Serving individuals and their families

BEST
FOR
PRACTICES
BUSINESSES
autism
the statistics
• Approximately 1 out of 68 people in the U.S.
population is diagnosed with autism

• In New Jersey, the prevalence of autism is 1 in 46 people

• Prevalence is 1 in 28 boys in New Jersey

• All communities have people with autism

• You may not be aware of people with autism in the

community but they are potential customers

Autism occurs in every community,

in every geographic location, race, religion,
creed, color, and social status.
the statistics continued

• Fastest-growing developmental disability

• 10 - 17 % annual growth

• Growth comparison during the 1990s:

– U.S. population increase: 13%
– Disabilities increase: 16%
– Autism increase: 172%

* Source: Autism Society of America

the impact
impact on family life
Harder to get things done because of
excess demands

Strains on marriage and personal

relationships
Increased demands on family members

Minimal respite options; burnout and or

depression can result

Strains and changes to employment of parent

or caretaker

Increased financial burdens from issues relating

to employment, therapies, medical bills, etc.
impact on family life continued

May hurt self esteem as a result of criticism,

exclusion, etc.

Changes in social opportunities

(perceived and actual)

Change in priorities

Decreased recreation and leisure

activities (limited options and time)

Concerns for future care giving

… and more
families talk
“ My son has taken a stranger’s food right off his plate. What could I possibly
say… to apologize? ”

“ I don't know the last time I've actually seen the end of the movie because of
the crowds, sounds, and lights. It just gets too difficult and we have to leave. ”

“ When we go to the supermarket, so many people roll their eyes and start
whispering. When we have to stand in a long line, she starts making noises and
grabbing stuff. So now I just avoid taking her in public.”

“ Simple situations like haircuts, grocery shopping and community gatherings

are not so simple at all.”

“ I don’t want sympathy or pity like, ‘Oh, I’m so sorry.’ What I do need
is for people to be patient, kind, and understanding.”
Anonymous Quotes
societal impact
Autism Spectrum Disorder
affects many facets of the community

• education
• recreation
• residential options
• self advocacy
• family relationships
• healthcare / wellness
• day care
• employment / vocations
• life planning / management
the disorder
the autism spectrum
Autism is a spectrum. Each person is different.

Autism Disorder

Childhood Disintegrative Disorder

Asperger’s Syndrome

Rett Syndrome

Pervasive Developmental Disorder -

Not Otherwise Specified (NOS)
What is autism?
A person with autism has challenges in 3 areas:

• difficulty interacting with others

may have reduced interest in other people, poor eye contact

• difficulty communicating
delayed or no speech, may echo words or expressions

• restricted or repetitive behavior or interests

unusual interests, rituals, hand-flapping
understanding the spectrum

There is a wide-range of skills possible with autism

Some people with autism have an excellent vocabulary and high IQ,
but limited conversational and social skills, and restricted interests.
Others may be nonverbal with a very low IQ.

Not all people with delayed language

or behavior issues have autism
common behaviors
• not respond when name is called
(may seem deaf)
• not share enjoyment
• have repetitive, self-stimulatory
or “stimming” behaviors (e.g. hand
flapping, spinning, rocking,
screaming, humming, etc.)
• have difficulty shifting from one
activity to another
• get upset with a change in routine
• over-react to things
• act unexpectedly
communication challenges
• have poor eye contact
• have difficulty expressing him or herself
or have no language (non-verbal)
• use physical contact to get needs met
• not use gestures such as pointing,
nodding yes, shaking head no
• have difficulty following directions
• express themselves by crying or
screaming
• repeat something that was heard earlier
• be unable to identify common objects
social challenges

• may have trouble modifying activities

• may prefer to isolate self rather than

be around others

• may not let others join play

• may have difficulty waiting patiently

social interactions
People with autism often have challenges
with common social experiences
• eating etiquette
• community social rules
• bathroom etiquette
• waiting in lines
• turn taking
• privacy
• personal boundaries
• social language
• dress code
• regard for authority (social hierarchies)

Typically, people on the spectrum do not learn social rules through

observation. Social behavior must be taught directly.
facts… not fiction
• Not all people with autism act the same way. Each person has
unique strengths and challenges.

• People with autism have feelings. Each person displays them

differently.

• Because of rigid thinking, they may be less likely to lie.

• Due to difficulty recognizing social cues, they may not recognize

when they are interrupting or monopolizing conversations or
being overly blunt.

• Most people with autism are not savants. While many have
focused interests, skill level may not be high.

• People with autism are able to learn. Methods and pace of

instruction may need to be modified.
taming the “fear” of autism
If a person with autism shows signs of aggression,
most often it is a result of frustration or a need for attention

The person may not

have the skills to express
him or herself appropriately

Behavior can be improved by

replacing triggers and teaching skills.
managing difficulties
• Approach the customer who is having difficulties
Courteously observe the situation and ask simple questions to identify
any environmental causes for the challenges. Offer assistance that is
helpful and comforting.

