Introduction

A Careers Applications Adviser wrote this advice. It provides suggestions on how to adapt your communication in one-to-one appointments to make them autism-friendly. It focuses particularly on appointments where you're giving CV or application feedback and advice.

Examples of student presentation

Autism is a complex spectrum condition. People with autism share certain difficulties but are affected in different ways. In an appointment, you might notice one or more of these characteristics:

• poor short-term memory
• repetitive behaviours (for example, stimming such as hand flapping and other movements)
• other conditions such as mental health challenges, ADHD, dyslexia, dyspraxia, and possible physical challenges such as needing the toilet frequently
• may struggle with sensory overload (for example, difficulties filtering out background noise)
• may be under-sensitive to any of the seven senses
• may not make eye contact
• loss of concentration (for example, focusing on other sounds or distractions)
• very focused on timings (for example, wanting to finish the appointment at the exact agreed time)

Communication adjustments for a good appointment

If the student hasn't already requested reasonable adjustments for the appointment, the following might be helpful:

• check if they're comfortable with their surroundings and make the appropriate adjustments. For example, close the door, turn off the air conditioning, or change the lighting
• be clear and direct when asking questions, for example, ‘Who are you writing this CV for?’ Avoid ambiguous questions such as ‘how do you feel about...?’
• be specific and directional with instructions. For example, ‘when you get home, go on your laptop and find the job specification. Look at the eligibility criteria...’
• be prescriptive and offer more detail than you would usually give
• accept that they might not make eye contact and continue as if they are listening unless they show other signs of losing concentration
• speak in a calm, slow manner with pauses between phrases

Main challenges in appointments and how to address them

Anxiety

• Check for sensory overload and make appropriate adjustments. If the student’s anxiety doesn't improve, see below

Student breakdown

• Check that the environment isn't contributing. For example, is it too loud? If so, offer to go to a quiet place
• Offer to step out of the room and leave them for a few minutes
• Ask them what they can manage today
• Consider rearranging the appointment if appropriate

Student loses concentration

• Use their name
• Ask them what they think about the topic you were discussing
• Offer to change the environment
• Offer to move on to a different question or topic
• Assess when an appropriate time might be to end the appointment and reschedule

Trouble meeting recruitment deadlines

• Break the deadlines into smaller tasks
• Create a spreadsheet with the deadlines, what was agreed, and the actions to take
• Email this to the student

Filling their CV

• Use probing questions: What extracurricular activities are you involved in at University? What are your hobbies? What do you do in your spare time? Ask them to describe these to you
• Try to find a passion or a deep-focused interest
• If any of their activities or interests involve working with people, ask them to describe how they work in a team
• Discuss disclosure if appropriate, for example, if related to gaps on their CV. Have they thought about it, and do they need further advice?

Application question support

• Help them interpret the language. Ask them if they understand what's required
• Find out which questions they find most concerning
• Suggest they fill in the easy questions first
• Discuss using strengths gained from their autism as evidence for competencies. Probe to find strengths

Actions after appointment

• Agree on clear, achievable steps for the student to take after the appointment
• Email these to the student
• Write a journal note to record this