1. KAREN MCKIBBIN, PSY.D. SEPTEMBER 16, 2010 Asperger’s and College

2. Asperger’s Syndrome First defined Asperger’s Syndrome in 1944 “Autistic Personality” Lorna Wing 1981 DSM-IV 1994 Hans Asperger

3. Social Interactions: What can this look like? Want social relationships with others Difficulty understanding obvious and subtle social rules and cues May also be contented to be alone and have no interest in forming relationships with others

4. Communication Skills Often literal and concrete Have difficulty understanding information that isn’t congruent with existing information Will often say what they think and can blurt things out Limited gesture use and facial expressions Speech can be pedantic and precocious

5. Restricted Interests/Repetitive Behaviors Difficult to be motivated by things that aren’t an area of interest or aren’t seen as relevant Repetitive behaviors occur when stressed Insistence on sameness, difficulty with change

6. Other issues that may be present Motor issues – clumsiness Sensory issues  Light  Sounds  Smells  Textures Generalization difficulties

7. Surfing is life….. For Clay Marzo Movie of Clay Marzo http://www.youtube.com/watch?v=h1uPvI8_LTo (6:16)

8. Co-Occurring Conditions Mood Disorders  1 in 3 individuals with AS or HFA  Bullying/Social Isolation/Social Confusion  Unrealistic expectations of self  Realizing they are “different”

9. Anxiety Disorders  Need to be perfect  Need for order/control  Social anxiety

10. Eating Disorders  15% of females with anorexia meet criteria for AS  Sensory sensitivities and food  Control over diet/food selectivity

11. Why do I need to know about other diagnoses? Behaviors seen in individuals with Asperger‘s may be more extreme:  Social withdrawal and depression  Late assignments and anxiety Girls internalize behaviors more frequently  E.g. self harm, greater need for control, more withdrawal Boys externalize behaviors more frequently  E.g. late assignments, arguing, more extreme opinions, increase alcohol consumption

12. Strengths of individuals with AS and HFA Intense focus to the exclusion of other things Honesty Genuineness Friendship/relationships

13. Strategies for Successful Transition to College Before classes start:  Introduction to teachers and professors  See rooms where classes occur  Find a mentor (either a student or professor)  Prepare a written self-advocacy plan from the student that identifies individual strengths/challenges/support needs

14. Strategies for Successful Transition to College Assess their skill level for working independently E.g. has the student always had a parent, sibling, aide, friend to help them through assignments. Provide written directions and not just verbal instruction

15. Strategies for Successful Transition to College Can they organize their schedule and workload out of classes? What resources are available to help develop an organized system to manage their responsibilities

16. Self advocacy skills for students with AS Do they feel comfortable sharing their difficulties with their professors? Do they know what helps them be more successful?  E.g. being assigned to a group instead of choosing one Do they need extra preparation time? Make any changes as predictable and structured as possible

17. Making rule rigidity work Make abstract assignment concrete using rules and relate it to areas of interest Make rules for acceptable and unacceptable behavior in class and in college life in general