1. Students on the Autism Spectrum are Succeeding in College
Los Angeles Pierce College
Faculty Convocation
February 1, 2013

2. Presenters Emily Iland, MA Gabriela Sanchez Rebecca Lienhard
Educational Consultant
Faculty, CSUN
Gabriela Sanchez
Program Director, NEXUS
Tierra del Sol Foundation
Rebecca Lienhard
Director, Integration Services
Presenters

3. MISSION STATEMENT
Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community. The college dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our comprehensive curriculum and support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and technical proficiency, and develop basic skills. We serve our community by providing opportunities for lifelong learning, economic and workforce development, and a variety of enrichment activities.

4. What is Autism?
“When you have met one person with autism, you have met one person with autism.” Stephen Shore
Brief Overview
Common Characteristics/Strengths
Predictable Challenges
Patterns help us see and understand – ONE SIZE DOES NOT FIT ALL!
Autism is a developmental disorder that affects a person’s ability to relate socially and communicate.
The signs of autism are seen in the first three years life and last a lifetime.
A person can be diagnosed at any age.
Many adults have autism but do not have a formal diagnosis.

5. Autism is a Spectrum Disorder
Autism is a spectrum disorder that ranges from severe to less severe impairments and effects.
People with autism have different levels of functioning.
Even “mild” autism can have severe effects
One in 110 children is now diagnosed with autism, compared to 1 in 10,000 ten years ago.
Autism affects 4 times as many males as females, so about 1 in every 70 boys has autism. 1 2 3 4
Less
Severe
Severe 5

6. ©2012 Emily Iland, M.A. All rights reserved
Plus Sensory Issues
SBC Global
R&R
Behavior
Social
Communi-cation
Differences in reciprocal social interaction
Differences in both verbal and non-verbal communication
Restricted, repetitive activities and intensely focused interests
A person with autism may function at a level about 2/3 of their calendar age in these areas.
Demonstrates:
marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
failure to develop peer relationships appropriate to developmental level
a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing or pointing out objects of interest)
lack of social or emotional reciprocity
©2012 Emily Iland, M.A. All rights reserved

7. Communication Continuum
1 Severe 2 3
4 Less Severe
Silent, may make sounds, not words, no gestures, may understand
Speech that requires a prompt (object naming, echolalia, video talk)
Spontaneous speech, but missing pragmatic aspects (conversation & ToM); pedantic, literal
Very verbal, missing pragmatic aspects (conversation & ToM)

8. Behavior/intense interests
1 Severe 2 3
4 Less Severe
Parts of objects
Specific category of objects (collect them all);
Facts and information on their idiosyncratic interest (not about popularity)
Complex/abstract intense interests (Star Wars, periods of history)

9. The Social Continuum Withdrawn/aloof (avoids/ not responsive)
1 Severe 2 3
4 Less Severe
Withdrawn/aloof (avoids/ not responsive)
Passive (needs prompts, acts out to get what he wants)
Active but odd (limited, scripted)
Wants friends, significantly immature (underdeveloped) probs w ToM, mini-adult style
marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
failure to develop peer relationships appropriate to developmental level
a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing or pointing out objects of interest)
lack of social or emotional reciprocity

10. You will have more students with ASD
1 in 88 children is now diagnosed with autism

11. A wave of people with ASD are becoming adults
80% under 21 years old - 80% unemployed

12. Tierra del Sol’s NEXUS Program
Pierce College
Student
Faculty
BRIDGE TO SUCCESS

13. PROACTIVE AND POSITIVE STRATEGIES
Managing time
Developing a Plan B
Taking the Perspective of Others (ToM)
Alternative Coping Mechanisms
Finding Safe Havens
Understanding Social Nuances
Developing Peer Support

14. Most Important Key Strategy
HAVE A RELATIONSHIP

15. In the classroom
Diagnosed/undiagnosed
Aware/unaware

16. Capable, bright people with social-communication challenges
May not understand unwritten expectations of a college classroom
May make social mistakes, not be aware of them
May have a concrete/literal view of course requirements (e.g. participation grade)

17. What helps Promote Success?
Clear expectations and structure
Relationships
Professors
The Nexus Bridge
Peers
DSS
Appropriate (new) accommodations
Natural supports & resources

18. How to help with specific situations
Interrupts, corrects, off-topic remarks, blurting things out
Does not understand content
Speaking and presenting
4. Written assignments
Working in groups
Multi-tasking
Sensory
Stress

19. 1. Interrupts, corrects, makes off-topic remarks, blurts things out
Why?
Feels it is a personal conversation
Is “making connections”
Does not understand how the behavior is perceived by others
Impulse control
Wants to earn “participation” points
Is right!

