we need to do that
are a really good fit for their talents and skills and
Harnessing knowledge and they seem to take to it ‘like a duck
strengths
Preparing to water’ and we are very pleased with what’s been
for the and interests
Key factors

workplace produced for us. (Supervisor 1)

Adolescents worked on tasks that captured their interest and
Developing elicited their best qualities and abilities. Overall, this helped
work related
skills to reinforce adolescents’ interests and career goals: “It rein-
forces my interest in software development” (Adolescent 3).
While adolescents reported anxiety prior to beginning
the work placement program, harnessing their strengths and
ensuring a match between their skills and abilities enabled
them to gain confidence and alleviate anxiety: “Students
come in nervous, then their casualness comes in and as they
Insights into Recognising become calmer, then once they become adjusted they are
Working as
Key outcomes

the and realising usually pretty good” (Supervisor 2).

workplace a team
potential

Developing Work Related Skills

The
pathway Skill development related to work and ICT industry facili-
ahead tated success and was a key factor contributing to out-
comes. Through the work placement program, adolescents
developed and applied a number of ICT-related skills: “I
Fig. 1  Key factors and outcomes of the work experience program

13

guess drawing power tools did help me with knowing how
to draw power tools. I think I learned valuable stuff from
being asked to draw a specific thing instead of whatever I
wanted” (Adolescent 1).
Work experience supervisors facilitated this learning
through providing a work culture that fostered learning
and feedback: “It’s about a team creating opportunities to
talk and interact and get feedback from everybody. That’s
a very active part of the day-to-day running of the team”
(Supervisor 2).
In addition to skills directly related to ICT, adoles-
cents were also provided with opportunities to develop
other social and personal skills important in the work-
place. Through attending meetings, adolescents developed
knowledge on topics, such as meeting etiquette and how to
present a work summary. Adolescents were also given the
opportunity to develop leadership skills through teaching
others:
He had to teach him (another lad) to try and do
another drawing, so he had to teach him how to use
the program and give him guidance… so, that was
really good to give him some leadership skills. (Par-
ent 1)
Adolescents were supported to develop time management
skills. They followed a structured work routine, including
allocated times for tea and lunch breaks, supporting these
adolescents to separate time for work and for socialising.
Outcomes of the Program
Insights into the Workplace
Participants reported that the work experience program
provided adolescents with ASD with a platform to apply
their skills and knowledge in a real workplace. Through their
work experience placements, adolescents with ASD gained
practical insights into the operations and expectations of the
workplace and employment. They were given real work and
hands-on experience, which provided them with insight into
the difference between a workplace and school:
I had done the qualification, but I hadn’t actually done
any software testing up to that point. I guess it showed
me exactly what a couple of those types of software
testing were and how to do them in an actual work
environment. (Adolescent 2)
Adolescents were enthusiastic and pleased that they were
contributing to the host organisations and were excited to
work on real-data. One parent spoke about the positive
impact of this program: “They’re were actually contribut-
ing and feeling like they were doing a job” (Parent 4).
13
Journal of Autism and Developmental Disorders
Recognising and Realising Potential
Parents reported that the work experience program had
given them hope for their children’s future, helping them
to see their children’s potential and strengths:
All of us have struggled with them through school
so to see them find their stride and see them go and
do work experience where you can see where they’re
going and see a real purpose and see them excited…
its such as buzz for them and us. (Parent 1)
Similar to their parents, work experience placements
helped adolescents with ASD to recognise their potential
and strengths. Successfully completing work tasks con-
vinced adolescents that they were able to perform in the
workplace, improving their confidence. The realisation
that their work made an impact provided them with a sense
that they were able to contribute to society and make a dif-
ference. One adolescent commented that work experience
improved his confidence, reassuring him of his strengths:
“Confidence I guess. It shows me that I’m destined to
ace this stuff. It’s so easy, and I’m just so good at it. I’m
destined to do this” (Adolescent 1). A parent mentioned
that the work experience was positive, allowing her son
to grow: “He seems more confident, his confidence boost
went bang! Coming out of his work, his shoulders were
back and he was upright—a confident posture” (Parent 5).
The increase in the adolescents’ confidence was also
echoed in the comment below from a supervisor: “The
main thing they get is they get a disciplined environment
and they get confidence. The main thing they get is confi-
dence” (Supervisor 5).
Supervisors reported that staff had gained insights and
learnt from the differing and unique perspectives of the
adolescents. Supervisors reported that they valued the
assistance they received from the adolescents and were
impressed with the quality of work they produced:
