Individuals with Level 1 ASD often struggle to project more than 48 hours into the future. This can lead to a lack of organization, being late for work, and trouble meeting deadlines for long-term projects. College counselors can assist students in learning the importance of delayed gratification and other related concepts in time management through role play and adequate discussion about potential workplace scenarios.

Time Management at Work

A main reason why individuals with Level 1 ASD are fired from their jobs are anxiety-induced outbursts. College counselors should discuss reasons for possible frustration with students prior to their entry into the workforce, and identify evidence-based interventions in dealing with them. Possible interventions include exercise, listening to relaxing music, cognitive reframing, and painting peaceful pictures in one's mind. It is also imperative that individuals with Level 1 ASD schedule adequate downtime for themselves and maintain healthy eating and sleeping schedules.

Stress Management at Work

Anxiety and depression are disorders that most often accompany a diagnosis of Level 1 ASD. Psychotropic medications may be used to alleviate the effects of these comorbid disorders, and improve quality of life. The use of these medications may also improve functionality in the workplace.

Medication Management at Work

- Time management
- Stress management
- Medication management

Tulane University

The mildest form, this classification is often referred to as high-functioning. These individuals require the least amount of support, and usually can speak fluently and function reasonably well. Before the DSM-5, this is where Asperger’s Syndrome fell. 

ASD Level 1

Dipeolu, A. O., Storlie, C., &amp; Johnson, C. (2015). College students with high-functioning autism spectrum disorder: Best practices for successful transition to the world of work. Journal of College Counseling, 18(2), 175–190. https://doi.org/10.1002/jocc.12013 

College Students with High-Functioning Autism Spectrum Disorder: Best Practices for Successful Transition to the World of Work

- College counselors
- Group counseling
- Videos
- Development of soft skills

Successful Post-College Transition in Students with Level 1 ASD

- Represents the most successful transition to adulthood out of all spectrum disorders
- Most commonly diagnosed in boys
- Age, severity level, and intelligence are the most important variables in predicting the outcomes of students with Level 1 ASD
- The less symptomatic or severe the case, the better the outcomes later in life

Characteristics of Level 1 ASD

- Self-concept
- Self-awareness
- Social perception
- Grooming
- Soft skills
- Negotiation
- Social interaction

Social Deficit Areas in Individuals with Level 1 ASD

- Grooming
- Executive functioning
- Problem-solving and decision-making skills
- Organizers
- Recognizing strengths and weaknesses

Foundational Considerations in Students with Level 1 ASD

- Strength-based careers
- Career assessments
- Job search
- Work environment
- Job interview
- Work accommodations
- Self-knowledge and self-advocacy

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