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  The Autism Spectrum Helping Students
Transition Succeed

• Peggy Mitchell Norwood, Ph.D.
• Mental Health Consultant
• Living Well Press
• peggy_at_drpegonline.com
• 303-745-4944

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• Have you ever encountered a student who ?

1. had a hard time adapting to small changes in the
   syllabus or new due dates
2. seemed odd or eccentric
3. sent off multiple emails in a short span of time
4. rambled on and on about a tangentially related
   topic
5. seemed withdrawn during group activities
6. two or more of the above

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Overview Objectives

• Review diagnostic criteria for Autism Spectrum
  Disorder
• Identify abilities and deficits of college
  students on the Autism Spectrum
• Compare and contrast K-12 vs. post-secondary
  student roles and responsibilities
• Understand self-management and self-advocacy
• Review strategies for supporting social and
  interpersonal interactions
• Identify campus resources

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Changes in DSM-5 Autism Spectrum Disorder

• Four previously separate disorders
• Autism, Aspergers Disorder, Childhood
  Disintegrative Disorder, and PDD NOS
• Now a single condition with different levels of
  symptom severity
• Individuals with a well-established DSM-IV
  diagnosis of Aspergers Disorder should be given
  the diagnosis of Autism Spectrum Disorder

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Autism Spectrum Disorder (ASD)

• Persistent deficits across multiple contexts in
  social communication and social interaction
• Restricted repetitive behaviors, interests, and
  activities (RRBs)

Both components are required for a diagnosis of
ASD
Image courtesy of Vlado www.freedigitalphotos.ne
t
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Social Communication and Social Interaction

• Deficits in reciprocal social communication and
  interaction
• Deficits in non-verbal communication used for
  social interaction
• Deficits in skills for developing, maintaining,
  and understanding relationships

(American Psychiatric Association, 2013)
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RRBs

• Stereotyped or repetitive motor movements, use of
  objects, or speech
• Insistence on sameness, inflexible routines or
  ritualized verbal/nonverbal behavior
• Highly restricted, fixated interests
• Sensory sensitivities or impairments

(American Psychiatric Association, 2013)
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Sensory Sensitivities

• Hyper-reactivity or hypo-reactivity to sensory
  input
• Unusual interest in sensory aspects of the
  environment

image courtesy of khunaspix www.freedigitalphoto
s.net
(American Psychiatric Association, 2013)
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ASD and Development

• Labeled different, special education, disabled
• Past history of being teased, left out, and
  bullied

(Nagler, n.d.)
image courtesy of Gualberto107
www.freedigitalphotos.net
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Prognosis

• Most children with ASD improve during adolescence
• Small percentage live independently as adults
• Remain socially naïve and vulnerable
• Difficulties organizing without help
• Prone to depression and anxiety

(American Psychiatric Association, 2013)
image courtesy of Ambro www.freedigitalphotos.net

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Autism Spectrum

• Wide variety of outcomes and presentations
• Influenced by the severity of the autistic
  condition, developmental level, and chronological
  age
• Without supports in place, deficits cause
  noticeable impairments
• Can be masked by compensatory mechanisms and
  interventions

(American Psychiatric Association, 2013)
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Strengths

• May be very articulate and have a large
  vocabulary
• Often excel creatively in a non-conventional way
• Tend to have excellent long term and rote memory
  abilities
• May have extremely good visual and visual-spatial
  skills
• Can be very creative out of the box thinkers

(Sicile-Kira, 2011)
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ASD and College Students

• High-functioning Autism and Aspergers Disorder
• Special interests may be a source of pleasure and
  motivation and provide avenues for education or
  employment

Image courtesy of David Castillo Dominici /
freedigitalphots.net
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Challenges for College Students with ASD

• Establishing independence
• Planning, organization, coping with change
• Classroom interaction
• Social isolation

Image courtesy of David Castillo Dominici /
freedigitalphots.net
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K-12 College
mandated programs/participation self-identify, self-initiated
parents involved and make decisions parents not involved (FERPA), self-advocacy
structured environment and schedule unstructured environment, discretionary time and freedom
limited choices unlimited choices
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Independence

• On-campus vs. off-campus
• Advising and registering for classes
• Self-Advocacy

Image courtesy of imagerymajestic
www.freedigitalphotos.net
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Self-Advocacy

• Accommodations - note-takers or instructors
  lecture notes, extra time on tests, study guides
• Financial aid and bookstore
• Tutoring and academic support
• Communicating with professors and office
  hours
• Roommates and classmates

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Organization

• Activities of daily living
• Medication management and healthcare
• Time management
• Academic responsibilities
• Self-management

Image courtesy of Keattikorn www.freedigitalphot
os.net
(Williams Palmer, n.d.)
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Activities of Daily Living

• Sleep
• Eating
• Hygiene and clothing
• Money management

Image courtesy of FrameAngel www.reedigitalphotos.
net
(Williams Palmer, n.d.)
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Medication and Health Care

• Co-existing conditions
• Medications and compliance
• Medical emergencies

Image courtesy of voraorn www.freedigitalphotos.
net
(Williams Palmer, n.d.)
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Time Management

• Calendars
• Study schedules
• Checklists and to-do lists
• Workshops

Image courtesy of Keattikorn www.freedigitalphot
os.net
(Williams Palmer, n.d.)
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Self-Management

• Discuss and prepare a plan in advance
• Practice
• Multi-tasking
• Coaching

(Williams Palmer, n.d.)
Image courtesy of imagerymajestic
wwwfreedigitalphotos.net
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• In what other ways can you assist students who
  are struggling with organization?