20. Proactive and Positive Suggestions for Classroom Interruptions
General rules and limits for everyone
Post it notes
For connections
For corrections

21. .
I really want to say something right now, but since it is not the right time, I will write on a post-it note instead

22. 2. Does not understand content
Wrong answers
Asks too many questions
Test/Quiz results
Why?
HOTS: Higher order thinking skills (abstraction vs. facts)
Complexity
Auditory processing
Vocabulary gap
Luna, Doll, Hegedu, Minshew & Sweeney, 2006; Minshew & Goldstein, 2002).

23. Proactive and Positive Suggestions for Understanding Content
After class can ask X questions, get answers to the rest from a peer
Buy used textbooks already highlighted
Electronic dictionary
Office hours
Tutoring

24. 3. Speaking and presenting
“Timid” and shy
Dominates
Why?
Social communication disorder
Support they have received (or not)

25. Proactive and Positive Suggestions for Speaking & presenting
Rational approach = Be fair, let everyone get their points
Present to you in private, say less in class
Alternate format assignment to group project

26. 4. Written assignments Lack of maturity in writing
Difficulty integrating, synthesizing
Why?
Vocabulary gap,
Executive function, organization
HOTS = Higher order thinking skills vs. facts

27. Proactive and Positive Suggestions for Written assignments
Preview/support writing assignments in office hours
Allow drafts/provide input

28. 5. Working in groups Dominates Does not pull weight
Conflicts with peers
Too much truth
Why?
Limited experience and skills
Social/communication demand
Lack of social understanding/perspective

29. Proactive and Positive Suggestions for Working in groups
Ask for a volunteer mentor (on the side)
Clarify roles
Be clear about instructions, requirements
Have participants rate their own contribution

30. 6. Multitasking = look, listen and write
Why?
Autism is a disorder of information processing (Minshew, Meyer & Goldstein, 2002)
Multiple demands
Processing Speed
Memory
Attention

31. Proactive and Positive Suggestions for Multitasking
Note taker
Provide powerpoints
Provide professor notes
Allow audio recording of lecture
Moodle-type system where all course materials, clarification, changes etc. are available

32. 7. Sensory = reaction to the environment
May be uncomfortable
Noise
Smells
Light
Proximity
Why?
Unusual sensory processing
Over-sensitive = overloaded
Under-sensitive = under-stimulated

33. Proactive and Positive Suggestions for Sensory Accommodations
Allow individual accommodations
Hat
Tinted glasses
Space
Movement
Classroom-wide accommodations?
Scent free zone

34. 8. Stress & anxiety Pass course, amount of work
May feel anxious and overloaded, withdrawn
Why?
The cumulative effect of multiple, simultaneous social, communication & processing demands

35. Stress is the enemy of success!
Learning

36. Stress reactions = Anxiety, overload
Shutdown
Meltdown
Outbursts
Fight or Flight
Distress

37. Proactive and Positive Suggestions to Reduce Stress & Anxiety
Clear expectations and structure
Relationships
Professors
The Nexus Bridge
Natural supports
Appropriate (new) accommodations

38. Final Recommendations
Ongoing Office hours = plan on it
Collaborate with Nexus and DSS for disclosure & more
Work out arrangements & accommodations for class
Offer options
Testing (extra time, quiet place)
Technology solutions

39. CLEAR AND EFFECTIVE FEEDBACK
Universal Teaching Mechanisms
Bi-Semester Student Progress Reports
Navigating Campus Resources
Exit Strategies for Coaching Supports
Feedback not Criticism

40. Most Important Key Technique
HELP YOUR STUDENT
TO HELP THEMSELVES