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Nancy Doyle MScHCPC Registered Chartered Psychologist

Managing Director, Genius Within CIC

Convenor, Neurodiversity & Employment Working Group, BPS

PhD Candidate, City University, London

Neurodiversity in the Workplace

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Hidden Disabilit

y?

Neurodiversity?

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Journals and basic terms

Dyslex* Adult limitations added to searc

Excl. HE, child, student or education

treatments Additional terms employmentCareer

EBSCO Host1995+English

11,117(9,600 research papers)

2010(1,814 research papers)

802 463(377 research papers)

41(22 research papers)

Education / Dyslexia 18Human Resources 9Occupational Health 6Management 4Other (for example Social Work) 4

62% of these were published in Neuroscience

journals

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Autism Anxiety Depression

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Stress, Self-Efficacy and Hiding Behind a Label

What’s the process?Assessments Adjustments

What works?Practice Research

Our obligations as evidence based practitioners

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1) Taking care of peoples’ well-being

before during and after assessment - building

rapport and reassurance

2) Being competent to practice with this adult

client group – test user’s certificates or education experience

are not enough

3) Reports that can be read by the people

about whom they are written

4) Ensuring that strengths get a

proportionate amount of attention

5) Use of adult appropriate language – avoiding ‘reading age’

and similar

6) Protecting the confidentiality of the

client despite employer commissions – the end

user is the client

7) Making sure you know enough about co-occurring conditions to rule in/out and refer on

8) Making sure that workplace disability adjustments are not

recommended without workplace assessment

9) Being accessible and prompt with

feedback, debriefing and ensuring the report is on time

9 Principles of good assessments

McLoughlin, D. & Doyle, N. (2013) The Assessment of Adults with Specific Cognitive Difficulties. Division of Occupational Psychology, British Psychological Society.

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Reasonable adjustments

Assistive Technology 25-45%

• Spellcheckers & auto-correct

• Text-to-speech & Speech-to-text software

• Mind mapping software

• Brain in Hand• Adaptive use of

everyday software

Relational adjustments 20-35%

• Coaching • Co-coaching• Memory skills• Organisational &

timekeeping support

• Working to strengths

• Feedback skills• Preparation

adjustments• Mentoring

Ergonomics 10-50%

• Adaptive pens, mouse, keyboard

• Double screens for computer work

• Reading stands• Environmental

sensory overload management

• Adjustment to timings

Moody, S. and Bartlett, H. (2010). Dyslexia in the Workplace. Chichester, UK: Wiley, Corbiere, Lizotti, Doyle (in preparation) the prevalence of disability adjustments for adults with neurodiversity.

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Topic Group average Memory* Organisation* Time* Spelling* Stress Mgmt*

Interval 1 clients(before)

3.97 SD=1.02

3.37 SD=1.77

4.43 SD=1.82

4.46 SD=2.08

3.73 SD=1.56

3.71 SD=2.00

Interval 2 clients (after)

6.30 SD=1.20

5.43 SD=1.98

6.96 SD=1.58

6.74 SD=1.95

5.77 SD= 1.75

6.36 SD=1.75

Statistict (92)= 19.35, p < .001, d = 1.94

t (79)= 8.76, p < .001, d = 1.04

t (67)=10.03 , p < .001, d = 1.39

t (53)= 8.16 , p < .001, d = 1.1

t (58)= 10.43, p < .001, d = 0.94

t (50)= 7.67 p < .001, d = 1.11

Table 2: before and after scores for line manager ratings of coachees’ performance, scorers were invited to choose between 1 and 10 for their rating, with 1 being poor and 10 being excellent.

•indicates significance at the .002 (Bonferroni Corrected) levelDoyle, N. & McDowall, A. (2015). Is coaching an effective adjustment for adults with dyslexia? Coaching: An

International Journal of Theory and Practice. Published online 27 th August 2015

Productivity and Appraisal: do clients perceive the a difference?

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Topic Group average Memory* Organisation*

Time* Spelling Stress Mgmt*

Interval 1 managers (before)

M = 4.91, SD = 1.65

M = 4.94, SD = 1.86

M = 4.79, SD = 2.15

M = 5.5, SD = 1.61

M = 4.36, SD = 2.38

M = 4.92, SD = 2.38

Interval 2 managers(after)

M = 6.31, SD = 1.12

M = 6.24, SD = 1.06

M = 6.73, SD = 1.28

M = 7.02, SD = 1.17

M = 5.6, SD = 1.61

M = 6.4, SD = 1.78

Statistict(40) = 10.72, p < .001, d = 0.85

t(79) = 5.17, p < .001, d = 0.7

t(27) = 6.09, p < .001, d = 0.9

t(25) = 7.56, p < .001, d = 0.94

t(24) = 2.97, p = .007, d = 0.51

t(23) = 4.98, p < .001, d = 0.62

Table 2: before and after scores for line manager ratings of coachees’ performance, scorers were invited to choose between 1 and 10 for their rating, with 1 being poor and 10 being excellent.

•indicates significance at the .002 (Bonferroni Corrected) levelDoyle, N. & McDowall, A. (2015). Is coaching an effective adjustment for adults with dyslexia? Coaching: An

International Journal of Theory and Practice, 8 (2) pp 154-168 .

Productivity and Appraisal: do line managers perceive a difference?

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Quasi experimental design – significant results so far (complete Nov 2015)

Group Client performance

Mgr performance

Working Memory

Self Efficacy

1:1 (n 12)

T1-T2*T1-T3*

T1-T2*T1-T3*

T1-T2*T1-T3*

T1- T2 -tiveT1-T3 +tive

Workshop (n 20)

T1-T2*T1-T3*

T1-T2*T1-T3*

T1-T2*T1-T3*

T1- T2 -tiveT1-T3 +tive

Control(n 12)

T1-T2*T1-T3 NS

T1-T2*T1-T3 NS

T1-T2*T1-T3 NS

T1- T2 -tive

* = significant at the Bonferroni corrected p< .0125

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Systematic Review – results so far (complete November 2015)

Improvements in work performance

Self efficacy Working Memory

Moderating variablesStress reduction Meta-cognition

Social Cognitive Learning Theory ( Bandura)Role modelling & vicarious learning Practice, feedback mastery

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Referral via OH, AtW, HR

Assign Coach based on geography and

client profile

Contact the client and book in

assessment verbally to assess chemistry

(within 2 days of referral)

Confirm the booking dates and invite line manager to the first meeting

Commence coaching and meet

line manager to define outcome

A report is created after each session, brief summary to

client records

Client practices in between sessions,

which are 7-28 days apart

Ideally 1 session per topic / outcome and

1 spare (average 4.5)

Final session follows with a report for line manager / Occ

Health listing all adjustment strategies

Client can apply for ILM certificate

of progress if required (£75 admin fee)

Employer / OH reassess

performance / capability after

adjustments have bedded in

Our coaching practice

• 88% still in post 1 year later

• 23% promoted• 12 % moved on

voluntarily

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• Any benchmarking, or quality system• Ask for longitudinal evaluation and

feedback reports• Ask for ‘chemistry session’ phone call• Include line manager in session 1 as a

minimum• Robust learning principles and

opportunities for role learning and vicarious learning

• Can you instigate a workshop instead?

Coaching: Excellent results when coaching is delivered well

Things to check

Trent Occupational Medicine Symposium

8th October 2015