Asperger syndrome and studying : “Joining-up the dots”

1. Asperger syndrome and studying :“Joining-up the dots” University Support Providers QUB 4th June 2009 Ulster 9th June 2009

2. NATIONAL AUTISTIC SOCIETY (NI) 57A Botanic Avenue Belfast BT7 1JL Tel. 02890 236235 Email northern.ireland@nas.org.uk

3. Main principle “If people with AS are approached by someone with whom they have rapport and are introduced to strategies that are compatible with their learning style and the behaviour functions andtriggers that are causing problems, they are generally willing learners” (“AS and Difficult Moments”: Myles and Southwick)

4. EXERCISE 1 MYTH or REALITY??

5. SPECTRUM ASPERGER SYNDROME Autism E

6. Some Figures Prevalence rate 1:100?? • UK 600,000 • NI 16,000 • Belfast 2,800 • Fermanagh 600 • Dungannon 500 • L’Derry 1,100 • Strabane 400 • NI Schools: 3000+ pupils with SEN from ASDs (Schools Census) - 1200 approx with AS

7. POSITIVES (………aren’t they?) • OPEN, HONEST (often BLUNT!!) • Liking for ROUTINE • Storage bank for FACTS and FIGURES • Tenaciously CURIOUS • LOGICAL approach • Oriented towards DETAIL • Enthusiastic……about PET OBSESSIONS! • Strong sense of FAIRNESS, JUSTICE, etc • Average to above average IQ • Strong SENSORY AWARENESS

8. EXERCISE 2 • “…….what distinguishes individuals with autism from those without it, are interior characteristics: people with autism happen to think differently from people without autism. The essence of autism does not lie in external behaviour and is not outwardly visible. It is a problem of being unable to assign meaning to things. This is a problem shared by all persons with autism, yet the way the problem manifests itself varies” (Vermeulen P.14)

9. TRANSITION FROM SCHOOL • Effect of others’ perception • Distorted view of intellectual ability • Patchy understanding of AS • Benefit of IEP • Variable level of support • Prone to trouble (e.g. bullying, being bullied, etc) • Restricted socially • Inflexible learning style • Confused picture of self

10. Support : main TARGET AREAS • ORIENTATION • UNSTRUCTURED TIME • ONGOING FOCUS / SELF ESTEEM • CLASS – related support • EXAMINATIONS

11. EXERCISE 3 SCENARIO: John has met the required grades for admission into his preferred course of study. John is about to begin Year 1. You have been “employed” as support provider for John. You have been informed that John has Asperger syndrome. Task: Reflect on the initial support you might provide for John to assist with his orientation into university. List: a) the kind of information which would be useful for you to have b) the steps you might take to provide appropriate initial support for John

12. SOME QUOTATIONS • “Autism/AS gets to the fundamental issues of how we view talents and disabilities” (Dan Geschwind UCLA) • “Individuals with AS are considered to have a high intellectual capacity while suffering from a low social capacity” (asperger-syndrome.me.uk)

13. QUOTATIONS (Ctd) “Reality to a person with autism is a confusing mass of events, people, places, sounds and sights. There seems to be no clear boundaries, order or meaning to anything. A large part of life is spent just trying to work out the pattern behind everything. Set routines and rituals all help to get order into an unbearably chaotic life (Theresa Jolliffe1992)

14. AS – factors affecting study • Difficulty with coherence – miss the global picture! • Rigidity in thinking - “live by the book” difficulty in adapting to context • Communication - literal meaning • Social naivete / awkwardness - risk of ostracism • Hidden effects of Sensory issues - may lead to meltdown, distraction, anxiety

15. EXERCISE 4

16. SOCIAL Difficulties Student with AS may: • see only own needs – little instintive idea of turn-taking, contributing to group, etc • invade others’ space • misinterpret social situations • be vulnerable to teasing, exploitation,ostracism, etc • look for friendship but may be awkward in contact with others • not fit the “stereotype”

17. SOCIAL SUPPORT • find out the “individual story” • work on familiarisation with routines / rehearse situations • support from other students???? How much information?? Partner support?? • build on interests • Support provider as “advocate”/ “fixer” / “minder” • Encourage to join AS social group, (esp. NAS group!!!)

18. COMMUNICATION Difficulties Student with AS is likely to: • show little eye contact • need time to process language • have little awareness of body language, tone of voice, gesture, etc • repeat words and phrases i.e. because meaning is not understood • understand literal meanings only • show frustration/anxiety/confusion by meltdown, flapping, rocking, etc

19. COMMUNICATION : points to consider • find out what works for the individual • preface with forename to get attention • minimal use of language e.g. single-item sentences, instructions • use concrete language, set phrases or visual symbols/schedules • allow time for processing of language • don’t rephrase – repeat using same words • avoid open questions • limited use of body language, gesture, tone of voice, etc

20. IMAGINATION Difficulties • Rigid/solid thinking e.g. emphasis on learned routines/little flexibility • Limited intuition / little instinctive understanding • Problem in generalising • Little understanding of others’ thoughts, feelings, etc • Little connection between Action and Consequence • Preference for data, factual subjects, etc • Disconnects - sees the detail rather than the whole picture

21. ASD “learning style” • more visual than verbal • good memory but emphasis on rote • good concentration when engaged • obsessive or fanatical interest in small range of topics • understanding not intuitive – needs explicit explanations • better on carefully structured tasks • social aspect of classroom may be difficult • sees the detail rather than the global • difficulty with emotional response, opinions, etc

22. PROVIDING SUPPORT - HINTS • Depend upon FOREKNOWLEDGE / ADVANCE PREPARATION • Establish RAPPORT early – use existing information • Spend time on ORIENTATION • Concentrate on ROUTINES and STRUCTURES – consistency/reduce unpredictability • Be aware of effects of SENSORY ISSUES • Use VISUAL / PHOTOGRAPHIC SCHEDULES • Engage with the PROCESS of student’s learning • Agree arrangement for DE-ESCALATING anxiety – timeout, etc • Recognise own LIMITATIONS – enlist help from: Other Students Lecturers Counselling service

23. PROVIDING SUPPORT – ingredients (ctd) • LECTURES: advance discussion > framework/”hooks” check seating position > reduce sensory distractions “time out” arrangement note problems for later debrief – follow-up on problems e.g. email request to lecturer?? organise notes make connection to main topic

24. PROVIDING SUPPORT – ingredients (ctd) • GROUP WORK: rehearse social aspects practise stock phrases encourage openness with other members – trust??? mentor in the group? negotiate a task which suits • EXAMINATIONS: check special arrangements work out daily schedule for revision avoid over-emhphasis on detail familiarity with key phrases, exam terms, etc encourage work with a class colleague??? rehearse possible topics practice timed answers

25. FINAL THOUGHT • Gunilla Gerland (1997), Liane Holliday Willey(1999), Temple Grandin (1996) • “….a process of development and maturation from teens into adulthood which led to an improvement in social interaction skills” • “……the common recognition that improvements only come about slowly and through conscious analysis of one’s social performance” • “In simple terms, what the above authors have in common is the recognition that what they do not have instintually, they will have to capture cognitively……they are cognitively computing their daily social interactions and effects”

26. SOURCES OF HELP • Website of National Autistic Society www.autism.org.uk A-Z List of Information Sheets e.g. “University: how to support students with AS” • “Succeeding in College with Asperger Syndrome” : Harpur, Lawlor and Fitzgerald. Jessica Kingsley Publishers

27. NEVER FORGET!! The ABC Principle