NACADASalt Lake City

October 7, 2013

Elevating the Success of College Students Experiencing Autism Spectrum Disorders

(Asperger’s Disorder):A Dialogue

Workshop Facilitators

Julie Preece Ronald Chapman Cynthia Wong Michael Brooks Norm Roberts

Brigham Young UniversityProvo, Utah

J

“Caveats” Session’s Purpose:

– To enhance awareness of best advisement practices; not prepare psychological service providers.

– Recognition, Reconnaissance, Respect, and Referral (4R’s) help a majority of students experiencing autism spectrum disorders.

R

“Caveats” Session’s Purpose A thorough review of ASD disorders is beyond the scope of one workshop.

In the DSM 5 there has been a change in terminology and diagnosis. Now Asperger's Disorder is no longer an independent diagnosis and is viewed as part of Autism Spectrum Disorder. For the purpose of this presentation a milder form of the Autism Spectrum Disorder will still be referred to as Asperger’s Disorder.

ASD/Asperger’s Disorder (past nomenclature) may vary in its signs and symptoms from person-to-person.

In the United States, by law, students with disorders that rise to the level of a disability receive reasonable accommodations that do not violate the essential elements of the academic programs.

R

Session Overview

Data on students with Autism Spectrum Disorders, specifically (old school nomenclature) Asperger’s Disorder, among college age students

Asperger’s Disorder-– How to recognize the signs and symptoms.– Problems the student may have in your office and class.– Cases, discussions, and recommendations.– Ideas on how to assist students you advise.

Concluding Comments

R

Overview of Autism Spectrum Disorder

United States Center for Disease Control and Prevention (2012) issued a report stating that 1 in 88 children have been diagnosed with Autism Spectrum Disorder.

People with autism spectrum disorders (ASDs) are significantly more likely to choose STEM majors, if they attend college. (Shattuck “STEM Participation Among College Students with an Autism Spectrum Disorder,” Journal of Autism and Developmental Disorders November, 2012).

Students with ASD enter college at a lower rate that students with any other disability

Autism Spectrum Disorder This is a new diagnosis, superceding the old diagnoses of Autistic Disorder,

Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified

Autism Spectrum Disorder includes:- Persistent deficits in social communication and social interaction across multiple

contexts, as manifested by:* deficits in social-emotional reciprocity* deficits in nonverbal communicative behaviors (lack of eye contact, lack of

facial expressions and gestures)* deficits in developing and maintaining relationships

- Restricted, repetitive patterns of behaviors, interests, activities, etc., must have at least two:

* stereotyped/repetitive motor movements, use of objects, or speech* insistence on sameness, inflexible adherence to routines, etc.* highly restricted, fixated interests * hyper/hypo reactivity to sensory input

Autism Spectrum Disorders:

Until 6 months ago comprised: Autistic Disorder (also called "classic" autism)

Asperger Disorder

Pervasive Developmental Disorder – NOS Typically advisors in a college setting will work

with students on the higher functioning end of the spectrum which in the old nomenclature would include higher functioning students in all three previous diagnosis.

For the rest of this presentation we will refer to students in this higher functioning group as students with Asperger’s while acknowledging the name changes.

Asperger’s Disorder

Asperger’s Disorder—”Caveats”

Variety of presentations and/or degrees! What it is not:

– Just shyness– Social awkwardness– Social opportunity disadvantage– Intellectual impairment– Delay of language development

J

Areas Impacted

Social and Emotional Language and Communication Flexibility of Thought Repetitive behaviors, interests or

actions

J

What you may observe in an advisment session?

Impairment of social and emotional interaction

– use of nonverbal behaviors– lack of peer relationships– lack of emotional reciprocity– obsessive about an issue– May not respond to what is interesting to another

Language and communication

Flexibility of thought and imagination

Repetitive behaviors, interests or actions: J

What you may observe in an advisment session?

Impairment of social and emotional interaction

Language and communication

− understanding of ironic language− understanding metaphor or words with double meanings− avoidance of eye contact− difficulty in reading professors/advisors/counselors− may interrupt others or make inappropriate comments

Flexibility of thought and imagination

Repetitive behaviors, interests or actions:J

What you may observe in an advisment session?

Impairment of social and emotional interaction

Language and communication

Flexibility of thought and imagination– may have problems following directions– may have problems with change– poor organizational skills– poor problem solving– difficulty with abstract concepts

Repetitive behaviors, interests or actions: J

What you may observe in an advisment session?

