Читать книгу The Loving Push - Debra Moore PhD - Страница 10
ОглавлениеReal Stories, Real Successes: 8 Inspiring Profiles
SCOTT, 28
Former Quality Assurance Tester at Aspyr Media Diagnosed with Asperger’s
Scott is a good example of how teens can turn themselves around and move from stagnation to action. His vocational journey also illustrates the need for preparing realistically for the workforce and the need to acquire skills that are transferable.
I was diagnosed with Asperger’s when I was 12. I was pretty typical and I had restricted interests and social struggles. School was tough. High school was hell! I thought of it as a grinding mosh pit where everyone is terrible to everyone else. I spent pretty much all of my time just hanging out with a band of guys who constantly played video games. I really loved video games. I turned to them to escape, and then they took hold and I sank into a hole of video quicksand.
Scott could easily have become mired in a world of compulsive gaming. The next part of his story illustrates how much influence others can have in helping a floundering teen find a positive direction.
So I was this listless 15-year-old, and I was thinking I was pretty terrible at everything. I had no idea what I was going to do. Then one evening my Dad took me to a dinner party. Believe me, I would have rather stayed home playing video games! So at dinner this guy turns to me and says, “Figure out what you really love to do. Then find someone who will pay you to do it.” Well, you already know playing video games is what I loved to do. But for the first time it occurred to me that video games are a “product.” And that somebody has to make them. And I asked myself, “Who are the people who make these games?”
Once Scott saw the potential of putting his special interest to good use, he needed guidance to make it a reality.
I talked to my parents. My mom scoured classified ads and finally spotted one for a video game tester. I didn’t even have a resume at that point, but I wrote up everything I could about what I knew about video games and I got an interview! And that resulted in getting a gig each year from the time school let out until it started up again in the fall. For three years I worked summers at a game publisher doing quality assurance.
After high school, Scott started college. Because English had been his easiest high school subject, that’s what he automatically majored in. But he had no idea what to do with it. And more importantly, he almost lost sight of pursuing his special interest. Fortunately, he again listened to someone else’s input.
I had a college roommate who was a fellow gamer. He was from Austin, Texas, and told me “Hey, there are lots of gamers back there!” He told me Silicon Valley, where we were, was big on software but wasn’t the center of the gaming universe. He said Austin was where I should relocate and find a job. He was moving back there himself, so I agreed. Having him there turned out to be critical for both my personal and professional success. I needed a landing pad and a safe, comfortable place to come home to. And the gaming community in Austin is insular. Everybody knows everybody. That was really helpful. But if I hadn’t paid my dues with the summer jobs, I probably wouldn’t have been competitive.
Until just before this book went to press, Scott worked full time as a video game “debugger.” He said his job was the perfect union of his ASD traits and his special passion. The following quote was from before he was laid off from that job.
I get to work on broken video games all day long. I’m part of a cycle of people who each have their own important part in making the games a successful product people can enjoy. You’ve got talented creative people who envision the game, then the coder people who make the characters work, and then people like me who identify the parts that are broken. We enter “bug reports” into databases.
We play one game eight hours a day repeatedly and keep an eye out for anything that is broken. So maybe we spot that the hero’s sword has turned into a pineapple! We send it back to the developer because obviously they got the code string mixed up and missed it. And they send it back to us, but now the hair is purple instead of brown! So we spot that and send it back again. It’s an endless cyclic iteration—extremely repetitive, detail-oriented, and immensely routine. All traits that work great for me!
Even though Scott loved his job, he and his family have learned things they think are very important to convey to others on the spectrum. His mom emailed after Scott was laid off, with advice for other parents.
We’ve realized that quality assurance (QA) testing of video games will almost always be a minimum-wage contract-only position, since there are so many people who want to do that job. There is no career ladder here. Many testers would like to get into creating games, but with the advent of so many academic training programs for that field now, testers may be at a disadvantage compared to applicants who have those specific degrees. It’s also a field prone to booms and busts and frequent layoffs, even for game developers. For people on the spectrum, that amount of change can be stressful. That said, it’s still a good job for a young adult to gain basic job skills like responsibility, attention to detail, organization, and interaction. We’re encouraging Scott to articulate the skills he learned and apply for positions in QA in different industries, where there may be more stability. I want parents who read this book and might think video game testing or QA is the perfect job for their spectrum kid to also realize the drawbacks.