John (pseudonym), on his very first day of work
experience, took one look at our interface and said,
‘Why have you done it this way instead of this way?’
Me and my entire technology team, and my technol-
ogy team includes some of the best software design-
ers based in Europe, slapped our foreheads and said,
‘You’re exactly right. That’s exactly the way it should
be done’. (Supervisor 5)
Supervisors reported that the program enhanced their
organisation’s productivity: “From the economic perspec-
tive the amount of effort we have had to put in versus the
value we got from these work experience young people
is far more significant than a standard work experience
placement” (Supervisor 2).
Journal of Autism and Developmental Disorders
Working as a Team
While matching the adolescents with ASD with the right
job tasks, and supervising and mentoring them required an
investment of time both in preparing and supporting the
placement, supervisors and colleagues were inspired by
their work performance. They were diligent in carrying out
their work, producing high quality outputs beyond the staff’s
expectations:
You lift the bar and they will rock and roll. They are
extraordinary. Their faces light up. They are suddenly
so excited. They want to be there. They’re like, ‘Finally
someone is going to teach me, treat me like an expert
and not someone with a disability’. (Supervisor 5)
Supervisors stated that as a result of the work experience
placements they were more aware of autism, both the unique
differences experienced by those with the condition and their
needs and challenges:
It also helped to broaden our experience and the more
we have autistic students on placement, the more peo-
ple are going to be exposed to people with autism and
realise they’re just normal people with just special
needs and a few challenges. It’s good. (Supervisor 6)
While at times supervisors had challenges in communicat-
ing with adolescents on placement, this did not impact on
their work, and good relationships with colleagues were
maintained:
[The communication challenges] weren’t outside the
range of what we could manage and it certainly didn’t
get in the way of doing what we asked him to do. [The
work experience students with ASD] seemed to inter-
act ok, we are pretty busy people so when they are in
there doing their thing they are normally left alone.
(Supervisor 1)
Supervisors noted that the adolescents’ communication and
social interaction improved as the work experience pro-
gressed: “Towards the end of the week, he really did start
to come out of his shell. He became a little bit more talka-
tive and engaging with the other staff members as we came
through” (Supervisor 4). A parent commented that her son
built good relationship with staff members and it was a very
inclusive work place experience for him.
The Pathway Ahead
Adolescents were exposed to different types of tasks in the
ICT field, providing them with an opportunity to further
explore and extend their interests:
I think he’s still trying to find out exactly what he likes
to do. He’s actually been doing software testing, soft-
ware development, and at ABC (pseudonym) Bank
over job shadowing so that actually gave him a lot of
range that he could think about. (Parent 3)
All participants agreed that the work experience placement
had helped the adolescents to plan for their future education
and career pathways: “Giving me direction or interest of
what I want to do in the future in the ICT area” (Adolescent
5). The adolescents were exposed to professions of interest
to them, which leveraged their existing skills:
What I’m trying to do is excite them to the notion that
this particular profession might be something that they
could actually do… and it’s a good fit for them because
of their attention to detail and stuff like that. (Supervi-
sor 1)
Suggestions for Improving the Work Experience
Placement
Despite the positive experiences gained through the work
placement program, a number of suggestions for improv-
ing future placements were made. Parents suggested that
while it was beneficial for their children to attend the same
organisation, but rotating through different departments
would have enabled exposure to various types of informa-
tion technology related work. As a strategy to reduce ado-
lescents anxiety, parents suggested that a short work place
visit prior to commencing the placement to get a sense of
the work environment and to meet and greet staff would have
been helpful. Adolescents with ASD mentioned that the first
day could be less formal, suggesting a ‘buddy’ to stay close
to them. Adolescents with ASD also indicated they would
have valued the opportunity to engage in a greater variety of
tasks, extending their learning. Supervisors expressed that
they would have appreciated having a more in-depth under-
standing on the students’ capabilities prior to the placement,
as this would have helped them in tailoring their experience.
Supervisors stated that additional information on the stu-
dents’ background including their skills, interests and what
they had learnt at the AASQA coding classes would have
enabled them to leverage the adolescents’ skills to their full
potential. Supervisors also expressed they would have pre-
ferred a slightly longer engagement with the adolescents, in
order to develop a greater understanding of their strengths
and weaknesses. Several supervisors suggested a three-week
placement, however, parents and adolescents reported that
they did not want the work experience placement to take up
the entire school holidays, highlighting the importance of
allowing time for a sufficient ‘break’.
13