• Engage in calm, undemanding social conversation

Predictable conversations can help to focus and reduce anxiety
(e.g. “I like your cool shoes.” “What’s your name?”
“Where do you live?” “What is your favorite food?”)

• If a situation or task seems to be causing the behavior,

calmly and slowly redirect attention to another place or
activity.

• Attend to other customers who appear anxious

Without passing judgment or personal comments, discreetly offer
to relocate them.
concerns with safety and disruption
A business operator should intervene
when behaviors are…

• embarrassing for the individual or family

• stigmatizing to the person
• disrupting core business operations
• tantrumming is injurious to self or others
• destructing property
• offensive interactions with customers and/or employees
• inappropriately sexual in nature
harmful behaviors

• Ask the caretaker to help

• If a person is injuring him/herself,

another person, or damaging
physical property, call security
or dial 911

• Protect those who are in harm

as you await help

• Provide adequate space

Avoid standing too close
marketing
 People with autism
have interests, talents,
skills, and needs
identifying needs

Families know best what they want and need

Products and services can meet

(or be developed to meet) those needs

Businesses should partner with families,

rather than making assumptions

“Nothing about us, without us!”

Ari Ne’eman, President, The Autistic Self Advocacy Network
an underserved market segment
People with various types of disabilities “represent purchasing power
that continues to grow as they participate more actively in society.
When they attend an event, their parents and friends often do so
as well, which increases the number of visitors to a site. However,
due to a deplorable lack of information, people with disabilities
still run up against closed doors every day.”
José Malo, Access Ability

• People with autism have the same fundamental / functional needs

as customers without disabilities

• All consumers look for quality products and services that meet
their needs, are reliable, and competitively priced

• As the needs of this underserved market are met, these customers

become loyal users and advertisers for the businesses they prefer
avoiding the issue?
Most mainstream businesses have not focused
on building relationships with people and families
challenged with developmental disabilities

• may disregard this market concerned they would offend or

act inappropriately
• may mistakenly assume that including this population would
“classify” their business or reduce their prominence
• local marketing avoided due to…
– uncomfortable topic
– unsure of approach
– unaware of significance of market presence
– assume this population is not interested
– lack of awareness/sensitivity
marketing considerations

Limited business-related information about autism 

As a result, many companies may have been insensitive to

consumers and employees with the disorder

This population looks for businesses that make good-hearted

efforts toward meeting their needs

When targeting your mainstream market, consider the

additional needs of this underserved market segment.
As a result, you may find an additional niche for your business.
approachability
Community businesses and organizations become stronger
and more vital when they welcome and include all members
of the community

A business’ Welcome Statement makes an important first

and lasting impression to customers

• Have a written policy statement welcoming patrons

with disabilities

• Prominently display your welcome statement and

print it in business and marketing materials

• Provide information on ways of adapting services,

programs, and venues
the welcome statement
Sample Welcome Statement

__________ is committed to diversity and ensuring that all customers

and employees are treated equitably, free from discrimination. We
work to make our facilities accessible to all patrons. We strive to
provide a welcome environment and offer the necessary services
•andHave a written policy statement welcoming patrons
resources to meet the individual needs of our customers.
with disabilities.
__________ is dedicated to our responsibility to attract, assist, and
•employ
Place welcome
qualified statement
individuals, in business
regardless andbymarketing
of disability, supporting
materials.
skills, interests, and talents which will foster the community. For
•information
Provideand
information
assistance on
on ways of adapting
accessibility services,
and inclusion, contact
programs, and venues.
___________.
marketing communications
• Inclusion of this market segment needs to be supported
at all levels of the organization

• Clear communication begins at the management level

through front-end operations

• Integrate traditional
marketing messages that
include people with autism

• Avoid communication that

separates, disrespects, or
demeans this or any other
population
marketing communications continued

• Distribute communications to area agencies that

serve people with developmental disabilities

• Send press releases and announcements to media

that target people with disabilities

• Create marketing materials that

point out accessibility and
inclusion. Provide a contact
to receive requests for
special needs
appropriate terminology

When talking to or writing about someone with autism,

use person-first language

a person on the spectrum

people with autism

a boy with Asperger’s Syndrome

an individual with special needs

a family member with Rett Syndrome

inclusion
civil rights – ADA law
The Americans with Disabilities Act

• prohibits discrimination against Americans with

physical and mental disabilities in such areas as
employment, public accommodations, and transportation

• prohibits job discrimination against individuals with disabilities who,

with or without a reasonable accommodation, can perform a job's
essential functions

• includes provisions requiring agencies to make public transportation

and other public services accessible to individuals with disabilities

• bars discrimination in a wide range of public accommodations, including

hotels, restaurants, museums, schools, and sports arenas

Civil Rights 101 www.civilrights.org/resources/civilrights101/disability.html

accessibility and inclusion – the
difference
Accessibility: Physical Approach/Architecture
Refers to removing environmental barriers so that a person with a
disability can participate and have choices. Physical access is only
the beginning.