Scott agreed with his mom and elaborated in a phone call. He’s now in the process of expanding his career search and has his own advice for his peers.
What Mom said is true—it’s an industry driven by booms and busts, and the vast majority of entry-level positions are six-month contracts. One would have to be very lucky to find one that’s not. I got very lucky and knew it, because before this job I had two that were just shortterm contracts. So I naively (in retrospect) thought I’d have more job security in this non-contract position. But after awhile, I noticed there weren’t many opportunities to move up. Then recently, the company said they were shifting to a “more transparent” system of evaluations and promotions. They said if you showed competencies you’d be a strong candidate to move up to the next tier, but the flip side was that if you weren’t ready, you were let go. My friend was laid off the same day I was.
Scott’s also not sure what to make of some feedback he received in his evaluation. He thought he was doing quite well and that something that had been brought to his attention earlier was no longer an issue.
They said I came across as defensive at work. That was strange to me. I thought that whenever somebody came to me with a question about my work, I’d explain why I did whatever it was. I usually thought I had done what they wanted me to do, so I’d remind them what they’d said to me. That behavior was coming across as overly defensive and they thought I couldn’t take criticism. I got that feedback twice, but I thought I’d done enough to rectify it. At the end of one meeting they even said it was okay and that it could be worked out. I thought it had been fixed. I told them to let me know if anything else is a problem and nothing was said, but in the final meeting they told me I wasn’t ready to move up so they were letting me go, and they also said that five months ago we talked to you about your defensiveness and you didn’t improve. It felt unfair to me and I feel a little bitter.
Scott believes working in video game QA was very good in some ways, and says he learned some essential job skills. But he warns others who are interested in the general field of gaming that there are significant limitations, and he shared some excellent advice he said was passed on to him from a friend.
I don’t know if very many people want to be testing games at age 40, but the fact is it’s a dead end for those with ambitions beyond QA. So now I’m between jobs and looking at more generalized software companies. I found out about a small producer of a global application that sounds interesting and I am in communication with them. My advice to others is to network. The usual advice of “bring passion and your best effort” isn’t enough. That’s necessary for any job. You have to have realistic expectations. And you’ll need to bring independent creativity to the table in this field. Creating games is a very common dream but the reality is somewhat different. My friend had this good advice: “If you want a road to lead you somewhere different you have to change too. If you don’t change where you are going, you will continue going where you are headed.” I think that’s good life path advice.
MARINA, 33
Married and mother of a daughter Diagnosed with Asperger’s
Marina’s mother recalls their pediatrician being confused by her daughter. He told her that her child might be in and out of prison or spend her life locked in a mental institution. He bluntly proclaimed that Marina would never be able to take care of herself.
So I feared for her safety and her future. I was afraid she could never be sympathetic to others and that she’d stay dissociated from people, society, and the basic rules we have to follow in order to succeed in life. Everything was black and white for Marina. There were no grays, no in-betweens, and no middle ground. If something didn’t catch her interest, she would not participate in or care about it. She had no friends and couldn’t read people’s social signals, gestures, or even their words. She didn’t hear complete conversations.
Marina recollects being depressed and anxious for as long as she can remember. As a child she struggled with loud noises and didn’t want to be touched. She would pull away or make a “mean face” if someone unexpectedly touched her. She found most people shallow and felt like they knew hidden “crazy algorithms or secret formulas” that she had no clue about.
School was hard for Marina. She was afraid of both kids and teachers. Her mother set out to build her confidence and academic skills at the same time.
We would do spelling drills and I expected her to get A’s because I knew she could. But at first she would spell the word as though she was asking a question. I told her if she said it in a “question voice,” I’d mark it wrong. I wanted her to learn to spell but also to learn to speak with confidence!
I thought it was important for her to analyze, not just obey. I wanted her to develop more than one way of perceiving the world. So I would have close her eyes and pretend she was blind. Then I would hand her something —like an apple—and have her describe it many different ways, asking, “How do you know it is an apple?” She learned to use all her senses and to figure things out on her own.