Discussion
The uncertainty associated with the transition to adult-
hood is a daunting experience for adolescents with ASD.
Work placement during adolescence may provide a means
of facilitating a successful transition to adult life for this
population. The process of the work placement, including
preparing for the workplace, harnessing the adolescent’s
skills and interests, and providing the ability to develop
work related skills provided participants with the ability
to gain insights into the workplace, recognise and realise
their potential, work as a team and envision their future
and pathway ahead. Based on these findings, this study
provides evidence suggesting well supported work place-
ments during high school may provide adolescents with
ASD with knowledge and experience of the world of work,
facilitating the development of skills to assist in gaining
meaningful employment in adulthood.
Through exposure to a real work environment, adoles-
cents were enabled to explore their personal strengths,
interests and abilities. The opportunity to explore these
factors through work experience programs assists in
informing vocational decision making, and in strengthen-
ing skills and knowledge in areas of interest (Vondracek
and Porfeli 2006). Through leveraging their unique
strengths and talents adolescents were also re-assured
of their ability to become valuable staff members, ena-
bling adolescents and parents to see their potential and
envisage future, assisting them to begin planning for their
career pathways and goals (Hatfield et al. 2018). While
the relationship between work experience and longer term
employment outcomes is yet to be fully understood, and
is not within the scope of this study, it is possible that
the work experience placement program described in this
study may contribute to improved employment outcomes
for these adolescents in the future (Lee and Carter 2012).
Through exploring the process of this work placement
program, it was found that the work placement experi-
ence of the adolescents with ASD appeared to be largely
influenced by environmental factors including external
supports and the attitudes, understanding and knowl-
edge of supervisors and colleagues. Supervisors and col-
leagues with an appropriate understanding of autism and
understanding of the potential strengths and weaknesses
of the adolescents with ASD were better able to support
the participants in the workplace. Employing a strength-
based approach, which recognises the specialised skills
and abilities of people with ASD, has been shown to sup-
port productive and meaningful employment, with pre-
vious research indicating that individuals with ASD are
more motivated and productive when tasks match their
skills and abilities (Scott et al. 2015). Supervisors had an
important role to play in employing this strength-based
13
Journal of Autism and Developmental Disorders
approach to harness the skills and strengths of the adoles-
cents. Supervisors understood the strengths and challenges
of the adolescents without prejudice, and ensured that
adolescents were allocated to tasks which matched their
unique skills. This approach assisted adolescents to build
self-esteem and confidence while exploring their interests
and building employability skills (Jones et al. 2018).
Adolescents in the present work experience program were
supported by therapy service providers throughout their
placements. This support was likely to have had a role in
reducing the environmental barriers in the workplace, and
in increasing colleagues and supervisors awareness of ASD
and in embracing their differences (Hedley et al. 2017; Scott
et al. 2018). Guiding adolescents to engage in a structured
routine in their work role, such as taking schedules breaks,
encouraged the adolescents with ASD to interact and social-
ise with colleagues on a regular basis throughout the place-
ment (Autism Spectrum Australia 2018). Mentoring pro-
vided by colleagues was also a likely contributor to further
improvements in skills unrelated to ICT, such as developing
appropriate workplace communication (Siew et al. 2017).
While perceived outcomes were largely discussed in rela-
tion to the adolescents with ASD, this program was also found
to be beneficial for the supervisors and employers. Though a
substantial effort was required to plan, supervise and mentor
adolescents with ASD prior to, and during the placement,
the supervisors were overwhelmed by the quality and pro-
ductivity of the adolescents with ASD. Supervisors reported
that the new perspectives and diverse ideas brought by the
placement students positively contributed to their companies’
productivity. From an economic perspective, the return to the
host organisations actually outweighed the effort required. At
a societal level, it is predicted that a one-third reduction in
the difference between employment rates for people with and
without disabilities would result in AUD$43 billion increase
and long-term rise of 0.85% in Australia’s gross domestic
product (Deloitte Access Economics 2011).
The present study had a number of limitations. It is impor-
tant to acknowledge that the transferability of the results is lim-
ited, due to the small number of participants from each group,
based within just ICT-related field. However, participants were
