Abstract
In 1994, the term Asperger Syndrome (AS) became part of the psychologist’s lexicon by
its inclusion in the DSM-IV. Prior to that, the autistic spectrum (of which Asperger
Syndrome is a part) meant profound autism (autism accompanied by mental retardation,
often severe) and ‘high-functioning’ autism (autism without mental retardation).
Since AS’s inclusion in the DSM-IV, and probably not coincidentally, autism spectrum
disorder (ASD) diagnoses are on the rise – the NIH now states that the prevalence for
ASD is approximately 1:150. Controversy exists over whether or not the increase in
diagnosis is due solely to better diagnostic tools and definitions or if the disorders are
actually on the rise. Most experts agree that both are contributing factors.
However, to the person on the ‘high-functioning’ side of the autistic spectrum, labels and
prevalence rates don’t matter. What does matter is the development and deployment of
appropriate interventions and accommodations – in the home, school, and work
environments – to help them live to their fullest potentials in a non-autistic, or
‘neurotypical’, world. This article looks specifically at vocational interventions and
accommodations of use for the ‘high-functioning’ ASD worker.