Impairment of social and emotional interaction

Language and communication

Flexibility of thought and imagination

Repetitive behaviors, interests or actions– restricted pattern of interests– adherence to routines– repetitive motor activities– preoccupation with parts of an object

J

Asperger’s Disorder: Advisor Interventions

Generally:– Be aware and change if necessary sensory stimuli in your

office: bright screensavers, scented candles, music, etc.– Avoid ironic language or expressions, puns or jokes– Have same appointment time & be reliable– Cancel well ahead if possible and contact student so

student knows the appointment has been changed– Appreciate student’s intelligence– Provide opportunities for students to find their way to and

around campusJ

Other issues to be aware of

Easily stressed Anxiety Difficulty tolerating mistakes Prone to depression May have rage reactions and

temper out bursts Problems with sensory stimuli

J

Social & EmotionalDifficulties with:

1.Friendship2. Managing Unstructured

parts of the day3. Difficulty understanding

the emotions of others4. Working co-operatively

with others

Language & CommunicationDifficulty processing & retaining

verbal information

Difficulty understanding:

1. Jokes & Sarcasm2. Social use of language3. Literal interpretation4. Body language, facial

expression and gesture

ASPERGER’S

Flexibility of Thought (Imagination)

Difficulty with:

1. Coping with change and routine2. Empathy3. Generalization

Summary

The difficulties faced by someone with Asperger’s Syndrome. (Taken and adapted from the National Autistic Society Website, originally by Lorna Wing and Judith Gould 1979)

How about performance in classes in your major?

How might these signs and symptoms impact

your advisment session?

J

Potential Strengths for Individuals with ASD

Usually average to above average intelligence

Good recall of factual information Tend to do well in mathematical

computations Reliable Strong sense of social justice Attention to detail Encyclopedic memory of some ideas Highly skilled in a particular area Visual learner Honest

J&C

R

Video Demonstration

Challenge

What do you see happening between the advisor and the student?

What is the advisor attending to? Where is the student’s attention What would you do if this student was in your office? What resources could/would you call on? What issues need to be addressed? How have you worked with students with this issue? What concerns do you have contemplating working

with students with this concern.R

Best Practices: Be Logical

Be clear with the student:Ambiguity, lack of clarity, unclear expectations, can perpetuate confusion which causes anxiety

Do not expect the student can read what you or another means or is feeling:Difficulty with understanding what is in another person’s head can make it hard for the student to work out what the lecturer means

Spell out how “A” relates to “B”; help students see the links

http:www.brainhe.comNicola Martin “Real services to assist students who have Asperger’s syndrome”

C

Logical Strategies Communicate in an unambiguous way Write straightforward explanation for

assignments or direction In class, students may respond best if the

relative weightings of pieces of work and how much effort is expected is clearly spelled out

Explain the potential consequences of choices

Put achievement and failure in context Say what you mean and mean what you

sayhttp:www.brainhe.comNicola Martin “Real services to assist students who have Asperger’s syndrome”

C

Asperger’s Disorder: Advisor Interventions In the office:

– Focus on one topic at a time at a time– Use concrete observations or examples– Provide a reminder of the topic of conversation; ask

specific questions to bring a student back on task – Create specific—but limited in number— assignments or

activities to accomplish– Write out, with the student, assignments– Arrange for specific follow up– Facilitate appropriate behaviors– Contact by email C

What I Have Found Important in Advisement

Struggles with diagnoses and labeling – – Pros and cons of a formal diagnosis?

How does a diagnosis affect advising sessions?

General Skills– Self-advocacy– Creating a quantitative formula for

success– Navigating the nuances when things go

wrong

C

Academic Accommodation

Extra time on exams (typically 50% extra)Addresses rumination and executive functioning deficits

Distraction reduced exam roomsStudents can be easily overstimulated

Note takersAddresses attention and executive functioning deficits , i.e. what’s important to note, how lecture is structured, multitasking

M

Academic Accommodations

Priority RegistrationAddresses student’s best time of day to function, best match with instructors

Copies of Instructor’s NotesAddresses planning deficits/reduces anxiety

Audio-recorded Lectures (use of Smart Pen)Addresses fears of missing information; inattention

Recurring appointments and helps (not technically accommodations)

M

Sample Letter to FacultyDr. Ed Martinelli

Utah Valley University

I am writing you at the request of a student in your class, STUDENT, who is working with our office and receiving accommodations due to a disabling condition. My hope is that through this letter I can better convey the difficulties STUDENT  has had in other classes, and we hope to provide a better and more successful experience for him. The suggestions that follow are not necessarily accommodations, but give a sense of strategies he is trying to employ to find success at college. Since social interactions are often more difficult for STUDENT than for other students, this letter format is thought to better convey the concerns and suggestions. M

One request that STUDENT would make is to have a very brief meeting with you following each class so that he can check out what is due for the next class… Second, STUDENT would greatly appreciate, from time to time, feedback on how he is doing in the course… Finally, due to varying difficulties with social interactions, STUDENT often finds it hard to initiate joining a study group. His performance once in a group has never been a problem, but the nuances of joining a group are difficult. Should a study group be a frequently utilized aspect of your class, any help you could offer STUDENT in helping to join a group would be greatly appreciated.

M

References http://blogs.wayne.edu/turninginformationintoknowledge/20

13/03/12/academic-libraries-and-college-students-with-autism-spectrum-disorder-how-can-we-help/

http://www.cdc.gov/ncbddd/autism/facts.html