interviewed in-depth supporting the collection of rich data. In
addition, all participants were male, thus the results may not
be generalised to other gender groups with ASD. The varied
data collection methods including focus groups, one-on-one
interviews, phone interviews and written feedback could have
yielded differing responses. However, inconsistency was mini-
mised with each data collection strategy employed the same
standardised prompts delivered in a semi-structured format.
It would be beneficial to compare the current work experi-
ence placement program with other programs aimed at sup-
porting adolescents with ASD in their post-school transition.
The adolescents with ASD participating in this study could
Journal of Autism and Developmental Disorders
be considered as “high functioning”, and the sample did not
include adolescents with more severe ASD symptomatology
and/or with co-morbid conditions, such as intellectual dis-
ability. Our understanding of the role that work placement
programs plays in supporting young people with ASD more
broadly would benefit from research including adolescents
with varying intellectual disabilities and other comorbid
conditions. Similar research should also been undertaken in
fields of industry other than ICT with a broader scope of par-
ticipants. Interview studies, regardless of whether data is col-
lected via focus groups or one-on-one interviews, have several
limitations which should be considered when scrutinising the
results of the present study (Krueger and Casey 2009). Firstly,
while the debate as to the ability of qualitative studies to truly
achieve data saturation is ongoing it is an important concept
to consider when judging the quality and validity of qualita-
tive research (Strauss and Corbin 1998). In the present study
saturation (Mason 2010) was deemed to have been achieved,
a judgement supported by the data analysis process. Secondly,
the trustworthiness (Graneheim and Lundman 2004) of data
analyses in terms of credibility, transferability, dependability
and confirmability was addressed by member checking and
careful scrutiny of audit trails of the generated themes. The
participants in this study were described in as much detail
as ethical approval allowed facilitating determination of the
transferability of the results. Underpinning credibility of the
study was the extensive experience of team in the area of ASD
research. However, as with any interview study the present
study was prone to response bias in terms of who actually
agrees to participate and their expectations in relation to the
study and its outputs (Sim et al. 2019). This study focussed
on understanding the key factors contributing to successful
short-term work placement experience from the perspective
of students with ASD, their parents and employers using a
qualitative approach. Future research is required to determine
the effectiveness of such program and should include outcome
measures capable of quantifying the impact of such a program
of adolescent outcomes.
Conclusion
Understanding the key factors contributing to successful
short-term work placement experience from the perspec-
tives of individuals with ASD, their parents and the employ-
ers, may contribute to a framework that underpins transition
interventions for adolescents with ASD. Through this early
support, adolescents with ASD can be guided to seek out a
future, which meets their aspirations, leverages their skills,
potentially supporting their transition to adulthood.
Acknowledgments  This work was funded by the Ian Potter Founda-
tion (Grant No. 20170356), Bankwest Curtin Economics Centre and
Bennelong Foundation. The authors were particularly grateful to the
study participants and the support from Autism Association of Western
Australia and Therapy Focus in Western Australia for the participants
with ASD and host organisations.
Author Contributions  EALL, TT and SG designed the study. Data col-
lection was undertaken by EALL. Data analysis and interpretation was
led by EALL and was undertaken by EALL, MHB and SG. EALL wrote
the manuscript with SG and MHB, with critical input from TT and TF.
Compliance with Ethical Standards 
Conflict of interest  The authors declare that they have no conflict of
interest.
Ethical Approval  All procedures performed in studies involving human
participants were accordance with the ethical standards of the institu-
tional and/or national research committee and with the 1964 Helsinki
declaration and its later amendments or comparable ethical standards.
Informed Consent  Informed consent was obtained from all individual
participants included in the study.
Appendix
Interview Schedule for Adolescents
1. What did you do to prepare for this work experience
placement?
 Prompts:
• Work outfit
• Transport to the workplace
• Things to bring along
2. What didn’t you do that you think now should have
done before you started the work experience place-
ment?
3. How did you get to the workplace?
 Prompts:
• Transport to the workplace
4. Were there any difficulties in getting to the workplace?
 Prompts:
• On time for work
• Problems if using public transport
5. What sort of job did you do?
6. What did you like about the job?
 Prompts:
• Ask to give examples
7. What you didn’t like about the job?
 Prompts:
• Ask to give examples
13
 Journal of Autism and Developmental Disorders