I also wanted her to learn to analyze people. I told her that her teachers were smart, but they were just people, and all people make mistakes. I told her to obey them (and me, and Sunday school teachers) when they asked her to do good things. But I also told her to think for herself. She started analyzing her teachers without realizing it.
Later, when she was older, she and her sisters used to take really long walks through different neighborhoods. This was after her father and I divorced, and for a time we were actually homeless. We lived in an old van, usually by a public park. The girls would walk to upscale neighborhoods and look in the windows, and they started interacting with the people who lived there. Marina would come back and describe what she had seen. Her curiosity and approach of “analyzing” her world was paying off socially.
Her teachers, however, thought Marina was a “problem” and considered her “rebellious” because she wouldn’t always verbally respond to them. In sixth grade, the principal told Marina’s mother her daughter would no longer be allowed to attend his school because they were unable to help her. Her mother decided to find a different route.
I knew Marina was smart, but her anxiety and daydreaming kept her from learning. I finally started home schooling her. We spent time on the computer, and that suddenly opened a whole new world to her— she could view, learn about, and even buy things! She started reading others’ opinions, got exposure to other lifestyles and interests, and enjoyed educating and entertaining herself through the Internet.
Yet, today, Marina’s mother looks back and wishes she had done even more.
I wish I had pushed harder. I wish I had forced the school system to help. I wish I had acquired more knowledge to help Marina. I wish I had pushed her a little harder and put her into situations that would have taught social skills—maybe speaking, drama, or etiquette classes. I think I sometimes made excuses for her. I could have pushed her more to explain her thoughts or feelings. All children should be encouraged and nudged to do well. Until something is tried, you’ll never know what a child or adult is capable of. Children will become adults. They must function safely within society.
Marina has built a satisfying life that includes a husband and daughter. She makes contributions to her community and to the family’s finances, and is continuing her education.
I run a volunteer feeding program for the homeless every Saturday. We do it as a family. I also just recently started volunteering at the SPCA. I really enjoy helping people. It makes me feel really good that I am a positive force in someone else’s life—that I’m helping make someone’s life a little better. Having a strong adherence to routines helps me get up and out when I otherwise don’t feel like it. When I’m sick or fatigued I am able to push past that because it’s Saturday and we have to feed the homeless today.
I have always had an interest in astronomy since my childhood. My older sister bought us a computer when I was 14 and she got us connected to the Internet via dial up and AOL. At first we didn’t really understand the Internet—we would just click on whatever links popped up on the home page. Then we discovered the search engine feature.
I started researching anything I had questions about—a very wide variety of topics from the behavior of wolves to boa constrictors, Nile monitors, and komodo dragons, as well as fish and game regulations, gun laws, infectious diseases, neurology, and forensic anthropology.
Then I happened to watch a movie about physics and became interested in that. After further Internet research, I discovered and became fascinated with astrophysics. Right now I’m in my second year at a community college, majoring in physics, and doing well. I still find it hard to concentrate in a classroom though, so I rely primarily on textbooks and the Internet to understand material. I’m really fascinated by the universe and want to transfer to UC Berkeley when I finish here. I plan to major in Astrophysics with a minor in Computer Science.
I take care of the entire bill-paying for the family and it’s my job to plan our budget. I enjoy budgeting and managing our finances. Learning as a kid to create shopping lists and use a calculator paid off. Right now my financial contribution to the family comes from breeding and selling rats—another subject I also learned from various Internet sites.
JAIME, 35
From Coder to Project Manager, to Business Analyst at a large technology company Diagnosed with PDD-NOS/High Functioning Autism
Jaime has found success with one of the world’s largest technology companies. His work involves almost daily interactions with others, which he still finds challenging. He enjoys the routine of his job and he likes the pay. As he’s been there longer, however, he’s started to wish his tasks were even more technical, and feels that he is not utilizing all of his skills.
Being on the autism spectrum actually helps me in my job. I am meticulous about anything technical. I am also able to view problems and solutions with a completely different perspective than others.
Earlier in his life, Jaime’s school performance looked fine to outsiders, but he knew that he was not putting forth effort that matched his abilities. He managed to get by, and even received some awards because he is very bright. But he wasn’t motivated and often didn’t even bother to read assignments fully.
I was smart and could get B’s in classes without even reading the full chapters of school textbooks. I thought I was “too smart to study.” At the time that was satisfactory to me. I underachieved.
