Course Description


Employers and service providers should: (1) provide candidates with more knowledge of what to expect prior to the interview, and (2) modify or remove open-ended and hypothetical questions in the job interview process in favor of questions or skill demonstrations that more-directly evidence job skills, and (3) ask that interviewers provide more guidance and feedback during the interview process to enable interviewees to improve for the future. 

Approximately 58% of young adults with autism have ever worked between high school and their early 20s (Roux, Shattuck, Rast, Rava, & Anderson, 2015). In addition, this group is disproportionately under-employed compared to their peers without such a diagnosis, and with those with other kinds of diagnoses, including individuals with other neurodiversity characteristics. This research is based on feedback from employers, Autistic job seekers, and service providers of Autistic individuals, where we gathered qualitative data in interviews on the barriers and facilitators of job acquisition and retention for Autistic individuals (Bruyere, Chang, Saleh & Vogus, 2020). There was a specific focus on improving Autistic individuals’ performance in the interview process and within the work environment (as well as gaining insights on how employers may alter their interview practices).

Learning outcomes:
  • Become aware of the barriers in the job interview process that impeded successful hiring outcomes for individuals with autism
  • Be able to identify ways that community service providers can better support Autistic individuals in the job interview process
  • Learn how employers can reshape their interview process to heighten the likelihood of successfully hiring neurodiverse individuals, especially those with autism

Members

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Professor of Disability Studies and Director of the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability, Cornell University ILR School

Susanne M. Bruyère, Ph.D., CRC

Susanne M. Bruyère is a Professor of Disability Studies and Director of the K. Lisa Yang and Hock E. Tan Institute on Employment and Disability, Cornell University ILR (Industrial and Labor Relations) School. The Yang-Tan Institute is a research, training, and technical assistance center focusing on disability inclusion in employment, education, and community. Dr. Bruyère serves as Institute administrative and strategic lead, and as the Principal Investigator or Co-Principal Investigator of numerous research, dissemination, and technical assistance efforts focused on employment and disability policy and effective workplace practices for people with disabilities. She is the author/co-author of three books and over 120 peer-reviewed articles and book chapters on workplace disability inclusion. Susanne holds a doctoral degree in Rehabilitation Counseling Psychology from the University of Wisconsin-Madison. Dr. Bruyère is a Fellow in the American Psychological Association, a former Chairperson of the Global Applied Disability Research and Information Network (GLADNET), an executive board member of CARF (Commission on Accreditation of Rehabilitation Facilities), and Past President of the Division (22) of Rehabilitation Psychology of the American Psychological Association (APA), the National Council on Rehabilitation Education (NCRE), and the American Rehabilitation Counseling Association (ARCA).

Course curriculum

  • 1

    Perceptions of Barriers and Facilitators for Individuals with Autism in Job Interviews

    • Pre-Survey

    • Perceptions of Barriers and Facilitators for Individuals with Autism in Job Interviews

    • Perceptions of Barriers and Facilitators for Individuals with Autism in Job Interviews

    • Evaluation Survey

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