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

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

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.

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.

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

©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

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)

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)

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

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

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

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

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

Most Important Key Strategy HAVE A RELATIONSHIP

In the classroom Diagnosed/undiagnosed Aware/unaware

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)

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

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

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!

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

. 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

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).

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

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

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

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

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

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

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

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

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

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

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

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

Stress is the enemy of success! Learning

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

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

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

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

Most Important Key Technique HELP YOUR STUDENT TO HELP THEMSELVES