Moreover, he said he was always the social outsider and was subjected to bullying.
I was always the outcast and I was never confident within groups. I got teased a lot. The kids taunted me with names like “cabezon” (big head) and “orejon” (big ears). I eventually learned that the opinions and actions of bullies don’t matter. After gaining that confidence, it was much easier to avoid them.
It probably didn’t help that Jaime struggled with neurological glitches that sometimes made it difficult to process incoming information and to regulate motor skills.
As a child I struggled to process what others were trying to tell me. I was also challenged with motor apraxia—a neurological condition that makes it hard to plan or produce body movements upon request or command. These are still areas that require great effort to deal with. I make sure to really absorb what someone is telling me before I respond.
Now, as an adult, Jaime has been in a live-in, committed relationship for the past four years. He credits his girlfriend as his greatest positive influence. Socially, he says he was always an introvert and still prefers just a small number of friends.
My partner has helped me so much in understanding NT (neurotypical) mentality. She explains the “whys” with logic and rationale in addition to appealing to my sensibilities. With a lot of training, she has helped me perform mundane tasks in a logical fashion, meanwhile acknowledging my unique talents.
Because I find it difficult to understand social contexts and cues, my attempts at increasing my social world have not really worked out well. I prefer to have just a few friends. These friends do not seem to care about adhering to social norms and they accept me for my uniqueness.
Jaime has also struggled with problems in his relationship that resulted from his intense interest in online video gaming.
I enjoy playing online games and it sometimes becomes a problem. My partner noticed that I get too zoned into the game, and she has brought it to my attention. Once I am in the game, I cannot easily leave its grasp on my attention. She has helped teach me how to pay attention to what other things are going on around me in addition to the game.
Jaime lives independently and finds some aspects of adult life easier than others.
I have never had any difficulty living on my own. I manage my money and do quite well at it. I shop for myself but do have difficulty discerning what is fashionable and what is not. I taught myself enough cooking to get by, but rarely do it. My housekeeping isn’t exactly spotless, but my places of residence were never really messy. I don’t notice minor splotches or messes when vacuuming or cleaning the bathroom, but I’ve improved over time in that area.
MARTHA, 57
Clerk in the Science Department at Sacramento City College Diagnosed with Asperger’s
In my mid 30s a therapist I was seeing told me I might have Asperger’s and I asked him what I could do about it. He said, “Nothing.” At that time there was no Internet and it did not occur to me to research it further. Since “nothing could be done about it,” I thought the diagnosis was useless at the time and just put it out of my mind. Then a few years later I heard about Asperger’s again during an NPR story about Temple Grandin. By then, I was able to go online to learn more. I realized I had finally found the explanation for the difficulties I have had all my life.
A different therapist, who treats others on the spectrum, then confirmed my diagnosis a few years later. I also deal with depression and anxiety and most likely some ADHD.
Martha learned important life skills as a teen and young adult.
My first volunteer work was visiting patients at a nursing home when I was about 16. Later, in my 20s, I helped tutor people who were learning English. I’ve kept up volunteer work throughout my life. For many years I worked with Friends of the California State Fair. I prepared the monthly newsletter and was the board secretary at one point. I have also been active in church and still help out as an usher.
Martha’s family background was not very nurturing, but she recalls two positive influences outside her family. When one became increasingly sexually inappropriate with her, she ended the relationship, but she still credits him with teaching her important life and work skills.
There was a man I worked for when I was a teenager in the 1970s. At the time I needed a job and was going into as many shops as I could looking for one. I would go repeatedly if they said “no” the first time. The third time I went into this man’s shop he hired me, saying he was impressed that I was so persistent. It was a radio and TV repair shop, back in the days when there were lots of shelves full of “tubes” that had to be stored and inventoried. I understood the work quickly and was a natural because it required a lot of attention to detail. I wasn’t as good with customer service, but he taught me how to appropriately answer the phone and interact with customers.
Martha has struggled socially, but at this point in her life has found a comfortable amount of connection with others through her work and with members of her church.
I developed absolutely no friendships during my college days. I have never been in a romantic or sexual relationship. I have had female friends off and on over the years.
