1. NACADA Salt Lake City October 7, 2013 Elevating the Success of College Students Experiencing Autism Spectrum Disorders (Asperger’s Disorder): A Dialogue

2. Workshop Facilitators Julie Preece Julie Preece Ronald Chapman Ronald Chapman Cynthia Wong Cynthia Wong Michael Brooks Michael Brooks Norm Roberts Norm Roberts Brigham Young University Provo, Utah J

3. “Caveats” Session’s Purpose : 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

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

5. Session Overview Data on students with Autism Spectrum Disorders, specifically (old school nomenclature) Asperger’s Disorder, among college age students Data on students with Autism Spectrum Disorders, specifically (old school nomenclature) Asperger’s Disorder, among college age students Asperger’s Disorder- 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 Concluding Comments R

6. 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. 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). 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).“STEM Participation Among College Students with an Autism Spectrum Disorder,”“STEM Participation Among College Students with an Autism Spectrum Disorder,” Students with ASD enter college at a lower rate that students with any other disability Students with ASD enter college at a lower rate that students with any other disability

7. 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 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: 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

8. Autism Spectrum Disorders: Until 6 months ago comprised: 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.

9. Asperger’s Disorder

10. Asperger’s Disorder—”Caveats” Variety of presentations and/or degrees! Variety of presentations and/or degrees! What it is not: What it is not: –Just shyness –Social awkwardness –Social opportunity disadvantage –Intellectual impairment –Delay of language development J

11. Areas Impacted Social and Emotional Social and Emotional Language and Communication Language and Communication Flexibility of Thought Flexibility of Thought Repetitive behaviors, interests or actions Repetitive behaviors, interests or actions J

12. What you may observe in an advisment session? Impairment of social and emotional interaction 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 Language and communication Flexibility of thought and imagination Flexibility of thought and imagination Repetitive behaviors, interests or actions: Repetitive behaviors, interests or actions: J

13. What you may observe in an advisment session? Impairment of social and emotional interaction Impairment of social and emotional interaction Language and communication 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 Flexibility of thought and imagination Repetitive behaviors, interests or actions: Repetitive behaviors, interests or actions: J

14. What you may observe in an advisment session? Impairment of social and emotional interaction Impairment of social and emotional interaction Language and communication Language and communication Flexibility of thought and imagination 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: Repetitive behaviors, interests or actions: J

15. What you may observe in an advisment session? Impairment of social and emotional interaction Impairment of social and emotional interaction Language and communication Language and communication Flexibility of thought and imagination Flexibility of thought and imagination Repetitive behaviors, interests or actions Repetitive behaviors, interests or actions –restricted pattern of interests –adherence to routines –repetitive motor activities –preoccupation with parts of an object J

16. Asperger’s Disorder: Advisor Interventions Generally: 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 campus J

17. Other issues to be aware of Easily stressed Easily stressed Anxiety Anxiety Difficulty tolerating mistakes Difficulty tolerating mistakes Prone to depression Prone to depression May have rage reactions and temper out bursts May have rage reactions and temper out bursts Problems with sensory stimuli Problems with sensory stimuli J

18. Social & Emotional Difficulties with: 1.Friendship 2. Managing Unstructured parts of the day 3. Difficulty understanding the emotions of others 4. Working co-operatively with others Language & Communication Difficulty processing & retaining verbal information Difficulty understanding: 1. Jokes & Sarcasm 2. Social use of language 3. Literal interpretation 4. Body language, facial expression and gesture ASPERGER’S Flexibility of Thought (Imagination) Difficulty with: 1. Coping with change and routine 2. Empathy 3. 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)

19. How about performance in classes in your major? How might these signs and symptoms impact your advisment session? J

20. Potential Strengths for Individuals with ASD Usually average to above average intelligence Usually average to above average intelligence Good recall of factual information Good recall of factual information Tend to do well in mathematical computations Tend to do well in mathematical computations Reliable Reliable Strong sense of social justice Strong sense of social justice Attention to detail Attention to detail Encyclopedic memory of some ideas Encyclopedic memory of some ideas Highly skilled in a particular area Highly skilled in a particular area Visual learner Visual learner Honest Honest J&C

21. R Video Demonstration

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

23. Best Practices: Be Logical Be clear with the student: 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: 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 Spell out how “A” relates to “B”; help students see the linkshttp:www.brainhe.com Nicola Martin “Real services to assist students who have Asperger’s syndrome” C

24. Logical Strategies Communicate in an unambiguous way Communicate in an unambiguous way Write straightforward explanation for assignments or direction 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 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 Explain the potential consequences of choices Put achievement and failure in context Put achievement and failure in context Say what you mean and mean what you say Say what you mean and mean what you sayhttp:www.brainhe.com Nicola Martin “Real services to assist students who have Asperger’s syndrome” C

25. Asperger’s Disorder: Advisor Interventions In the office: 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

26. What I Have Found Important in Advisement Struggles with diagnoses and labeling – Struggles with diagnoses and labeling – –Pros and cons of a formal diagnosis? How does a diagnosis affect advising sessions? How does a diagnosis affect advising sessions? General Skills General Skills –Self-advocacy –Creating a quantitative formula for success –Navigating the nuances when things go wrong C

27. Academic Accommodation Extra time on exams (typically 50% extra) Extra time on exams (typically 50% extra) Addresses rumination and executive functioning deficits Distraction reduced exam rooms Distraction reduced exam rooms Students can be easily overstimulated Note takers Note takers Addresses attention and executive functioning deficits, i.e. what’s important to note, how lecture is structured, multitasking M

28. Academic Accommodations Priority Registration Priority Registration Addresses student’s best time of day to function, best match with instructors Copies of Instructor’s Notes Copies of Instructor’s Notes Addresses planning deficits/reduces anxiety Audio-recorded Lectures (use of Smart Pen) Audio-recorded Lectures (use of Smart Pen) Addresses fears of missing information; inattention Recurring appointments and helps (not technically accommodations ) Recurring appointments and helps (not technically accommodations ) M

29. Sample Letter to Faculty Dr. Ed Martinelli Utah Valley University

30. 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

31. 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

32. References http://blogs.wayne.edu/turninginformationintoknowledge/2013/03/1 2/academic-libraries-and-college-students-with-autism-spectrum- disorder-how-can-we-help/ http://blogs.wayne.edu/turninginformationintoknowledge/2013/03/1 2/academic-libraries-and-college-students-with-autism-spectrum- disorder-how-can-we-help/ http://blogs.wayne.edu/turninginformationintoknowledge/2013/03/1 2/academic-libraries-and-college-students-with-autism-spectrum- disorder-how-can-we-help/ http://blogs.wayne.edu/turninginformationintoknowledge/2013/03/1 2/academic-libraries-and-college-students-with-autism-spectrum- disorder-how-can-we-help/ http://www.cdc.gov/ncbddd/autism/facts.html http://www.cdc.gov/ncbddd/autism/facts.html