| After happening across an article on Asperger | | | | Goal #3 Password Change Follow Through |
| Syndrome, Jack wrote me about his new | | | | Jack: "Al has the job of creating and routinely |
| employee with whom he was quite pleased and | | | | changing passwords used by others on the office. |
| also quite baffled. Jack talked about the similarities | | | | The procedure is that Al has the responsibility of |
| he saw between Al, his new employee, and the | | | | recording them in the computer directory where |
| characteristics of a person with Asperger | | | | everyone goes to access the updates. The |
| syndrome. Al was hired because he excels in | | | | problem is that Al forgets and people are getting |
| understanding and managing the software | | | | frustrated and their work flow is interrupted when |
| systems this business uses. The problem arose | | | | they can't get into files." |
| with the more routine skills that did not come | | | | The Plan: Al's manual has a section for |
| naturally to Al, but are crucial to work place | | | | 'Procedures'. Jack teaches Al the procedure and Al |
| survival. | | | | take over with the responsibility of referring to his |
| Jack was not sure how or whether to suggest to | | | | book regularly. If a password is not updated, Jack |
| Al that he explore a possible Asperger diagnosis, | | | | simply says "Al please refer to the procedure I |
| but what Jack was sure of, was that some steps | | | | taught you for passwords." Jack does NOT tell Al |
| had to be taken in order to keep Al on as his | | | | the action he needs to take. It is in the book and |
| employee. We decided not to worry about what | | | | exploring for the answer will help Al establish the |
| the diagnosis might be, if indeed there was one, | | | | new habit sooner. |
| and concentrate on helping Al with behavior | | | | Goal #4 Involving Al in Creating his Strategies |
| change and independence. | | | | Jack: There are so many details and procedures |
| Following are four specific and concise action | | | | to keep an office running. As soon as I put one |
| steps Jack and I designed in a series of email | | | | strategy in place there's more to deal with. |
| exchanges: | | | | The Plan: Encourage Al to look for ways to keep |
| Goal #1 Getting Comfortable with the Plan | | | | adding to and evolving the manual. Coach him to |
| Jack: "I don't know how to talk to Al about doing | | | | come up with more strategies that help him |
| this work with you, without risking that he will feel | | | | move toward independence. |
| 'singled out'." | | | | Al's Plan: |
| Ellen: I think you will find Al won't be surprised and | | | | 1. As part of his end of the day routine, Al placed |
| will be relieved that his weak spots are out in the | | | | his manual on top of his computer so he would |
| open. Let's do everything in consultation with Al | | | | come in and see it in an obvious place each |
| one-step at a time. | | | | morning. He reminded himself right in his manual to |
| The Plan: In a short conversation, Jack simply said | | | | leave the manual on the computer, last thing! |
| to Al, "We both have a lot to remember and we | | | | 2. On the front of the binder, Al printed in big |
| need systems to help us get our work done." | | | | letters Look here first. This cued him that he had |
| Jack also explained he was working with me. Al | | | | resource on hand before getting overwhelmed. |
| was receptive, saying more structure would be | | | | 3. Al reviewed his manual throughout the day at |
| good. Jack added a little extra assurance for Al, | | | | times he designated to spend working on |
| saying to him "If you have any questions about | | | | absorbing the information. |
| anything, I will try to be available immediately, | | | | Feedback |
| please come see me." | | | | Al: It is great that I don't have to wonder how to |
| Goal #2 Remembering End of Day Routines | | | | do something or worry that I am doing things |
| Jack: "Al stays late to finish projects several | | | | wrong. There is less and less for me to |
| nights a week. I really like this! But he does not | | | | remember as I review the manual. I liked being |
| ever remember that the last person to leave | | | | able to use my own ideas and strategies to |
| puts the phone on night call forwarding to voice | | | | further personalize this for me. |
| mail." | | | | Jack: The time I was taking to explain and correct |
| The Plan: We established the Office Manual. Al set | | | | has dramatically reduced. I am getting my own |
| himself up with a small divided binder, with 'To | | | | schedule back on track! The best strategy is that |
| remember' sections for End of Day and Beginning | | | | once Al has the system recorded in his work |
| of Day. In his End of Day section he has a page | | | | manual, I can now just choose from one of two |
| for 'Before I walk out' where he enters the details | | | | short comments. "Al did you look at your list |
| he needs to remember about turning on the call | | | | today?" or "Al you have a list that tells you this |
| forwarding. The first two times Al was last to | | | | procedure." It's working great! |
| leave, Jack had to mention the next morning that | | | | Very important tip: Keep your plan firmly in place |
| he had forgotten to look at his Office Manual the | | | | until you have given it a generous amount of time |
| night before. Within two weeks, just the habit of | | | | to settle into place. Then evaluate. When you |
| opening his manual cued Al remember to forward | | | | think your strategies aren't working, giving up is |
| the phones. By the third week, call forwarding | | | | usually the reason why! |
| became a habit for Al when he was last out. | | | | |