Transcript May need a reduced course load. The student may need to work

AUTISM SPECTRUM DISORDER
Impaired social interactions
Impaired communication
Repetitive and stereotyped patterns of behavior
Abnormal sensory perceptions
Narrow interests or preoccupations/rituals
CHANGING TIMES FOR DIAGNOSIS
Previously Asperger’s and Autism
New DSM-V=Autism Spectrum Disorder
and then list level of severity
Big Bang Theory
ALWAYS KEEP IN MIND
Difficulties vary from student to student
If you meet one student with an autism
spectrum disorder, you have met one
student with autism spectrum disorder.
Put behaviors in context
WHY SUPPORT STUDENTS WITH ASD AT
ILLINOIS?
Diversity
A unique perspective in looking at
problems and the world
Extreme focus to work on a problem
Fulfilling potential
SOCIAL INTERACTIONS
Poor social skills
Difficulty reading social cues which makes the world a confusing
place and which results in inappropriate social and emotional
responses.
Can lack the desire to share information and experiences with
others.
Can often focus on small details and fail to see the overall picture of
what is happening in any situation.
Egocentric, difficulty with empathy.
May not like physical contact
INSTRUCTOR SUGGESTIONS
With the student’s permission, educate peers
about ASD. This puts the behavior in context
of a disability and may help promote empathy
and tolerance.
Reward and promote diversity in your classroom
and student’s helping others.
May need to place individuals in groups for
group projects, study teams, etc.
INSTRUCTOR SUGGESTIONS
One adult with AS noted that he had learned to "ape human
behavior." A college professor with AS remarked that her quest to
understand human interactions made her "feel like an
anthropologist from Mars" (Sacks, l993, p.112);
Provide feedback unintentionally insulting, tactless, or insensitive. It
must be explained why the response was inappropriate and what
response would have been correct. Individuals with ASD must
learn social skills intellectually: They lack social instinct and
intuition;
Finding a class mentor or mentor in the major is very beneficial.
COMMUNICATION
Difficulties with irony, metaphors (non-literal expressions 'food for thought') and similes (figures of speech - 'as fit as
a fiddle'), make literal and concrete interpretations.
Language acquisition - learning to speak - in some cases can
be delayed, may use phrases they have memorized
Spoken language can sometimes be odd—too loud, overly
formal, or monotone.
Often appear to talk 'at' rather than 'to' you.
Body language and facial expressions can appear odd (stiff
eye gaze rather than eye contact).
Poor ability to initiate and sustain conversation
INSTRUCTOR SUGGESTIONS
Keep language simple and precise.
Ask specific questions to see if the student understands
Be specific when discussing plans or directions. For
example, do not say, “I’ll meet you near the room after
class.” Instead say, “I’ll meet you at locker number
220 at 12:05pm.
May need to explain metaphors.
May need to cue about voice being too loud or too formal
or too long of an explanation.
DIFFICULTIES WITH CHANGE
Easily overwhelmed by minimal change.
Highly sensitive to environmental stressors.
May worry obsessively when they do not know
what to expect; stress, fatigue and sensory
overload easily throw them off balance.
INSTRUCTOR SUGGESTIONS
Provide a predictable and safe environment.
Minimize transitions or cue and remind.
Try to offer consistent daily routine so know
what to expect.
Avoid surprises or last minute changes. Or know
if this happens an accommodation may be
needed.
RESTRICTED RANGE OF INTERESTS/RITUALS
Eccentric preoccupations or odd, intense fixations
Following routines or rituals that may not make
sense to other people
May “lecture" on areas of interest; ask repetitive
questions about interests.
May have trouble letting go of ideas
May refuse to learn about subjects outside the
limited field of interest or in a different order.
PROGRAMMING SUGGESTIONS
Find ways to use this to reinforce other
behavior.
Find ways to incorporate interest into
projects to make the student want to
complete.
POOR CONCENTRATION
Difficulties with being off task or distracted by
internal stimuli
May be very disorganized
Have difficulty sustaining focus on classroom
activities
Have difficulty sustaining focus for homework
tasks
INSTRUCTOR SUGGESTIONS
May need a reduced course load.
The student may need to work with the professor to
have assignments broken down into small units.
Seat the student at the front of the class and direct
frequent questions to help attend to the lesson.
Work out a nonverbal/verbal signal with the student for
times when he or she is not attending or when talking
too much or too loud.
POOR MOTOR COORDINATION
May be physically clumsy
May have stiff, awkward gaits
Difficulty with gross motor skills
Difficulty with fine-motor deficits that can cause
penmanship problems, slow clerical speed,
and impact ability to draw.
INSTRUCTOR SUGGESTIONS
May need to use a computer for written work.