Inclusion: Knowledge/Understanding/Acceptance/Adaptation
Offering welcoming, meaningful and purposeful opportunities to
participate in all facets of community life is the goal.

Businesses need to offer the best example

of understanding, willingness to interact,
and valuing participation.
plan for inclusion
Help families prepare for an experience
Offer back-up plans for “the unexpected”

Help families offer

positive and meaningful
reinforcements for
successes – Have realistic expectations.
No matter how small ! Meet each person at
his/her ability level.

Work with families to use

visual activity schedules
for planned activities.
 Activity Schedules

Activity schedules teach skills by using a set of

images and/or written words. Community schedules
can be used to help a person understand the order
of activities. Some community schedules can include:

• going to the mall • getting a haircut

• going to a restaurant • wearing a seat belt
• going to the supermarket • playing a game
• going to the movies • using a public bathroom

“If I can’t picture it, I can’t understand it.”

Albert Einstein
plan for inclusion continued

Develop/use Social Stories

to increase understanding
and comfort level

- provides information about

a place, activity or situation

- specifies appropriate social

cues and expectations

- explains the order of events

or layout of a location

- helps give appropriate

responses to situations
inclusion strategies
• Recognize each person’s
challenges and abilities

• Provide appropriate modifications

• “Special” programs are appropriate

but should not take the place of
inclusive approaches

“With appropriate resources, sensitivity, and support,

community organizations can include individuals with disabilities
as regular and active participants without the need
to create separate and specialized programs.”
Coalition for Inclusive Communities
inclusion strategies continued

Inclusion does not need to cost more money

Often it requires only basic adaptations and accommodations

– slower pace
– adjusted rules
– altered lighting, sounds, movement
– simplified, direct instruction, activities, handouts
– use of photographs and other learning tools
– understanding and flexibility
– being open and prepared for the need to “escape”
and/or return as needed
focus on the family

n’ t
Do
• assume or presume

• pass judgment

• ask a family to participate

separately

Families with autism are passionate about being

accepted within their community.
special accommodations

• People with autism may need

private, personal assistance
of a parent or caretaker during
their outing
• Support accommodations for family
restrooms, fitting rooms and locker
rooms at your facility
• Post signs that clearly
indicate who to contact for these
types of accommodations
encourage participation
• Value the dignity of each individual
Maintain the respect of all participants.
• Break tasks into small parts. Avoid
multi-step directions. Be patient and
allow person time to complete each task.
• Offer ways to signal when a break, or
help is needed.

• Clearly define boundaries (circles of

intimacy).

• Provide signals or cues to prepare for

transitions in schedules, events, and
locations.
• Use respectful and age-appropriate
ways to modify activities.
encourage participation continued

• When offering help, first ask what help is

needed. Promote independence by fading
your assistance.

• Environments that are over-stimulating

present additional challenges.

• Encourage activities for family interaction

that relieve dependence on the other
members. This helps create a positive
experience for all.

• Learn a person’s interests and provide

opportunities for involvement and sharing.
paving the way

“Employment supports are services, benefits, policies,

tools and equipment that make it possible for us get to
work and do our jobs. We may not consider things like
transportation, child care, access to health care,
technology, and flexible work schedules as ‘supports,’ but
for many Americans they can mean the difference between
working and not working.”
United States Department of Labor
Office of Disability Employment Policy: Workforce, Opportunity, Leadership.
moving forward…
• Show your compliance with the mandates
of the U.S. Americans with Disabilities Act (ADA)
– Demonstrates business accessibility and inclusion of all
people, regardless of their abilities or disabilities
– Presents a friendly, understanding, and welcome message
to all consumers

• Assess how your marketing strategy illustrates

your business commitment to reaching people
with developmental disabilities

• Research the specific local needs of families

experiencing autism within service industries
moving forward… continued

• Consider distinctive selling strategies for products

or services to reach this niche market
• Attend to this growing population in promotional
events and awareness campaigns
social networks
• People with autism and their families
look for “safe” places to interact
• They want to participate free of
criticism or judgment
• Businesses can create inclusive
social settings
• Families will want to share their
positive experiences with others
recreation and leisure
Recreation providers have a role to
help people with and without disabilities…

