Microsoft Hopes To Hire More Coders With Autism (fastcompany.com)

Autistic people are methodical and detail-oriented, and a new Microsoft program is trying to hire more of them, according to Fast Company. Slashdot reader tedlistens writes: Vauhini Vara takes a look at the at the (difficult) efforts of Microsoft to recruit more autistic engineers and make a more neurodiverse workplace, through the lens of one of those coders. "The program, which began in May 2015, does away with the typical interview approach, instead inviting candidates to hang out on campus for two weeks and work on projects while being observed and casually meeting managers who might be interested in hiring them. Only at the end of this stage do more formal interviews take place.

"The goal is to create a situation that is better suited to autistic people's styles of communicating and thinking. Microsoft isn't the first to attempt something like this: The German software firm SAP, among a handful of others, have similar programs -- but Microsoft is the highest-profile company to have gone public with its efforts, and autistic adults are hoping it will spark a broader movement."
One autistic coder says they make better employees because "You don't have to tell someone not to go home early. They'll just stay." But there's also a push to bring different analytical and creative approaches into Microsoft's company culture. The article ultimately asks the question, "Could the third-largest corporation in the world make the case that hiring and employing autistic people, with all their social and intellectual quirks, was good, not bad, for business?"

Comments

Re:Spectrum...

[morethanapapercert]

You have no idea what you're talking about. Worse yet, you aren't even aware of just how poor your knowledge of the subject really is.

Let me establish my credentials before I attempt to educate you.*

I am on the autistic spectrum myself (Asperger's), I worked for several years as a Big Brother, Personal support Worker and in-class Educational Assistant specializing in autistic and behavioural modification programs. I have two sons both on the spectrum and one foster son with a learning disability that isn't autistic, but shares many symptoms of spectrum disorders. As a result, I have literally decades of experience working with autism, as well as the medical and educational systems doing what can be done for children and youths on the spectrum.

1) ALL kids pick their nose at some point and virtually all adults do as well. All we really teach kids is to a) do it privately if possible and b) not to eat what they extract. Parents of autistic kids face the challenge that the child won't stop doing it whenever they feel the need unless you can give them a sensible reason why. Telling them it's rude, disgusting or whatever won't work. Nor will "because I said so" But explanations about how mucus contains a lot of bacteria and that nose picking spreads germs, risking making other people sick does work. (with one exception: If nose picking happens to be one of their "stimming" behaviours then you can't teach them to stop doing it. Instead you have to focus on managing the stress, boredom or external sensory input that is causing them to stim in reaction.)

2) Autistic kids often love video games even more than the neurotypical kids because it allows them to focus on one thing. The rules are very clear and consistent. It also provides a constantly varying but still predictable level of stimulation. Forcing them to just go outside and seek out playmates the same way the other kids do is like tossing a non-swimmer into a pool and telling them to swim the way everyone else is doing. Autistic children just don't have the skill-set to do that. Most people have an inherent or latent ability to socialize. Autistic people don't. They have to learn social skills on a conscious level. Many autistic kids can learn to play with the other children, but it takes an adult to properly frame and explain the rules to the child and much practice before they are comfortable with it. There is usually a lengthy period of adult supervision and coaching required. In the same way, attending school or holding a job presents enormous challenges to the autistic. School can be a source of huge stress to an autistic child. The structure of set class times and seeing the same teacher(s) every day at the same times is good for the autistic. But being proactive at answering questions, working on joint projects, even simply navigating the more chaotic environment of the hallways and playground can be difficult, even overwhelming. Let's not forget that children are very very good at picking up on who is different in some way and can be very insensitive, even cruel when it comes to dealing with kids outside the norm. Autistic kids get picked on a LOT because they are different. Forcing them to go play unsupervised in the playground is setting them up to be the victim. And since autistic kids are not good at expressing themselves, they often bottle up their frustrations and anger at being bullied until they explode and go postal on a kid. And all too often, teachers don't see the bullying, but they DO see the inappropriate explosion of violence, so autistic kids get into trouble more often and tend to get more severe punishments if the staff are not properly trained on the challenges of teaching autistic kids. 3) You are correct that if one can play minecraft, one can work a cash register. But that is a very simplistic statement. It totally ignores all of the other soft skills a person needs in order to be a cashier. Soft skills which go far beyond making eye contact and saying "have a nice day" I might add. If o

Re:Spectrum...