Use of a note taker.
May need a personal assistant for laboratory
work.
May need extended time.
ACADEMIC DIFFICULTIES
May lack high level thinking and comprehension skills.
May tend to be very literal: images are concrete and
abstraction is poor.
Speaking style and impressive vocabularies give the
false impression that they understand what they are
talking about, when in reality they are merely parroting
what they have heard or read.
Excellent rote memory, but problem-solving skills are
poor.
INSTRUCTOR SUGGESTIONS
Do not assume that the student understand something just because
they parrot back what they have heard; offer added explanation
and try to simplify when lesson concepts are abstract.
Capitalize on exceptional memory: Retaining factual information is
frequently a strength.
Emotional nuances, multiple levels of meaning, and relationship
issues as presented in novels will often not be understood;
Writing assignments may be difficult. The student may need extra
time or may need to discuss the assignment further with the
instructor.
EMOTIONAL VULNERABILITY
While a student may have the cognitive abilities, they may lack
emotional resources to cope with high academic demands.
May be prone to depression.
May have significant generalized anxiety and social anxiety.
Rage reactions/temper outbursts are common in response to
stress/frustration. Easily overwhelmed.
Interacting with people and coping with the ordinary demands of
everyday life take continual Herculean effort.
INSTRUCTOR SUGGESTIONS
Prevent outbursts by offering a high level of
consistency.
Teaching skills to cope when stress overwhelms,
to prevent outbursts.
Be calm, predictable, and matter-of-fact in
interactions.
INSTRUCTOR SUGGESTIONS
Use DRES as a resource if you are noting changes in
behavior. Sometimes students may unable to assess
their own emotions and cannot seek comfort from
others, it is critical that depression be diagnosed
quickly.
Social skills groups provide a safe environment to learn
social skills and gain support.
Individual therapy provides a safe and consistent
environment to check in, monitor symptoms, and learn
strategies to manage symptoms.
WHY IS COLLEGE PARTICULARLY DIFFICULT?
College brings all of the challenges discussed prior
together. In addition there are many other challenges,
including:
Difficulty being interested in classes that are not
specifically in their preferred area of interest. General
Education courses can be a barrier to overall
academic success and attainment of the degree.
Use of language, organization, routine study skills,
writing skills and presentation skills may all be
problematic.
WHY IS COLLEGE PARTICULARLY DIFFICULT?
Large amount of group work.
The actual buildings provide many challenges. Way
finding in a confusing and noisy environment can be
fearful.
Lack of structure in regards to activities of daily living.
Housing options also need careful planning because it
can be very stressful and extra supervision may be
needed.
DRES SUPPORTS
We are a resource for the student AND for faculty!!!
We can support students in the following areas:
Accommodations
Support services
Outside hours
Housing
Other unique solutions
ACCOMMODATIONS
Priority registration.
Reduced course load.
Exam accommodations.
Classroom accommodations.
SUPPORTS
Individual therapy
Support groups
Social skills
Mindfulness meditation
Coaching
Career/employment assistance
OUTSIDE HOURS
Activities of daily living
Hygiene
Meals
Exercise
Sleep
Medication
Homework
HOUSING
Goal is to find a structured environment but still allow
independence.
Many options
 University dorms
 University approved housing
 Living at home
 Personal assistants
 Living with roommates who serve as assistants
UNIQUE SOLUTIONS
Individualized solutions
Meeting the student where they are developmentally
Working with Campus Police
Partnering with Housing
Collaborating with colleges, deans, and professors
Closer relationship with parents
REMEMBER
Patience
Collaboration and wrap around services are
key
Put behavior in context of disability
Students with Autism Spectrum Disorder
may take up more time to serve and work
with but the outcomes are worth it!
RESOURCES-WEBSITES
OASIS and MAPP merged website-http://www.aspergersyndrome.org/
autismspeaks.org is a "clearinghouse" of information where
you can find a great deal of information about autism.
wrongplanet.net is a web community designed for people with
autism and Asperger’s (but anyone can join!). There is good
information at this website about day-to-day kinds of skills
like school, job-seeking, friendships, and romantic
relationships.
RESOURCES-BOOKS
Developing Talents: Careers for Individuals with Asperger Syndrome
and High-functioning Autism by Temple Grandin and Kate Duffy.
Unwritten Rules of Social Relationships: Decoding Social Mysteries
Through the Unique Perspectives of Autism by Temple Grandin
and Sean Barron
Socially Curious and Curiously Social by Michelle Garcia Winner and
Pamela Crooke
Preparing for Life by Jed Baker
Coping: A Survival Guide for People with Asperger Syndrome (a free
web-book by Marc Segar available for download at http://wwwusers.cs.york.ac.uk/alistair/survival/)