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Updated: Jun 27, 2026
08:31
Conscious and Non-conscious Representations of Emotional Faces in Asperger's Syndrome
Published on: July 31, 2016
School-to-work transition and Asperger Syndrome
Kristin K Higgins1, Lynn C Koch, Erica M Boughfman
1University of Arkansas, Department of Rehabilitation, Human Resources, and Communication Disorders, Fayetteville, AR 72701, USA. kkhiggi@uark.edu
Work (Reading, Mass.)
|November 26, 2008
Summary
This study examines the school-to-work transition for emerging adults with Asperger Syndrome (AS), focusing on psychosocial and vocational needs. It offers recommendations to support successful workplace integration for individuals with AS.
Area of Science:
- Neurodevelopmental Disorders
- Psychology
- Vocational Rehabilitation
Background:
- Asperger Syndrome (AS) is a developmental disorder impacting social and communication skills.
- Individuals with AS often possess average to above-average cognitive abilities.
- Research has under-addressed the transition to work for emerging adults with AS.
Purpose of the Study:
- To examine the school-to-work transition for individuals with Asperger Syndrome.
- To identify psychosocial and vocational characteristics relevant to employment.
- To discuss potential workplace challenges and support needs.
Main Methods:
- Literature review focusing on psychosocial and vocational aspects of AS in emerging adulthood.
- Analysis of characteristics impacting workplace success.
- Synthesis of existing research to inform recommendations.
Main Results:
- Individuals with AS face unique psychosocial and vocational challenges in the workplace.
- Specific social and communication difficulties can impede career progression.
- Understanding these characteristics is crucial for effective support.
Conclusions:
- Facilitating successful school-to-work transitions requires tailored support strategies.
- Recommendations are provided for employers and educators to aid individuals with AS.
- Addressing psychosocial and vocational needs enhances workplace integration for AS individuals.
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