[morethanapapercert]

There is a wealth of information out there to be had. It doesn't take much in the way of Google-fu to come up with the Autism Society of America or the National Autism Association Both of those are good places to start.

For your specific situation; I have a few things to consider, bits of advice:

1) It's called a spectrum for a reason. A child with autism may be only mildly affected or severely affected. Also; it's quite common for a child to have some traits or measured levels that qualify as autistic, while they may be normal or even above normal in other ways. Each kid is different. Thus, they may be considered severely affected on one axis, moderately so on another and totally fine on one or more others. This may explain why your sons teachers think he is fine. The attributes they see are within the normal range, whereas you see the bigger picture.

2) Proper testing and diagnosis starts with your family physician or pediatrician. You need to set up a 1/2 hr appt with him or her and explain why you think your child has an issue. Your doctor will then hopefully refer you and your child to a specialist in developmental disorders

2) Ultimately, autism is a diagnosis of exclusion. An average child goes through a year or two of testing before a diagnosis of autism is reached, because there are a large number of other learning disabilities or developmental disorders that share similar symptoms with autism. You need to prepare yourself to be patient during this phase.

3) There is no medication, no regime of diet or therapy is that is a "cure" for autism. (indeed, a large segment of the autistic community argues there is no *need* for a cure, they are fine the way they are...) What exists are teaching and coaching programs to help the child consciously master the soft skills the neurotypical majority take for granted. There are medications which can help buffer the secondary symptoms (anxiety, depression, co-morbid sleep disorders etc) but for the most part it is the patient teaching that creates the change, not the meds.

4) The teaching and coaching isn't just for the kids. Where I live, there is an excellent program (under the auspices of local community mental health groups) to teach the parents, and in some cases, the siblings how to understand and interact with the affected child. If such a program exists in your area, I highly recommend looking into it for your whole family.

5) You will constantly encounter people who have formed opinions about autistic kids based on incomplete or outdated information. The withdrawn rocking child is the archetypical face of autism, but one that only describes the most severely affected. (and, as described elsewhere in this thread, a symptom of an autistic kid who is overwhelmed, hasn't been given the mental tools to cope with excessive stimuli.) It is possible that your child's teacher has the assumption that all autistic kids are that withdrawn and unsocial archetype. And let us not forget what the other gentleman (ourlovecanlastforeve 795111) above blasted. There are many many people who think the misbehaviours, weird obsessions and compulsions are the product of bad parenting and they are quick to judge you accordingly.

Re:OH fucking whaaaaa

[morethanapapercert]

Once again I am seeing a prejudicial and negative opinion in a member of the public based on incomplete and/or outdated information. It is true that Asperger Syndrome as a separate diagnosis was removed from the DSM-V in 2013. However, what happened wasn't removing the condition completely as being invalid. Rather; it got lumped in with the autistic spectrum. Current thinking is that Asperger's is a form of high functioning autism distinguished from other forms by the child having normal or above average language skills. At one time, the condition wasn't even heard of. It was only after many years of study by mental health professionals around the world that Dr Hans Asperger's observations and classification was accepted and added to the DSM. Merging it with autism just represents the current level of refinement in classification and understanding of the disorder. Since we know nothing of the root causes of autistic spectrum symptoms, it is quite possible that the category will get split up into new labels as we learn more. (maybe, as an example, one type of autism is found to be caused by a neurochemical imbalance while another is caused by functional changes in the neuron structures in the cognitive centres and yet another caused by changes in structure of the hindbrain.)

Your post also reflects a common misunderstanding of the importance and proper use of the DSM. The DSM is first a method of classifying mental disorders. In this it resembles taxonomy. And as with taxonomy, having a species move from one genus or family to another doesn't mean that species doesn't exist, having a described animal move from being a distinct species to being considered a sub-species of another, better understood species doesn't invalidate the observations of the people who first described that sub-species. From there; it then acts kind of like a field guide for mental disorders for the mental health professional working in the field. The DSM is not meant to be exhaustive and it can only be as definitive as current understanding allows. This common misunderstanding tends to create a lot of hardship for people dealing with mental disorders or learning disabilities because it is often assumed by teachers, insurance companies, friends and family that if it isn't in the DSM, it isn't real.

Finally; for what it's worth, the DSM isn't the only guide for professionals in defining a patients mental health issues. There is also the International Classification of Diseases and Related Health Problems. (the ICD) And Asperger Syndrome is still listed separately there.