Often when I am in a group, I feel that I am invisible. Or that I talk too much and people just tolerate or ignore me. I do not enjoy parties or other group activities and, as I have gotten older, I have learned that I have the right to decline invitations to events that I find overwhelming or where I know I am not going to fit in or enjoy myself.
One advantage to my current workplace is that I have a lot of social interaction with the faculty here, and because it is in a rather structured environment, it is just the right amount of social life for me and not threatening or oppressive. I have also become very bonded with my cat and get a lot of enjoyment out of her closeness and companionship.
Martha’s work has been a success on multiple levels and is a good example of how important a good fit is at work. Later in the book, we’ll tell you more about her vocational journey and its twists and turns. Her example of continually moving forward in spite of obstacles and a serious setback is inspiring.
I have worked in my current job since 1999. I spend most of my time around science faculty. This is the first job I have had where I am respected for my intellect and skills and not resented or bullied for my quirks. Over the years I have gotten very close to most of the faculty and consider them more as family than as coworkers. I also like the fact that I can manage my time at work independently without a lot of close supervision, and that I can come to work dressed comfortably.
I also appreciate that I work later hours so I don’t have to get going too early in the morning. And I appreciate that we have a lot of time off, and that the school year ebbs and flows, so there are busy times which are relieved by quieter times.
COSETTE, 18
College student and aspiring illustrator, currently selling her art on Etsy.com Diagnosed with Asperger’s at age six
Cosette was referred to Debra’s practice by her pediatric neurologist for further evaluation and testing. Her assessment confirmed a diagnosis of Asperger’s Disorder. Intelligence testing showed Cosette was very bright—her overall intelligence was in the superior range. It also revealed that she was faster and more accurate at grasping nonverbal concepts, such as shapes and designs, than 99.9% of her peers! Now, on the brink of adulthood, she is using this strength to pursue the avocation of illustrator, and at the age of 18 is already selling some of her work online and at anime and comic con conventions.
Cosette started life with many struggles, and is a great example of a child who needed and benefited greatly from some extra help and guidance. Without the ongoing direct influence and direction of her parents, it’s unlikely she would have automatically picked up the skills required for the adolescence she ended up having. It is doubtful she would have been poised for the adulthood that now appears to await her.
Her mother, Stephanie, recalls some of the gut-wrenching beginnings.
Cosette was like a cat when she was a wee one. She only wanted to be held when she wanted it. She hated to be swaddled. She preferred floor time to lap time. She had tantrums and retreated into a “turtle” position when she was upset. She and I had many problems with defiance and anger. When she started talking, she had echolalia and inappropriate speech. She had horrible sensory problems—everything was too loud, too scratchy, too bright, too everything.
Are you familiar with the The Miracle Worker? There is a scene in the movie where Annie and Helen are locked in the dining room while the anxious family hovers outside. Anne finally comes out, disheveled and with egg in her hair, and simply says, “She folded her napkin.” We had many days like that when Cosette was young. Getting through the day sometimes was hard for both of us, but we kept “folding the napkin.”
Cosette’s parents tried many approaches, some more successful than others. Academically, at various points they tried mainstreaming, special education, and even transferring her to a different school. Bullying was a problem. They later found out one of her teachers had been a “yeller” and Cosette had hung in “teeth and toenails” in that noisy class, always exhausted by day’s end.
Therapeutically, everything from stickers and charts to PCIT (Parent/Child Interactive Therapy) and social skills groups was tried. Often Cosette outsmarted the adults and was known to pronounce interventions “time wasters.”
We did the best we could with the knowledge and resources we had. The most important thing we did was and is to love her unconditionally. I like Cosette. She is an amazing young woman.
Cosette currently attends community college, while also accumulating a portfolio of her artwork and selling drawings at local conventions and her neighborhood used bookstore. You’ll read more about the path she took from being a kid in elementary school who liked to draw for her schoolmates, to one that now has her doing commissioned pieces for groups, and most recently, a software company.
DANIEL, 25
Graduate of Brigham Young University, with an M.S. in Math Diagnosed with Asperger’s at age nine
When first interviewed, Daniel was in limbo between graduating and struggling to find employment in his chosen field. After college he had moved back in with his parents, then relocated to a larger town better suited for vocational opportunities. He moved in with his brother, who was already living there. He just learned that he has been invited to participate in training for a position with SAP, a German-owed software company that operates in over 130 countries.
