Opening Doors to Employment: How OTPs Are Leading School-to-Work Transitions for Students with Autism
Nathan Grizenko, OTD, OTR/L
In 2023, only 22.5% of individuals with disabilities in the U.S. were employed or seeking employment, compared to 65.8% of their peers without disabilities. Even more concerning, just 14% of adults with autism spectrum disorder (ASD) held paid jobs in the community. Research shows that early, hands-on vocational experience can significantly improve employment outcomes. One Ohio-based program is working to change employment realities for people with disabilities.
OTPs have long supported students across developmental stages, but when it comes to preparing youth with ASD for life after high school, their role is often underutilized.
Matthew Husband, an occupational therapist at Oakstone Academy in Columbus, Ohio, saw a troubling pattern: students with ASD graduating high school with the skills to succeed but finding it difficult to secure meaningful employment or postsecondary opportunities.
This inspired the creation of Get to Work, a pre-vocational work readiness program launched in 2023 for students in 8th through 10th grades. Unlike typical work programs geared toward older students, Get to Work starts early, equipping participants with real-world experience before they face post-high school transitions.
“We saw that they were totally capable while they were with us, but after graduation, many ended up unemployed and living at home.”
“We saw that they were totally capable while they were with us,” Matthew explained, “but after graduation, many ended up unemployed and living at home.”
Each month, students attend classroom sessions where they learn both hard and soft job skills. Using task analysis and simulations, OTPs introduce job sectors—such as restaurants or retail—and help students build the specific skills needed. Then, in the second week of each cycle, students take those skills into the community, practicing them at partner businesses. Real job tasks include folding pizza boxes, weighing sauce cups, cleaning tables, and interacting with customers.
“We wanted to bridge the gap between learning and doing. You can teach skills in a classroom, but that doesn’t always translate to success in a real work environment.”
“We wanted to bridge the gap between learning and doing,” Husband said. “You can teach skills in a classroom, but that doesn’t always translate to success in a real work environment.”
To ensure students are prepared, an interprofessional team supports them throughout. OTPs focus on executive functioning and physical skills, while speech-language pathologists target social interactions and communication norms. A member from the behavioral services team also provides support with expectations and group management on-site.
Student selection focuses on what Husband calls the “missing middle”—those not on a college-bound path but with the potential to succeed in supported employment. Through early assessments like the Vocational Fit Assessment (VFA) and the ARC Self-Determination Scale, the team identifies growth areas and tracks progress over time.
“We want students to understand their preferences, strengths, and the decisions they need to make,” he shared.
In fact, Husband’s doctoral capstone explored how structured self-reflection impacts student outcomes.
Maintaining engagement, especially for teens asked to give up their Friday afternoons, can be challenging. But the payoff is worth it. Husband recalls quiet van rides to job sites, followed by loud, energized returns.
“It was our barometer for success. They were nervous going in, but confident coming back.”
Parents play a key role, too. The team organizes meetings to discuss assessments, transition planning, and practical steps families can take at home. They also provide a transition resource list outlining community services for driving, college prep, and more.
As Get to Work heads into its third year, the team is considering changes to expand reach and flexibility. They are exploring smaller group formats, additional community partners, and long-term tracking to assess graduate outcomes. Husband also envisions layering Get to Work into a broader transition curriculum that includes social skills training and lunch-hour work readiness sessions across multiple grades.
The program offers a compelling model for how OTPs and their colleagues can lead in transition planning.
“Our goal is to show students and their families that they can find their voice, their skills, and their future. You don’t have to do it all alone. Build a team, start small, and let your expertise shine.”
“Our goal is to show students and their families that they can find their voice, their skills, and their future,” Husband emphasized.
Interest in developing similar programs in your area? Husband encourages reaching out to schools, job coaches, and community-based organizations to explore partnerships. As OTPs, we have the tools, training, and passion to make a lasting impact on the lives of transitioning youth.
“You don’t have to do it all alone,” he said. “Build a team, start small, and let your expertise shine.”
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