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Asperger's Goes to College

Asperger's Goes to College . Rhonda L. Waterhouse, M.Ed. Main Topics. Common signs of students who may be on the Autism spectrum Differing thinking processes with students on the spectrum

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Asperger's Goes to College

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  1. Asperger's Goes to College Rhonda L. Waterhouse, M.Ed.

  2. Main Topics • Common signs of students who may be on the Autism spectrum • Differing thinking processes with students on the spectrum • Teaching strategies that might be helpful with a student who has high-functioning autism (HFA) or Asperger’s Syndrome (AS) • Resources for students or professors

  3. The Spectrum • Classic Autism • Rhett Syndrome (rare – usually girls) • Childhood Disintegrative Disorder (rare – later onset than Autism) • PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified) • Asperger’s Syndrome (HFA is not an official diagnosis)

  4. Asperger’s SyndromeDiagnostic and Statistical Manual of Mental Disorders (DSM IV) • Qualitative impairment in social interaction, as manifested by at least two of the following: • marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction • failure to develop peer relationships appropriate to developmental level • a lack of spontaneous seeking to share enjoyment, interest or achievements with other people, (e.g.. by a lack of showing, bringing, or pointing out objects of interest to other people) • lack of social or emotional reciprocity • Restricted repetitive & stereotyped patterns of behavior, interests and activities, as manifested by at least one of the following: • encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus • apparently inflexible adherence to specific, nonfunctional routines or rituals • stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements) • persistent preoccupation with parts of objects • The disturbance causes clinically significant impairments in social, occupational, or other important areas of functioning. • There is no clinically significant general delay in language (E.G. single words used by age 2 years, communicative phrases used by age 3 years) • There is no clinically significant delay in cognitive development or in the development of age-appropriate self help skills, adaptive behavior (other than in social interaction) and curiosity about the environment in childhood. • Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia.

  5. Common Signs in Plain English Socially “odd” – • lack of or over-extended eye contact, odd facial expressions, body positions or gestures • Difficulty making friends • Doesn’t seek out friendships or doesn’t know how to approach people • Carries on only one-sided conversations where he dominates the topic and flow with little interest in the other’s opinions, experiences, or feelings – can interfere with classroom discussions • Appears to have little or no empathy – unconcerned when others are hurt or having difficulties

  6. Common Signs (cont.) • Restricted repetitive behavior, interests and activities • Intensely preoccupied with one topic – only interested in major classes, computer games, etc. • Strongly dislikes change in routine • Repetitive movements: arm flapping, finger waving, running – not as obvious in adults with AS • Preoccupied with parts of objects (spinning the wheel on a bicycle) • the behavior must seriously interfere with the ability to function socially or in the classroom • No speech delay (difference between HFA & AS) • Average or above IQ (difference between classic autism & AS) • Not Schizophrenic

  7. How Thinking Processes Differ • Things that make sense to us, don’t necessarily make sense to them. (Retelling stories, verbal classroom assignments) • Sensory avoiding or seeking can interfere with learning (florescent lighting) • Need direct instruction for things most of us innately understand – social skills • Difficulty with invention for open ended tasks • Difficulty with breaking down larger projects • Small motor difficulties can interfere with writing tasks (dysgraphia)

  8. Teaching Strategies • Written course outline • Direct instruction on classroom expectations– don’t assume they understand • Preferential seating – with helpful classmate, alone, in front, in back, away from distraction, near natural or incandescent light • Alternative locations and/or extended time for exams/in-class assignments • One-on-one time with professor and/or trusted tutor – regular appointment • Use obsessions & interests as a hook

  9. Teaching Strategies • Assign or Help Find a Mentor • Break down large assignments • Allow for use of laptop in classroom • Allow time for written tasks to be typed & printed • Give explicit written assignment sheets • Universal Course Design

  10. Classroom & Dorm Resources • Disabilities Coordinator • ASA York chapter • Asperger’s Support Group • Academic Advisor • Other Professors • Resident Assistant/Tutor • Professor’s Guide on YouTube http://www.youtube.com/watch?v=233-3jtEZck&feature=channel_pageUnderstandingAsperger%20Syndrome:%20A%20College%20Professor's%20Guide

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