• become valued and active through community-

based leisure activities

• develop meaningful and supportive relationships

• overcome physical and attitudinal barriers that

deter participation
recreation and the law

The Americans with Disabilities Act (ADA)

• Right to the Most Integrated Setting
• Right to Participate
• Right to Reasonable Accommodations
• Right to Adaptive Equipment
• Right to an Assessment or Evaluation
• Disparate Impact (policies cannot have a greater impact on
people with disabilities than on people without disabilities.)
• Fees (no higher fee or surcharge for the cost of accommodations
or for providing the most integrated setting.)
welcoming participants

Sample Recreation Welcome Statement

__________ is committed to inclusion and accessibility for individuals

with disabilities and strives to provide equal, integrated participation in all
programs, activities and services. __________ ’s policy is to reasonably
accommodate all program applications in accordance with the Americans
with Disabilities Act (ADA). We welcome persons with special needs in our
programs.  __________ is committed to providing quality recreation and
leisure opportunities for everyone.  We encourage those with special needs
to participate in our programs and to make us aware of what we can do to
make your experience with us the best it can be.
entertainment venues, theaters
and sports arenas
• Guest services staff should be knowledgeable and sensitive
to people with autism and their families.

• A person with autism, caretaker or family member may need

to make specific requests based on needs. Be careful not to
challenge or criticize the request.

• Some individuals choose to disclose the diagnosis, others do

not. This is a personal choice. Respect privacy.

• Be flexible (e.g. waiting on long lines, entry with

food, special seating, etc.).
entertainment venues, theaters
and sports arenas
Written material may help people with autism
prepare for the outing

Information may include:

• available products and services
• background information about the event
• disability accommodations
• “escape routes”
• expected audience participation
• general timeframes
• order of activities
• overall facility layout (bathrooms, exits, customer service, etc.)
• rules
• sensory input (intensity of volume, lights, movement, etc.)
• what to expect (plan of activities)
library services
A library serves informational, literary, and recreation needs
People expect it to be a welcoming environment
for all community members

www.thejointlibrary.org/autism
faith communities

• Many families turn to religious

congregations for support and
acceptance

• Congregations will experience

personal benefits as a result
of inclusion

• Help organize and sustain

supports and services to meet
individual spiritual needs
interacting
personal interactions

• Talk directly to the person, not a family member or caretaker

• Listen carefully to understand the real meaning

• Don’t speak too forcefully or loudly

• Don’t use slang, sarcasm, or complex language

• Try to keep the conversation on topic

• Pause between statements to allow for processing

Allow sufficient time for them to respond

• Using pictures helps understanding

distractions
• Limit environmental distractions
– loud, unexpected, unnecessary
sounds/noises

– visual challenges (bright

lighting, complex layouts,
numerous colors, excessive
wording, etc.)

– sudden transitions

– unnecessary interactions,
movements, changes in a
physical arrangement or
a schedule
alternative communication
Some people with autism use
alternate forms of communication

Here are some examples:

• gestures
• sign language
• sounds
• objects
• photographs / pictures / symbols
• voice output devices
• computerized and technological devices
• writing
• physical contact
approaches
win–win approaches
Be flexible

Have a family-centered approach – discourage criticism,

judgment, exclusion

Ensure front-end employees are understanding and

compassionate

Make personal connections

Offer inclusive and adapted programs and events

Offer respite or childcare opportunities

Build life-long relationships, creating potential vocational

opportunities
pre-vocational skills
Offer pre-vocational activities to teach functional,
employable skills

Task level may start at a basic level, gradually

increasing the level of difficulty and independence

Partnerships can be made with schools, therapeutic

providers, and others as needed
functional skill sets
• categorizing • matching
• collating • money exchange
• copying • number application
• data entry • packaging
• folding • preparation
• following a sample • printing
• handicrafts • quality control
• handling • sequencing
• horticulture activities • sewing
• laundering • simple assembly
• machine operation • sorting
• making lists • stuffing
• manipulation of objects • weighing
employment/vocational options

• Offer collaborative programs with

school and/or governmental organizations

• Provide experiential learning opportunities

with families

• Offer resources for career education

• Provide on-the-job training

• Assist individuals with functional living skills

community service
vs. paid employment

Many people with autism have functional skills,

can work or volunteer

VOLUNTEERING
Realize the desire of many people with developmental disabilities to
participate in the community in a meaningful way

EMPLOYMENT
By law, businesses are required to pay all people fair and equal pay
to perform the same job
assistance
autism resources

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Children d
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 www.childrens-specialized.org/KohlsAutismAwareness

For more information about this program contact:

KohlsAutismAwareness@childrens-specialized.org

This autism education program is provided by

Children’s Specialized Hospital through the generosity of Kohl’s Cares. © 2009 Children’s Specialized Hospital

© 2009 Children’s Specialized Hospital