This company specifically looks for employees with autism, with a hiring goal of 2% of their workforce being on the spectrum. Daniel hopes to use his skills in mathematical data analysis, a key component of the corporation’s services. Daniel says he was always good at math. His father, John, chuckled as he recalled his son once saying, “Math is my first language. In fact, I’ve been doing math my whole life. When I was conceived as a cell, I was already multiplying and dividing!”
His story is an example of how “it takes a village.”
My brother David is good with computers. He inspired me to start teaching myself to program. I was raised Mormon. I was in the Boy Scouts, which is really integrated with our church. Becoming an Eagle Scout is fairly rare, but it was expected. The church had camps where you work on your merit badges and where they don’t have Internet— that helped a lot. Later a family friend helped me get a job tutoring. When I was in college, my parents talked with my professor once weekly and that helped me stay on task.
Belonging to a close-knit faith community exposed Daniel to many supportive adults who knew him and his family well. John, his father, was his Boy Scout troop leader, and said, “A lot of people knew him since he was born, so they had him figured out.” Nancy, his mother, described a rocky journey with others who didn’t quite understand her son.
He did OK in preschool because it was a “parent co-op” setting with just 24 kids, a teacher, and six different parents in the classroom who all knew him. His teacher simply said, “He just marches to a different drummer.” But in regular school they weren’t flexible and then the real problems started. He’s rigid—his teacher can’t be rigid too! In sixth grade, the school district talked to his psychologist and placed him at a special education school that worked with children who had been unsuccessful in regular school. The staff there worked with him instead of against him. He stayed three years then transferred to regular high school. He was our fifth child in that school —they’d worked out the bugs with our other kids so they just said, “Tell us what you need!”
Daniel and his family also had the help of professionals, both for diagnosis and treatment. A clinical psychologist evaluated him and then met mostly with Nancy to help her get through difficult challenges throughout the years. Daniel also attended social-relational skills groups where he was able to make friends and progress socially.
When it came time for Daniel to attend college, both parents recommended BYU due to its reputation of expecting high standards both academically and morally, as well as its Accessibility Center. During college, Daniel used their assistance in several ways (which will be detailed later). Upon graduation he also used the resources of the CA Department of Rehabilitation, which his mother Nancy had learned of through a support group for parents of children with autism.
Daniel and both parents realize that challenges remain, primarily in the area of self-motivation and planning. They each commented on how generous their son is, and how he wants to make enough money to donate to charity. They know he’ll continue to need support and guidance to reach his goals. His mom credits his siblings with continuing to be a support to him and says, “We’re not giving him a choice. He will move forward. We’re not giving up.”
SARAH, 36
Wildlife Biologist, B.A. in Environmental Science Diagnosed with Asperger’s
Sarah is a good example of how mentors, teachers, and family can nurture special interests that later grow into a productive career.
My dad loved nature. He shared it with me by taking me on hikes and telling me about the plants we saw. He taught me which ones were edible and how they were used by the Native American culture. Our neighbor, Armida, also taught me to love and value plants. She had a vegetable garden and had me do weeding or other gardening tasks, and then she’d teach me how to cook basic meals with the vegetables. And I had two teachers in middle school who were great influences on me.
Even though Sarah often struggled academically, by focusing on her special interests and by using coping skills she learned from others, she was able to graduate successfully with a degree that has translated into a job she loves.
My Sunday school teacher, Michele Jones, was a positive influence by teaching me how to be kind to myself as well as to others. She provided structure every Sunday and in addition to being there for patient advice, she also intentionally exposed me to sarcastic humor and jokes and helped me “get” them. This helped me in school when I had to work in groups with other students who naturally communicated in this manner.
Sarah also learned emotional coping skills from observing and interacting with others.
I’ve struggled with anxiety since I was a child. It’s getting better, and I’m able to do my job in spite of it. I’ve learned to slow down and think about gaining order and control of myself. When I saw the HBO film Temple Grandin, I was suddenly relieved of my shame about being different. I used the coping skills shown in the film to help me with my anxiety, my confidence issues, and my sensory sensitivity. I realized that like Temple with her squeeze machine, I wanted a feeling of being held by something predictable and controllable. I use tight jeans and fitted shoes, and I place my hands on my stomach or lower back.