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Academics

• Communication issues and class discussions, oral
  presentations, and group activities
• Distraction-free environments and seating
• Extra time to process during class discussions,
  assignments, and exams

Image courtesy of smokedsalmon
www.freedigitalphotos.net
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Social and Interpersonal Interactions

• Social approach
• Living arrangements
• Campus activities, clubs, organizations
• Social life, friends, and dating

Image courtesy of stockimages wwwfreedigitalphoto
s.net
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Special Interest Clubs

• University of Illinois, U-Chttps//illinois.colle
  giatelink.net/Organizations

Image courtesy of ambro wwwfreedigitalphotos.net
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Sensory Sensitivities

• Universal Design for Learning teach to a
  variety of learning styles
• Allow use of a computer for note-taking
• Recommend smaller class sizes
• Seating
• Comfort items
• Headphones or earplugs
• Turn off florescent lighting

image courtesy of khunaspix www.freedigitalphoto
s.net
(Sicile-Kira, 2011)
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Tips for Faculty

• Use clear directives and establish rules if a
  student invades your space or imposes on your
  time or the student's classroom comments or
  conversational volume become inappropriate
• Avoid idioms, double meaning, and sarcasm, unless
  you plan to explain your usage
• Avoid using words such as always and never

(UMass-Dartmouth, n.d.)
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Tips for Faculty

• Clearly define course requirements, the dates of
  exams and when assignments are due
• Provide advance notice of any changes
• Make sure all expectations are direct and
  explicit
• Don't require students to "read between the
  lines

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Tips for Faculty

• Supplement oral with written instructions when
  revising assignments, dates, etc.
• Keep directions simple and declarative
• Ask students to repeat directions in their own
  words to check comprehension
• List or number changes/corrections on a paper to
  help structure feedback

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Tips for Faculty

• Use the student's preoccupying interest to help
  focus/motivate the student
• Suggest ways to integrate this interest into the
  course, such as related paper topics

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Tip Sheet

• UMass - Dartmouth
• https//www.umassd.edu/media/umassdartmouth/center
  foraccesssuccess/Academic_Supports_for_College_Stu
  dents_with_an_Autism_Spectrum_Disorder__Quick_Over
  view.pdf

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Campus Resources

• Accessibility Services accommodation letters,
  academic support, coaching, advising
• Academic tutoring, libraries
• Social Student Life, clubs, volunteering
• Personal counseling, resident advisor, advisor,
  peer mentor

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Campus Resources

• Marshall College The College Program for
  Students with Aspergers Syndrome
  https//www.youtube.com/watch?vQFXlZsHM9NE
• Pace University Professors Guide
  https//www.youtube.com/watch?v233-3jtEZck (Pt.
  1)https//www.youtube.com/watch?vImv-KA5VQBE
  (Pt. 2)

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References

• American Psychiatric Association (2013).
  Diagnostic and Statistical Manual of Mental
  Disorders, Fifth Edition. Arlington, VA American
  Psychiatric Association.
• Nagler, M. (n.d.). College experience for
  students with Aspergers. Retrieved from
  http//aspergercenter.com/articles/college-experie
  nce-asperger-syndrome.pdf.
• Sicile-Kira, C. (2011). Academic Supports for
  College Students with an Autism Spectrum
  Disorder An Overview. Retrieved from
  http//autismcollege.com/blog/2011/09/10/academic-
  supports-for-college-students-with-an-autism-spect
  rum-disorder-an-overview/
• Williams, G. and Palmer, A. (n.d.) Preparing for
  College Tips for Students with HFA/Asperger's
  Syndrome. Retrieved from http//teacch.com/educati
  onal-approaches/preparing-for-college-tips-for-stu
  dents-with-hfa-aspergers-syndrome-new-gladys-willi
  ams-and-ann-palmer
• UMass-Dartmouth (n.d.). Resources for Educators
  and How to Teach Students on the Autism Spectrum.
  Retrieved from https//www.umassd.edu/dss/resource
  s/facultystaff/howtoteachandaccommodate/howtoteach
  autismspectrum/

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Questions or Comments?
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• Peggy Mitchell Norwood, Ph.D.
• peggy_at_drpegonline.com
• 303-745-4944

• www.innovativeeducators.org