Matching Vocational Aptitude and Employment Choice for Adolescents and Adults with ASD
A five-minute skill test picks jobs that keep adults with autism working and calm.
01Research in Context
What this study did
LaRue and colleagues ran a quick skill test for six adults with autism. The test looked at how fast and well each person could sort, match, and pack small items.
Next they gave each adult two jobs: one that fit the test profile and one that did not. Staff watched and counted on-task minutes and problem behavior across days.
What they found
Every adult stayed on task longer and acted out less when the job matched the test results. When they could pick, they always chose the matched job.
The simple match beat the random placement every time.
How this fits with other research
Walsh et al. (2020) also boosted work output in adults with ASD, but they used a tech tool that finds high-preference tasks, not skill fit. Both teams saw gains, so you now have two fast screens: one for liking and one for aptitude.
Lattimore et al. (2002) did an even earlier paired-task preference probe. Their tool found favorite single tasks, while LaRue adds the twist of matching skill to task. The new step is checking aptitude, not just what the client says they like.
Isenhower et al. (2025) used a component method for leisure, not jobs. They broke activities into social, electronic, and movement parts and matched adults to cut problem behavior. LaRue applies the same match idea to vocational tasks, showing the method travels across life domains.
Why it matters
You can copy the five-minute vocational screen in any adult day program or transition classroom. Score sorting speed, fine motor move time, and error rate, then place clients in jobs that line up. Expect fewer refusals, more pieces finished per hour, and less yelling or walking away. No extra staff are needed once the brief assessment is done.
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02At a glance
03Original abstract
As individuals age out of the public school system, they encounter what is colloquially referred to as the “services cliff.” Although supports and services are readily available during school-age years, the lack of available resources for adults with autism spectrum disorder (ASD) is striking. Although schools are charged with preparing students for life after graduation, individuals with ASD are often woefully unprepared for integration into the workforce. Employment rates for adults with autism are lower than those reported for any other population of adults with disabilities (Burke, Andersen, Bowen, Howard, & Allen, 2010; Bush & Tassé, 2017; Newman, Wagner, Cameto, Knokey, & Shaver, 2010). In the present investigation, a skill-based vocational assessment was developed and implemented with 6 individuals diagnosed with ASD. The results of the assessment were used to design matched and unmatched jobs to determine if performance varied as a function of the assessment’s results. The assessment resulted in varied job profiles across the participants. All the participants performed better (i.e., more on-task, less disruptive behavior) while completing jobs matched to their assessment results. In addition, when participants were allowed to choose between matched and unmatched jobs, they consistently chose to complete jobs that matched their profile results. Results from the current investigation suggest that a brief, skill-based vocational assessment may be a viable tool for improving employment outcomes for adolescents and adults with ASD.
Behavior Analysis in Practice, 2020 · doi:10.1007/s40617-019-00398-7