chelsea clark, erica garnett, brett mcknight, & erin sullivan
TRANSCRIPT
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ASPERGER'S SYNDROME AWARENESS IN HIGHER EDUCATION
Chelsea Clark, Erica Garnett, Brett McKnight, & Erin Sullivan
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OVERVIEW OF THE ISSUE:Helping students with Asperger’s Syndrome assimilate into college life by creating an environment that allows
for positive educational and social interactions
What is Asperger's - “Asperser’s Syndrome (AS) is a genetic
neurodevelopment disorder at the mildest end of the autism spectrum” (Wolf, Brown, &
Kukiela Bork, 2009, p. 14)
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LITERATURE REVIEW AS affects two to six of every 1000 people in the
united states – this number has increased over the past ten years and experts say it will continue to increase (Hughes, 2009; Wolf et. al., 2009)
“The more campus professionals understand how hard change is for students with AS and how different each case may be, the more we can do to help this population of bright and inquisitive students who have so much to offer.” (Wolf et. al., 2009, p. 15)
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THEORETICAL ANALYSIS OF ISSUE:
Chickering’s 7 Key Influences to Identity Development/Admonitions
Development- Helps professionals recognize the role of environmental influences on
student identity development . Institutional size, student faculty relationships, curriculum, teaching,
friendships and student communities, and various student development programs and services as key environmental influences in student development (Evans et al., 2010).
Admonitions- Awareness of the needs of specific student populations on campus and to
respect individual differences, an admonition for positive student development (Evans et al., 2010).
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THEORETICAL ANALYSIS OF ISSUE:
Schlossberg’s Transition Theory Provide a specific framework for understanding adults (in
this case, students) in transition and to help them connect to the support they need to move in, through, and out of this major transition (Evans et al., 2010).
Understanding the need for a support system to create a positive, not negative transition into college atmosphere.
Identify the need for institutional support and its various functions (affect, affirm, aid, and provide honest feedback) and to be a stable support system (Evans, et.al., 2010).
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THEORETICAL ANALYSIS OF ISSUE:
Kolb’s Theory of Experiential Learning
Goal is to use the “information on learning styles as an empathy and design tool for responding to the increasing diversity represented among the student population…in learning experiences in the classroom and beyond and in the modes used to deliver services to students” (Evans et al., 2010, p. 145).
Kolb and Kolb describe two ends of a continuum resulting from a positive or negative interaction between students’ learning styles and institutional learning environments (Evans et al., 2010).
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CONTEXT:
Small Liberal Arts school: 4,500 students• Demographic: white, upper middle-class with increasing
diversity• Campus Culture: rich with alumni and community
influences• Collaborative learning between academic and student
affairs• Four residences halls for freshman to upperclassmen• High attendance on living learning communities • Two dinning halls on campus• Boomer Student Union contains all areas to foster the
development and growth of incoming students and upperclassmen
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DEVELOPMENTAL IMPLICATIONS: Chickering Theory Campus Size:
Smaller liberal arts colleges “meaningful opportunities for involvement are crucial,” (Evans et al., 2010, p.70).
Making relationships with faculty and staff to encourage AS student’s growth and development in social settings.
Schlossberg’s Theory Support:Meaningful support system is an important
factor in preparing for and conquering transitions (Evans et al., 2010).
