The Methodological Process for Autistic Adults – a short description
The JobAut methodology is conceived as a continuous and coherent process that guides autistic adults from initial exploration to concrete action.
Rather than consisting of isolated steps, the methodology is structured as an integrated pathway in which each phase builds upon the previous one. The qualitative insights gathered during the Placement Feasibility Interview are translated into a structured functional profile through the ICF, and this profile then informs the empowerment and coaching process.
This continuity is often described as a “golden thread”, which ensures that all actions remain connected and grounded in a shared understanding of the individual’s functioning.
The methodological process therefore combines relational, analytical, and developmental dimensions, creating a holistic approach to job coaching.
1.1 The modules
The coaching phase is organised into structured modules that guide participants through a process of self-discovery and development.
These modules are designed to address key dimensions of personal and professional growth, supporting individuals in exploring their identity, values, communication styles, and aspirations. The modular structure ensures that the process is both systematic and flexible, allowing participants to engage with different aspects of their development in a progressive way.
Importantly, these modules are not abstract or detached from reality. They are grounded in the data collected during the previous phases, ensuring that all activities remain connected to the individual’s functional profile and job opportunities.
1.2 Selected tools
The methodology includes a range of tools that support both the analytical and the developmental aspects of the process.
These tools are designed to facilitate reflection, structure discussions, and guide the co-creation of personalised pathways. They provide concrete support to both the job coach and the coachee, ensuring that the process remains focused and goal-oriented.
The selection and use of these tools are always aligned with the individual’s profile, reinforcing the connection between assessment and empowerment.
1.3 Group processes and their purpose
Group processes play an important role within the JobAut methodology, offering a context in which participants can share experiences, reflect collectively, and learn from one another.
These processes are carefully structured to ensure that they remain supportive and inclusive. They create opportunities for participants to develop communication skills, gain new perspectives, and build confidence through interaction.
At the same time, the group setting reinforces the sense of belonging and reduces the isolation that individuals may experience in relation to employment challenges.
1.4 Debrief and its purpose
Debriefing is an essential component of the coaching process, providing a structured space for reflection after each activity.
During debrief sessions, participants are encouraged to articulate what they have experienced, what they have learned, and how this relates to their personal goals. This process helps consolidate learning and ensures that insights are not lost but integrated into the overall pathway.
The job coach plays a key role in guiding this reflection, helping participants connect subjective experiences with the objective data derived from their functional profile.
1.5 Home assignment and its purpose
Home assignments extend the learning process beyond the structured sessions, encouraging participants to reflect and apply what they have learned in their daily lives.
These assignments are designed to reinforce key concepts and to support the development of new habits and strategies. They also provide an opportunity for participants to observe their own functioning in different contexts, generating additional insights that can be brought back into the coaching process.
1.6 Understanding and Supporting Neurodivergency
A central element of the methodology is the recognition and support of neurodivergent ways of functioning.
This involves understanding how autistic individuals may perceive, process, and respond to information differently, and adapting coaching approaches accordingly. The aim is not to normalise behaviour, but to create conditions in which individuals can function effectively while remaining authentic to themselves.
This perspective reinforces the broader objective of the methodology, which is to promote inclusion without compromising identity.
1.7 Daily Check-Ins and Group Sharing
Daily check-ins and group sharing moments provide continuity throughout the coaching process.
These moments allow participants to express how they are feeling, reflect on their progress, and identify any challenges they may be facing. They also help maintain engagement and create a sense of rhythm within the programme.
For the job coach, these interactions provide valuable insights that can inform adjustments to the process.
1.8 A way of living
The methodology extends beyond immediate employment goals, promoting a broader perspective on personal development and well-being.
Participants are encouraged to reflect on how the skills and strategies they develop can be integrated into their daily lives, contributing to long-term sustainability.
This perspective emphasises that employment is not an isolated outcome, but part of a wider life project.
1.9 Breaking old habits and creating new ones
The final stage of the process involves supporting participants in identifying and modifying patterns of behaviour that may limit their progress.
At the same time, new strategies and habits are developed, aligned with the individual’s goals and functional profile. This process requires time, reflection, and consistent support, but it is essential for ensuring that the outcomes of the methodology are sustainable.
Through this work, participants move from awareness to action, translating insights into concrete changes that support their pathway toward employment.
