Presentation on theme: "Students on the Autism Spectrum are Succeeding in College"— Presentation transcript:
1 Students on the Autism Spectrum are Succeeding in College Los Angeles Pierce CollegeFaculty ConvocationFebruary 1, 2013
2 Presenters Emily Iland, MA Gabriela Sanchez Rebecca Lienhard Educational ConsultantFaculty, CSUNGabriela SanchezProgram Director, NEXUSTierra del Sol FoundationRebecca LienhardDirector, Integration ServicesPresenters
3 MISSION STATEMENTPierce 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 ShoreBrief OverviewCommon Characteristics/StrengthsPredictable ChallengesPatterns 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 effectsOne 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.1234LessSevereSevere5
7 Communication Continuum 1 Severe234 Less SevereSilent, may make sounds, not words, no gestures, may understandSpeech that requires a prompt (object naming, echolalia, video talk)Spontaneous speech, but missing pragmatic aspects (conversation & ToM); pedantic, literalVery verbal, missing pragmatic aspects (conversation & ToM)
8 Behavior/intense interests 1 Severe234 Less SevereParts of objectsSpecific 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 Severe234 Less SevereWithdrawn/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 stylemarked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interactionfailure to develop peer relationships appropriate to developmental levela 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 CollegeStudentFacultyBRIDGE TO SUCCESS
13 PROACTIVE AND POSITIVE STRATEGIES Managing timeDeveloping a Plan BTaking the Perspective of Others (ToM)Alternative Coping MechanismsFinding Safe HavensUnderstanding Social NuancesDeveloping Peer Support
14 Most Important Key Strategy HAVE A RELATIONSHIP
15 In the classroomDiagnosed/undiagnosedAware/unaware
16 Capable, bright people with social-communication challenges May not understand unwritten expectations of a college classroomMay make social mistakes, not be aware of themMay have a concrete/literal view of course requirements (e.g. participation grade)
17 What helps Promote Success? Clear expectations and structureRelationshipsProfessorsThe Nexus BridgePeersDSSAppropriate (new) accommodationsNatural supports & resources
18 How to help with specific situations Interrupts, corrects, off-topic remarks, blurting things outDoes not understand contentSpeaking and presenting4. Written assignmentsWorking in groupsMulti-taskingSensoryStress
19 1. Interrupts, corrects, makes off-topic remarks, blurts things out Why?Feels it is a personal conversationIs “making connections”Does not understand how the behavior is perceived by othersImpulse controlWants to earn “participation” pointsIs right!
20 Proactive and Positive Suggestions for Classroom Interruptions General rules and limits for everyonePost it notesFor connectionsFor 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 answersAsks too many questionsTest/Quiz resultsWhy?HOTS: Higher order thinking skills (abstraction vs. facts)ComplexityAuditory processingVocabulary gapLuna, 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 peerBuy used textbooks already highlightedElectronic dictionaryOffice hoursTutoring
24 3. Speaking and presenting “Timid” and shyDominatesWhy?Social communication disorderSupport they have received (or not)
25 Proactive and Positive Suggestions for Speaking & presenting Rational approach = Be fair, let everyone get their pointsPresent to you in private, say less in classAlternate format assignment to group project
26 4. Written assignments Lack of maturity in writing Difficulty integrating, synthesizingWhy?Vocabulary gap,Executive function, organizationHOTS = Higher order thinking skills vs. facts
27 Proactive and Positive Suggestions for Written assignments Preview/support writing assignments in office hoursAllow drafts/provide input
28 5. Working in groups Dominates Does not pull weight Conflicts with peersToo much truthWhy?Limited experience and skillsSocial/communication demandLack of social understanding/perspective
29 Proactive and Positive Suggestions for Working in groups Ask for a volunteer mentor (on the side)Clarify rolesBe clear about instructions, requirementsHave 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 demandsProcessing SpeedMemoryAttention
31 Proactive and Positive Suggestions for Multitasking Note takerProvide powerpointsProvide professor notesAllow audio recording of lectureMoodle-type system where all course materials, clarification, changes etc. are available
32 7. Sensory = reaction to the environment May be uncomfortableNoiseSmellsLightProximityWhy?Unusual sensory processingOver-sensitive = overloadedUnder-sensitive = under-stimulated
33 Proactive and Positive Suggestions for Sensory Accommodations Allow individual accommodationsHatTinted glassesSpaceMovementClassroom-wide accommodations?Scent free zone
34 8. Stress & anxiety Pass course, amount of work May feel anxious and overloaded, withdrawnWhy?The cumulative effect of multiple, simultaneous social, communication & processing demands
36 Stress reactions = Anxiety, overload ShutdownMeltdownOutburstsFight or FlightDistress
37 Proactive and Positive Suggestions to Reduce Stress & Anxiety Clear expectations and structureRelationshipsProfessorsThe Nexus BridgeNatural supportsAppropriate (new) accommodations
38 Final Recommendations Ongoing Office hours = plan on itCollaborate with Nexus and DSS for disclosure & moreWork out arrangements & accommodations for classOffer optionsTesting (extra time, quiet place)Technology solutions
39 CLEAR AND EFFECTIVE FEEDBACK Universal Teaching MechanismsBi-Semester Student Progress ReportsNavigating Campus ResourcesExit Strategies for Coaching SupportsFeedback not Criticism
40 Most Important Key Technique HELP YOUR STUDENTTO HELP THEMSELVES
Your consent to our cookies if you continue to use this website.