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INTERVENTION: Online Training Module
First – Year ExperiencePersonnel
University Administrators
Faculty
Student Affairs
Practitioners
Student Leaders
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INTERVENTION GOALS:Target Audience: Faculty, Staff, Administrators, and student leaders with direct interactions with student’s AS
Goal: To aid AS students with an easier transition into college
1. Promote Awareness of AS on CampusTheory: Schlossberg with functional support
2. Create a Supportive Environment for students with AS
Theory: Schlossberg with support
3. Facilitating social & behavioral development
Theory: Chickering with first-year experiences, developing social skills, managing emotions
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“TYPICAL BEHAVIORS”
Social Interaction Change Verbal/Non-verbal Communication Skills
Information Portrayal: Various Scenarios Student Actions Student Performance
Theory Rationale
Chickering -- Recognition and Respect for Individual Differences (2nd Admonition)
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STUDENT-PERSONNEL INTERACTION
Interactions Behavioral + Social Development
Literal Learners Socially Underdeveloped Mentor/Coach
Presentation:
Videotaped Scenarios
Theory Rational
Chickering: Student-Faculty Relationships
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“CREATING A SUPPORTIVE ENVIRONMENT”
Social + Behavioral Maturity Practice Social Interactions Facilitate Decision-Making
Presentation:
Diagrams + Pictures
Theory Rationale
Schlossberg: Support
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RATIONALE:
Main reason for our intervention:
Recognizing the need for variation in teaching methods, counseling services, advisement settings, and other student and academic services for the AS population (Evans et al., 2010). Understanding that all students learn in different ways and particularly that
students with AS have even larger differences than the standard student population prompted us to plan and implement a training program to help University staff, faculty, administrators, and student leaders better understand how students learn
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RATIONALE
Concrete Experience (CE)
Full involvement in the learning experience;
feeling aspect
Reflective Observation (RO)
Reflection on experiences from multiple perspectives;
watching aspectAbstract
Conceptualization (AC)Idea formulation,
integration of theories and experiences; thinking
aspect
Active Experimentation (AE)
Incorporate experiences and theories into decision-making process; doing
aspect
Kolb’s Learning Styles
We want students to feel respected, valued and included, and in the words of Kolb and Kolb, our ultimate goal is “to fully develop the whole person [which] requires an educational culture that promotes diverse learning spaces and locomotion between them” (Evans et al., 2010, p. 150).
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RATIONALE:
Training addresses the need to adjust all of these to be inclusive of AS students:
Environmental Factors of Chickering• Size, institutional objectives, student-faculty relationships,
curriculum, teaching, friendships, student communities, programs, and services.
Schlossberg’s Support Factors• Positive transition experience• Emphasize to faculty, staff, administrators, and student
leaders importance of institutional support within major transition.
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EVALUATION PLAN:
If intervention is successful: Monitor the number of faculty, administrators, staff,
and student leaders who participate in the initial introduction of the training.50% completion rate first semester of
program85% completion rate by the end of the year
Send out evaluations to faculty, administrators, staff, and student leaders.
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EVALUATION PLAN:
If intervention is not successful:
Send out evaluations to faculty, administrators, staff, and student leaders.
Training/Applications method reviewed Switch to an interactive training session instead of
online Include additional areas where needed due to
feedback
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REFERENCES:Asperger’s syndrome—symptoms. Web MD. (2010, April). Retrieved from http://www.webmd.com/brain/autism/tc/aspergers-syndrome-symptoms
Dillon, M. R. (June 2007). Creating supports for college students with Asperger syndrome through collaboration. College Student Journal, 41(2), 499-504. Retrieved from http://web.ebscohost.com/ehost/search/basic?sid=21c9c372-e3fc-4087- 8e81-94b7c6c93ce7%40sessionmgr111&vid=7&hid=18
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college. San Francisco: Jossey-Bass.
Hughes, J. L., (2009, June). Higher education and Asperger’s syndrome. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/highereducationasperg/44511
Klin, A., and Volkmar, F. R. (1995). Asperger’s syndrome guidelines for treatment and intervention. New Haven, CT: Learning Disabilities Association of America. Retrieved from http://progettoautismo.org/uploads/documenti/AS_Asperger_Treatments.pdf
Mayo Clinic Staff. (2010, November). Definition. Mayo Clinic. Retrieved from http://www.mayoclinic.com/health/aspergers-syndrome/DS00551
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REFERENCES:Smith, C. P. (September 2007). Support services for students with Asperger’s syndrome in higher education. College Student Journal, 41(3), 515-531. Retrieved from http://web.ebscohost.com/ehost/search/basic?sid=21c9c372-e3fc- 4087-8e81-94b7c6c93ce7%40sessionmgr111&vid=7&hid=18
Supporting students with aspergers syndrome in higher education [Portable Document Format]. SUNY Fredonia Counseling Center. Retrieved from http://www.Fredonia.edu/counseling
Wolf, W. E., Brown, J. R., & Kukiela Bork G. R. (2009). Students with Asperger syndrome: a guide for college personnel. Shawnee Mission, Kansas:
Autism Asperger Publishing Co.
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QUESTIONS &
COMMENTS