8. What did this work experience mean to you? 14. Do you have any other comments about the work expe-
 Prompts: rience placement?

• Setting interest Interview Schedule for Parents

• Future education and career pathway
1. What was the work nature of your child during the
9. How did this work experience benefit you in terms of work experience placement?
work related skills?  Prompts:
• Ask to give examples • Type of job
10. How did this work experience benefit you in terms of 2. Did your child like this work?
social skills? • Why/why not?
• Ask to give examples 3. What did this work experience mean to your child?
11. How were you able to use your strengths during your  Prompts:
work experience placement?
• Exposure to work place
• Attention to detail • Future career pathway
• Strong sense of morality (e.g., honesty, lack of
judgmental attitude, etc.) 4. In your opinion how did this work experience benefit
• A preference to work on repeated or monotonous your child in terms of work related skills?
tasks • Ask to give examples
• Expertise in a specific area 5. In your opinion how did this work experience benefit
• Mathematical abilities your child in terms of social skills?
• Creative talents (e.g., look at the world differently) • Ask to give examples
• Artistic skills (e.g., music, drawing, visual arts) 6. Do you think your child was able to use his/her
• Visual perception strengths during the work experience placement?
• Intellectual functions
• Technical abilities (computer skills, engineering) • Attention to detail
• Trustworthiness • Strong sense of morality (e.g., honesty, lack of
• Loyalty judgmental attitude, etc.)
• Kindness • A preference to work on repeated or monotonous
• Good memory tasks
• Expertise in a specific area
12. What were the difficulties/challenges that you have • Mathematical abilities
encountered in this work experience placement? • Creative talents (e.g., look at the world differently)
 Prompts: • Artistic skills (e.g., music, drawing, visual arts)
• Visual perception
• Getting to the work place • Intellectual functions
• Being anxious • Technical abilities (computer skills, engineering)
• Work nature • Trustworthiness
• Communication problem • Loyalty
• Work environment • Kindness
• Relationship with colleagues • Good memory

13. In your opinion how can this work experience place- 7. How did this work experience influence your child’s
ment be improved? view on getting a job in the future?
 Prompts:  Prompts:

• What worked and what didn’t • Career planning

• Placement duration • Future education
• Placement period
• Work hours

13
Journal of Autism and Developmental Disorders
8. In your opinion have there been any difficulties/chal-
lenges for your child in this work experience place-
ment?
 Prompts:
• Getting to the work place
• Being anxious
• Work nature
• Communication problem
• Work environment
• Relationship with colleagues
9. In your opinion how can this work experience place-
ment be improved?
 Prompts:
• What worked and what didn’t
• Placement duration
• Placement period
• Work hours
10. Do you have any other comments about the work expe-
rience placement?
Interview Schedule for Supervisors
1. How did you prepare for employing students with
autism? (Something you may like to consider: get
advice to understand their needs; changes to work
environment)
2. What support did you get for employing students with
autism?
3. What was the work nature of the student in your work-
place? (Somethings you may like to consider: type of
work)
4. What did you think of having work experience place-
ment for students with autism in your workplace?
5. In your experience what are the benefits of having stu-
dents with autism in your workplace?
6. In your opinion how did this work experience place-
ment benefit the student in terms of work related skills?
(Please give examples)
7. In your opinion how did this work experience place-
ment benefit the student in terms of social skills?
(Please give examples)
8. What strengths do you think people with autism bring
to the workplace?
• Attention to detail
• Strong sense of morality (e.g., honesty, lack of
judgmental attitude, etc.)
• A preference to work on repeated or monotonous
tasks
• Expertise in a specific area
• Mathematical abilities
• Creative talents (e.g., look at the world differently)
• Artistic skills (e.g., music, drawing, visual arts)
• Visual perception
• Intellectual functions
• Technical abilities (computer skills, engineering)
• Trustworthiness
• Loyalty
• Kindness
• Good memory
9. In your experience what are the difficulties/challenges
in providing this work experience placement for stu-
dents with autism?
10. In your experience what were the difficulties/chal-
lenges that the student have experienced in this work
placement? (Something you may like to consider:
being anxious; work nature; communication problem;
work environment; relationship with colleagues)
11. In your opinion how can this work experience place-
ment be improved? (Somethings you may like to con-
sider: what worked and what didn’t; placement dura-
tion; placement period; work hours)
12. What support would you like in the future?
13. Would you have another student with autism on work
experience placement in your workplace? (Something
you may like to consider: why?/why not?)
14. Do you have any other comments about the work expe-
rience placement?
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