Department of Psychiatry, University of Pennsylvania School of Medicine Autism Goes To College: Identifying Issues and Sharing Ideas Anthony L. Rostain, M.D., M.A. Social Learning Disorders Program Department of Psychiatry University of Pennsylvania School of Medicine

Department of Psychiatry, University of Pennsylvania School of Medicine Objectives Review agenda for today’s meeting Review major issues facing –Students –Families –College personnel Share ideas and resources Pose questions for future discussions

Department of Psychiatry, University of Pennsylvania School of Medicine Agenda 1:10-1:30pm "Major Issues Facing College Students on the Autism Spectrum" 1:30-3:00pm Roundtable Discussion What are the major challenges and opportunities you've faced in your efforts to facilitate successful adaptation to college for students on the spectrum? How do you define and identify students on the autism spectrum and others with social learning disorders? What are some of the helpful interventions you've used? What are your specific areas of interest related to this topic? 3:00-3:15pm Break 3:15-4:00pm Discuss Next Steps Facilitating an ongoing network, etc.

Department of Psychiatry, University of Pennsylvania School of Medicine “If our brains were simple, we would be too simple to understand them.” Mario Puzo “The brain is wider than the sky.” Emily Dickinson

Department of Psychiatry, University of Pennsylvania School of Medicine Challenges facing students on the spectrum (Lars Perner, Ph.D.) The HFIWA faces several potential areas of problems with higher education: Gaining admission to a desired college Moving away from home, if needed Handling emerging social situations Handling pragmatics such as time management, budgeting, and transportation Completing the required course work Securing needed services Planning for and actually transitioning to life after college.

Department of Psychiatry, University of Pennsylvania School of Medicine Students’ concerns Leaving home Living in a new place Taking care of one’s daily needs independently Getting along with roommates, classmates Finding friends Forming a social network Gaining social acceptance Learning to navigate a new physical terrain Sensory challenges Managing time efficiently Keeping organized Handling multiple academic demands Coping with anxiety Perfectionism

Department of Psychiatry, University of Pennsylvania School of Medicine Parents’ concerns Adjusting to change Safety Academic success Social acceptance –Roommate –Friends Sexuality Drinking, drug use Managing daily life –Sleep / wake cycle –Diet –Hygiene –Laundry Managing emotions –Anxiety –Depression –Anger

Department of Psychiatry, University of Pennsylvania School of Medicine Helping students and parents to prepare for the transition Provide clear, written information before : –Schedule of orientation programs –Maps of campus –Directions for checking into dorms –Procedures for registration –Outlines of key personnel (e.g. advisor) Invite students and parents to meet disability services personnel – schedule a time during orientation Explain FERPA law and the waiver Provide contact information for parents

Department of Psychiatry, University of Pennsylvania School of Medicine What are the concerns of college disability services personnel? Identifying students on the spectrum, specifying needs Defining the scope and nature of “disability” Providing individual students with appropriate accommodations and services Monitoring the effectiveness of interventions Creating peer support structures for students Creating a positive social environment / reducing stigma Educating faculty, students, residential advisors, etc. Developing new resources

Department of Psychiatry, University of Pennsylvania School of Medicine Assessment Issues Transitional issues Readiness for college Fit between student’s expectations and college environment’s resources Developing a transition plan Coping skills Personal organization Academic preparation Social relationships

Department of Psychiatry, University of Pennsylvania School of Medicine Academic Support Campus learning center –Organization, time management –Regular accountability –Discuss learning, writing strategies Use available resources –Professor office hours, special appointments –Review sessions –Study groups Ambivalence about time, effort, meaning

Department of Psychiatry, University of Pennsylvania School of Medicine Academic Accommodations Formal appeal for special services Modified curriculum / requirements Note-taking services / audio recordings Organizational aids Standardized test accommodations Access to other support services

Department of Psychiatry, University of Pennsylvania School of Medicine Study/Learning Habits Understand informational pace –Attention capacity –Reading speed –Chunking Use supportive technology (e.g., planner) Prioritize and balance aspects of college life Countering avoidance/procrastination –Reading –Writing –Studying

Department of Psychiatry, University of Pennsylvania School of Medicine Social Support Modalities Clubs, activity groups Support groups Self-education and advocacy about Autism Spectrum Disorders AS resources (e.g., AS, GRASP) Self-help strategies Pro-active mental health services

Department of Psychiatry, University of Pennsylvania School of Medicine Living Arrangements Roommate – Yes or No ? Physical space management Schedule / time management Dormitory life - predictable routines Rules and regulations

Department of Psychiatry, University of Pennsylvania School of Medicine Autism and College Coping: Multisystem Intervention Education of patient / family (resources) Environmental restructuring Pharmacotherapy Psychotherapy Other support modes Academic support Academic accommodations Study/learning habits Social coaching Career counseling

Department of Psychiatry, University of Pennsylvania School of Medicine Multisystem Problem Areas Academic bureaucracy –Availability of services –Tuition issues –Subject requirements Family expectations Student’s beliefs –Readiness for change –Personal expectations (“should”) –Identity Under-utilization of support services

Department of Psychiatry, University of Pennsylvania School of Medicine Discussion Questions What are the major challenges and opportunities you've faced in your efforts to facilitate successful adaptation to college for students on the spectrum? How do you define and identify students on the autism spectrum and others with social learning disorders? What are some of the helpful interventions you've used? What are your specific areas of interest related to this topic?