Kim Collins, Ph.D., DRES

1. Working with Students with Autism Spectrum Disorder: Issues and Supports for University Instructors Kim Collins, Ph.D., DRES

2. Autism Spectrum Disorder • Impaired social interactions • Impaired communication • Repetitive and stereotyped patterns of behavior • Abnormal sensory perceptions • Narrow interests or preoccupations/rituals

3. Changing Times for Diagnosis • Previously Asperger’s and Autism • New DSM-V=Autism Spectrum Disorder and then list level of severity • Big Bang Theory

4. Always Keep in Mind • Difficulties vary from student to student • If you meet one student with an autism spectrum disorder, you have met one student with autism spectrum disorder. • Put behaviors in context

5. Why Support Students with ASD At Illinois? • Diversity • A unique perspective in looking at problems and the world • Extreme focus to work on a problem • Fulfilling potential

6. Social Interactions • Poor social skills • Difficulty reading social cues which makes the world a confusing place and which results in inappropriate social and emotional responses. • Can lack the desire to share information and experiences with others. • Can often focus on small details and fail to see the overall picture of what is happening in any situation. • Egocentric, difficulty with empathy. • May not like physical contact

7. Instructor Suggestions • With the student’s permission, educate peers about ASD. This puts the behavior in context of a disability and may help promote empathy and tolerance. • Reward and promote diversity in your classroom and student’s helping others. • May need to place individuals in groups for group projects, study teams, etc.

8. Instructor Suggestions • One adult with AS noted that he had learned to "ape human behavior." A college professor with AS remarked that her quest to understand human interactions made her "feel like an anthropologist from Mars" (Sacks, l993, p.112); • Provide feedback unintentionally insulting, tactless, or insensitive. It must be explained why the response was inappropriate and what response would have been correct. Individuals with ASD must learn social skills intellectually: They lack social instinct and intuition; • Finding a class mentor or mentor in the major is very beneficial.

9. Communication • Difficulties with irony, metaphors (non-literal expressions - 'food for thought') and similes (figures of speech - 'as fit as a fiddle'), make literal and concrete interpretations. • Language acquisition - learning to speak - in some cases can be delayed, may use phrases they have memorized • Spoken language can sometimes be odd—too loud, overly formal, or monotone. • Often appear to talk 'at' rather than 'to' you. • Body language and facial expressions can appear odd (stiff eye gaze rather than eye contact). • Poor ability to initiate and sustain conversation

10. Instructor Suggestions • Keep language simple and precise. • Ask specific questions to see if the student understands • Be specific when discussing plans or directions. For example, do not say, “I’ll meet you near the room after class.” Instead say, “I’ll meet you at locker number 220 at 12:05pm. • May need to explain metaphors. • May need to cue about voice being too loud or too formal or too long of an explanation.

11. Difficulties with Change • Easily overwhelmed by minimal change. • Highly sensitive to environmental stressors. • May worry obsessively when they do not know what to expect; stress, fatigue and sensory overload easily throw them off balance.

12. Instructor Suggestions • Provide a predictable and safe environment. • Minimize transitions or cue and remind. • Try to offer consistent daily routine so know what to expect. • Avoid surprises or last minute changes. Or know if this happens an accommodation may be needed.

13. Restricted Range of Interests/Rituals • Eccentric preoccupations or odd, intense fixations • Following routines or rituals that may not make sense to other people • May “lecture" on areas of interest; ask repetitive questions about interests. • May have trouble letting go of ideas • May refuse to learn about subjects outside the limited field of interest or in a different order.

14. Programming Suggestions • Find ways to use this to reinforce other behavior. • Find ways to incorporate interest into projects to make the student want to complete.

15. Poor Concentration • Difficulties with being off task or distracted by internal stimuli • May be very disorganized • Have difficulty sustaining focus on classroom activities • Have difficulty sustaining focus for homework tasks

16. Instructor Suggestions • May need a reduced course load. • The student may need to work with the professor to have assignments broken down into small units. • Seat the student at the front of the class and direct frequent questions to help attend to the lesson. • Work out a nonverbal/verbal signal with the student for times when he or she is not attending or when talking too much or too loud.

17. Poor Motor Coordination • May be physically clumsy • May have stiff, awkward gaits • Difficulty with gross motor skills • Difficulty with fine-motor deficits that can cause penmanship problems, slow clerical speed, and impact ability to draw.