My grandma Barbara used to tickle me on my back when I was a little girl. I found this soothing, and to this day I love massage and its calming effect on me. Grandma also taught me how to be considerate of others and socially appropriate. I used to sing during meals and she put a stop to that. She also taught me to laugh at myself and at my mistakes.
In her job as a wildlife biologist, Sarah is responsible for monitoring wildlife populations and environmental compliance. In addition to childhood influences, she credits her success to more recent mentors as well.
My pathway to getting my first wildlife job was through the back door. My stepmother had an acquaintance, Anne Wallace, who was a wildlife biologist in environmental consulting. I set up an informational interview with her. After that meeting, I sent her an email every month for the next year just to keep in contact. She eventually offered me a shortterm job as an independent sub-consultant to her. I did that for only about a month and then her business partner offered me my next job, which was for several months. Later, with this experience, the contacts I had developed, and a reference from Anne, I applied for and was offered a job with a different environmental consulting firm.
Anne was a mentor and has become a friend as well. I appreciate her positivity, kindness, and integrity, which she passed on to me. With her help, I was able to get into my career field, which meant, and means, so much to me.
My autism helps me at work. I am distracted easily, so I am distracted by the presence of every wildlife species moving, sounding, or occurring in my area. This makes detection of wildlife much easier and benefits me in my job of gathering a species list. I have good attention to detail and the ability to do monotonous tasks, like monitoring an animal, for long periods of time. My need to follow rules also helps me because in my job there are many firm rules that must be followed.
I actually met my husband through my work, and he has been my trainer and mentor as well. He has been patient with me, helped me with job contacts, given me wildlife work that was exciting and rewarding, and also helped me refine my social manners.
PATRICK, 26
Aspiring Voice-Over Artist Diagnosed with Asperger’s
Patrick began working with Debra when he was 18 and continued until age 26, when she retired from active practice. He has made great strides in his independence and life skills. From initially spending his days either sleeping or isolated in his room playing video games, he has come full circle and is now pursuing his passion in doing voice-over work, a field that is the direct result of a childhood obsession.
He has had the support of several critical mentors along the way—his parents, his beloved Aunt Mary, his voice coach Cammie Winston, and even a well-known voice-over artist in Hollywood.
His aunt describes him as an infant and toddler:
Even though Patrick was her first son, my sister Ginny knew from the beginning that he responded differently from other infants. He screamed bloody murder at the top of his lungs. Visually, his world seemed to be different, and things that didn’t bother others frightened him. He couldn’t distinguish between himself and objects. If he spilled milk, he would scream and cry and be angry at the milk. If he fell out of a chair and knocked up against a wall, he would hit the wall and yell, “bad wall!” He was so easily overwhelmed. Once he touched a tree with moss growing on it and went ballistic, screaming and crying. He hated the sensory feeling. I tried to explain the purpose of moss and how it was part of God’s natural world. He screamed, “I hate God! Why did he make these things?”
One of Patrick’s obsessions as a toddler was watching TV, and he particularly loved commercials and cartoons. He would sit and stare endlessly and soak it all up. What no one realized at the time was that he was memorizing all the voices and actually consciously practicing how to precisely place his tongue and constrict his throat in order to mimic them exactly.
We never discouraged him from making his sounds as long as it was at home, not in public. But that took active intervention on our part. He’d run around the house doing different voices and then would think it was OK to do that in the park or at the grocery store, too. We taught him that the reason it wasn’t permitted in the store was that there were other people there, and they were there for a specific reason, and it was not to hear his voices. We never yelled at him; we would explain and redirect him.
Patrick’s path to work as a voice-over artist still has its challenges. What is making it possible is a combination of his unique thinking style and abilities, combined with the persistent “push” of those who love him and are finding clever ways of creating opportunities for him.
Along the way, Patrick has obtained his driver’s license, taken improvisation classes, used his vocal talent as a volunteer to record books for the Society for the Blind, and broadened his horizons in many areas ranging from diet to travel. You’ll learn more about the specific steps and the people who have helped keep him moving in the right direction in the following chapters.
Patrick’s early special interest in sounds first took the form of “voicing” his toys.
