1. Understanding and Supporting College Students with Autism Spectrum Disorders (ASD) Paul LaCava & Deb Arenberg Sherlock Center on Disabilities Thursday, April 7, 2016 URI Office of Advancement, Teaching and Learning

2. Purpose More college students with ASD Supporting students Training and support for faculty and staff Great potential but…

3. Purpose 2 Workshops April 7 – Understanding ASD & Behavior as Communication April 15 – Strategies to Support Students in the Classroom

4. Introductory Question What are your experiences with students with ASD on campus?

5. a neuro-developmental disability with a major need in social-communication a spectrum of abilities, needs, etc. a different way of thinking and interpreting the world Use of the terms autism and autism spectrum disorder Autism Basics

6. prevalence trends diagnosed more in males more often associated with typical IQ than historical claims despite advances, still many questions Autism Basics

7. Stephen Shore, 2003

8.  The majority of adults with ASD: are underemployed/”malemployed” have lower rates of employment than youth with SLI, ID and LD live at home, have limited engagement in leisure activities and few or no close friends (Barnhill, 2007; Levy & Perry, 2011; Shattuck et al., 2012) ASD and Post Secondary Life

9. Young adults with ASD had lower rates of post-secondary education than youth with SLI and LD The most uninvolved young adults were recent graduates (3 years or less out) (Shattuck et al., 2012) ASD and Post Secondary Life

10. How many people with ASD are in IHE? At RIC, in 2013, 750 students were registered with the Disability Services Center - only 19 (2.5%) with ASD. As of Fall 2015 there were 826 total students registered, 41 (2.5%) with ASD At URI, 51 students with ASD are registered with DSS - 22 are receiving accommodations or support this Spring 2016 semester ASD Prevalence

11. But these are only students who are registered with DSS or who have requested accommodations How many others are there How many don’t disclose Students who are undiagnosed In the process of being diagnosed, etc. ASD Prevalence

12. Professionals use the DSM-5 to diagnose In early intervention and preK-12 education we use IDEA for eligibility At IHE we follow the Americans with Disabilities Act and Section 504 of the Rehabilitation Act Diagnosis and Eligibility

13. Students at IHE rely on ADA and Sec. 504 for: reasonable accommodations equal access academic and extracurricular includes traditional and online courses Diagnosis and Eligibility

14. Targeted ASD college programs Some associated with professional programs Range of costs Variety of services and supports Other Supports

15. So what are the characteristics of ASD and how do they impact learning? Understanding ASD

16. Common Strengths? Intellectual abilities Academic skills Focused areas of interest Other Understanding ASD

17. Major Dimensions of ASD Individual with Autism Cognitive Social Communication Sensory Restricted Patterns of Behavior/ Interests

18. http://www.cdc.gov/ncbddd/autism/signs.html

19. For individuals with ASD, social learning is a cognitive, rather than intuitive experience Challenges/impairments with Non verbal communication Seeing the “big picture” Understanding other people’s perspective Hidden curriculum Social communication Social Interaction

20. https://www.youtube.com/watch? v=M8LA10Tg1Os https://www.youtube.com/watch? v=M8LA10Tg1Os Non Verbal Communication

21. Seeing the Big Picture – Context Matters https://www.youtube.com/watch?v=nbmQO a72wvc https://www.youtube.com/watch?v=ioMspo SNgmw

22. Organizational and planning abilities Working memory Inhibition and impulse control Time management and prioritizing Using new strategies Executive Functioning

23. Understanding and supporting college students with Autism Spectrum Disorders: Behavior as communication

24. Understanding the message starts with Behavioral Theory The Three Laws of Behavior: All behavior is learned All behavior has a context Repeated behavior necessarily serves a purpose, and is of benefit to the person This is true of both problem and pro-social behavior

25. 1. All behavior is learned 2. All behavior has a context  Repeated behavior serves a purpose 1. Behavior can be taught 2. Behavior can be impacted and changed by changing the context 3. Behavior can be replaced – can learn to ‘trade’ problem for appropriate behavior Together the 3 Laws mean:

26. Behavior Obtain Stimulation Sensory AttentionAdultPeer Tangible Activity Avoid All Behavior: Two Functions

27. Obtain diploma – school success Antecedents Setting Events Behavior Maintaining Events Triggering Events Function? The Behavior Pathway: Prosocial Behavior

28. Avoid Peers: Social demands Antecedents Setting Events Behavior Maintaining Events Triggering Events Function? The Behavior Pathway: Problem Behavior

29. Breaking Down the Pathway To Understand the Message

30. The Behavior Pathway: Part 1: Setting Events Student related, (learning or personal), or environmental related Set the Stage: make behavior more likely

31. Setting Events that make problem behavior more likely: The College Edition Student related – learning or personal: Low or lagging academic skills Personal characteristics: Social and communication skills, sensory challenges, learning style, attention deficits, anxiety, depression, ongoing trauma, trauma history History of academic struggles or failure, lack of motivation Presence or absence of specific peers or adults, family support, financial pressures, ‘connectedness’ to campus and professors Environment related: Supports do not match student needs “Loose” structure or lack of predictability Unclear expectations

32. Activity: What are possible “Setting Events” in your classroom? Consider: Your students The subject you teach The methods you use to teach How your class is structured – what is the physical arrangement? Teaching supports provided to all students What are your behavioral expectations? Are these made clear? Handout Note these on your handout

33. The Behavior Pathway Part 2: Triggering Events Occur just before the behavior – trigger the behavior Presentation of task demands Within context: –Look at Who, Where, When Combine with SEs to make behavior more likely: –Ability to do task combined with task demand

34. Events that can trigger problem behavior: The College Edition Difficult tasks, exams, written work, competing deadlines Unclear academic and/or behavioral expectations – how to ask questions, ask for help, where to get help, due dates, etc. Demand for group tasks/projects, group discussion, public speaking or read aloud Demand for quiet listening Down time Multi-step directions or tasks, multitasking requirements

35. Activity: What are possible “Triggering Events” in your classroom? Consider: What do you ask of students during class time, outside of class-time? How are instructions presented? Types and frequency of opportunities to respond Format of exams and projects Use of technology What happens when students engage in behavior that violates expectations? Note these on your handout

36. The Behavior Pathway Part 3: Maintaining Events Occurs consistently after the behavior: Is of benefit to the person – what is gained or avoided…. Reliably follows the behavior What is expected to happen from that person’s point of view: “if I….” or “If I don’t…” Students learn what to expect when they do, or do not, engage in a specific behavior

37. Problem Behavior Maintaining Events: The College Edition Escape difficult tasks, deadlines and/or course requirements are adjusted Obtain or escape attention from peers or adults Obtain or avoid sensory feedback – supports self-regulation and attention

38. Activity: What might maintain problem behavior in your classroom? Consider: How do you respond when students engage in problem behavior in your classroom? What might they obtain or avoid? How do other students in the class respond when students engage in problem behavior? What might they obtain or avoid? How are requests for changes in deadlines or tasks handled? What might be obtained or avoided? How are requests for help handled? What is obtained or avoided? Note these on your handout

39. Activity: Making problem behavior less likely Consider one or two changes you could make to make that would make problem behavior less likely Increase predictability, organization, clarify behavioral expectations and routines, provide flexibility on how work is completed/handed in, provide written instructions, etc. Consider what this would look like What specifically would you need to do to make this these changes? Handout Use your handout to make a plan

40. What questions do you have?

41. For more information or questions feel free to contact us! Paul LaCava: placava@ric.eduplacava@ric.edu Deb Arenberg: darenberg@ric.edudarenberg@ric.edu