18. Instructor Suggestions • May need to use a computer for written work. • Use of a note taker. • May need a personal assistant for laboratory work. • May need extended time.

19. Academic Difficulties • May lack high level thinking and comprehension skills. • May tend to be very literal: images are concrete and abstraction is poor. • Speaking style and impressive vocabularies give the false impression that they understand what they are talking about, when in reality they are merely parroting what they have heard or read. • Excellent rote memory, but problem-solving skills are poor.

20. Instructor Suggestions • Do not assume that the student understand something just because they parrot back what they have heard; offer added explanation and try to simplify when lesson concepts are abstract. • Capitalize on exceptional memory: Retaining factual information is frequently a strength. • Emotional nuances, multiple levels of meaning, and relationship issues as presented in novels will often not be understood; • Writing assignments may be difficult. The student may need extra time or may need to discuss the assignment further with the instructor.

21. Emotional Vulnerability • While a student may have the cognitive abilities, they may lack emotional resources to cope with high academic demands. • May be prone to depression. • May have significant generalized anxiety and social anxiety. • Rage reactions/temper outbursts are common in response to stress/frustration. Easily overwhelmed. • Interacting with people and coping with the ordinary demands of everyday life take continual Herculean effort.

22. Instructor Suggestions • Prevent outbursts by offering a high level of consistency. • Teaching skills to cope when stress overwhelms, to prevent outbursts. • Be calm, predictable, and matter-of-fact in interactions.

23. Instructor Suggestions • Use DRES as a resource if you are noting changes in behavior. Sometimes students may unable to assess their own emotions and cannot seek comfort from others, it is critical that depression be diagnosed quickly. • Social skills groups provide a safe environment to learn social skills and gain support. • Individual therapy provides a safe and consistent environment to check in, monitor symptoms, and learn strategies to manage symptoms.

24. Why is College Particularly Difficult? • College brings all of the challenges discussed prior together. In addition there are many other challenges, including: • Difficulty being interested in classes that are not specifically in their preferred area of interest. General Education courses can be a barrier to overall academic success and attainment of the degree. • Use of language, organization, routine study skills, writing skills and presentation skills may all be problematic.

25. Why is College Particularly difficult? • Large amount of group work. • The actual buildings provide many challenges. Way finding in a confusing and noisy environment can be fearful. • Lack of structure in regards to activities of daily living. • Housing options also need careful planning because it can be very stressful and extra supervision may be needed.

26. DRES Supports • We are a resource for the student AND for faculty!!! • We can support students in the following areas: • Accommodations • Support services • Outside hours • Housing • Other unique solutions

27. Accommodations • Priority registration. • Reduced course load. • Exam accommodations. • Classroom accommodations.

28. Supports • Individual therapy • Support groups • Social skills • Mindfulness meditation • Coaching • Career/employment assistance

29. Outside Hours • Activities of daily living • Hygiene • Meals • Exercise • Sleep • Medication • Homework

30. Housing • Goal is to find a structured environment but still allow independence. • Many options • University dorms • University approved housing • Living at home • Personal assistants • Living with roommates who serve as assistants

31. Unique Solutions • Individualized solutions • Meeting the student where they are developmentally • Working with Campus Police • Partnering with Housing • Collaborating with colleges, deans, and professors • Closer relationship with parents

32. Remember • Patience • Collaboration and wrap around services are key • Put behavior in context of disability • Students with Autism Spectrum Disorder may take up more time to serve and work with but the outcomes are worth it!

33. Resources-Websites • OASIS and MAPP merged website--http://www.aspergersyndrome.org/ • autismspeaks.org is a "clearinghouse" of information where you can find a great deal of information about autism. • wrongplanet.net is a web community designed for people with autism and Asperger’s (but anyone can join!). There is good information at this website about day-to-day kinds of skills like school, job-seeking, friendships, and romantic relationships.

34. Resources-Books • Developing Talents: Careers for Individuals with Asperger Syndrome and High-functioning Autism by Temple Grandin and Kate Duffy. • Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism by Temple Grandin and Sean Barron • Socially Curious and Curiously Social by Michelle Garcia Winner and Pamela Crooke • Preparing for Life by Jed Baker • Coping: A Survival Guide for People with Asperger Syndrome (a free web-book by Marc Segar available for download at http://www-users.cs.york.ac.uk/alistair/survival/)