Students on the Autism Spectrum are Succeeding in College

Los Angeles Pierce College Faculty Convocation

February 1, 2013

• Emily Iland, MA– Educational Consultant– Faculty, CSUN

• Gabriela Sanchez– Program Director, NEXUS– Tierra del Sol Foundation

• Rebecca Lienhard– Director, Integration Services– Tierra del Sol Foundation

Presenters

MISSION STATEMENT

Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community.

The college dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our

comprehensive curriculum and support services enable students to earn associate degrees and certificates, prepare for transfer, gain

career and technical proficiency, and develop basic skills. We serve our community by providing opportunities for lifelong learning, economic

and workforce development, and a variety of enrichment activities.

What is Autism?

“When you have met one person with autism, you have

met one person with autism.” Stephen Shore

• Brief Overview

• Common Characteristics/Strengths

• Predictable Challenges

• Patterns help us see and understand – ONE SIZE DOES NOT FIT

ALL!

Autism is a Spectrum Disorder

• Autism is a spectrum disorder that ranges from severe to less severe impairments and effects.

• People with autism have different levels of functioning.

• Even “mild” autism can have severe effects

1 2 3 4SevereLess Severe

R&RBehavior

Social

Communi-cation

Plus Sensory Issues

©2012 Emily Iland, M.A. All rights reserved

SBC Global

Communication Continuum

1. Silent, may make sounds, not words, no gestures, may understand

2. Speech that requires a prompt (object naming, echolalia, video talk)

3. Spontaneous speech, but missing pragmatic aspects (conversation & ToM); pedantic, literal

4. Very verbal, missing pragmatic aspects (conversation & ToM)

1 Severe 2 3 4 Less

Severe

Behavior/intense interests

1. Parts of objects2. Specific category of objects (collect them all); 3. Facts and information on their idiosyncratic

interest (not about popularity)4. Complex/abstract intense interests (Star Wars,

periods of history)

1 Severe 2 3 4 Less

Severe

The Social Continuum

1. Withdrawn/aloof (avoids/ not responsive)

2. Passive (needs prompts, acts out to get what he wants)

3. Active but odd (limited, scripted) 4. Wants friends, significantly immature

(underdeveloped) probs w ToM, mini-adult style

1 Severe 2 3 4 Less

Severe

1 in 88 children is now diagnosed with autism

You will have more students with ASD

80% under 21 years old - 80% unemployed

A wave of people with ASD are becoming adults

Tierra del Sol’s NEXUS Program

Pierce College

Student Faculty

BRIDGE TO SUCCESS

PROACTIVE AND POSITIVE STRATEGIES

• Managing time• Developing a Plan B• Taking the Perspective of Others (ToM)• Alternative Coping Mechanisms• Finding Safe Havens• Understanding Social Nuances• Developing Peer Support

Most Important Key Strategy

HAVE A RELATIONSHIP

In the classroom

• Diagnosed/undiagnosed• Aware/unaware

Capable, bright people with social-communication challenges

• May not understand unwritten expectations of a college classroom

• May make social mistakes, not be aware of them

• May have a concrete/literal view of course requirements (e.g. participation grade)

What helps Promote Success?

• Clear expectations and structure • Relationships–Professors– The Nexus Bridge–Peers–DSS

• Appropriate (new) accommodations• Natural supports & resources

How to help with specific situations

1. Interrupts, corrects, off-topic remarks, blurting things out

2. Does not understand content

3. Speaking and presenting

4. Written assignments5. Working in groups6. Multi-tasking7. Sensory8. Stress

1. Interrupts, corrects, makes off-topic remarks, blurts things out

Why?• Feels it is a personal conversation • Is “making connections”• Does not understand how the behavior is

perceived by others• Impulse control• Wants to earn “participation” points• Is right!

Proactive and Positive Suggestions for Classroom Interruptions

• General rules and limits for everyone • Post it notes– For connections– For corrections

.I really want to say something right now, but since it is not the right time, I will write on a post-it note instead

2. Does not understand content • Wrong answers• Asks too many questions• Test/Quiz results

Why? • HOTS: Higher order thinking skills (abstraction vs.

facts) • Complexity• Auditory processing• Vocabulary gap

Luna, Doll, Hegedu, Minshew & Sweeney, 2006; Minshew & Goldstein, 2002).

Proactive and Positive Suggestions for Understanding Content

• After class can ask X questions, get answers to the rest from a peer

• Buy used textbooks already highlighted• Electronic dictionary• Office hours• Tutoring

3. Speaking and presenting

• “Timid” and shy• Dominates

Why? • Social communication disorder • Support they have received (or not)

Proactive and Positive Suggestions for Speaking & presenting

• Rational approach = Be fair, let everyone get their points

• Present to you in private, say less in class• Alternate format assignment to group project

4. Written assignments

• Lack of maturity in writing • Difficulty integrating, synthesizing

Why? • Vocabulary gap, • Executive function, organization• HOTS = Higher order thinking skills vs. facts

Proactive and Positive Suggestions for Written assignments

• Preview/support writing assignments in office hours

• Allow drafts/provide input

5. Working in groups • Dominates• Does not pull weight• Conflicts with peers• Too much truth

Why?• Limited experience and skills• Social/communication demand• Lack of social understanding/perspective

Proactive and Positive Suggestions for Working in groups

• Ask for a volunteer mentor (on the side)• Clarify roles • Be clear about instructions, requirements• Have participants rate their own contribution

6. Multitasking = look, listen and write

Why? Autism is a disorder of information processing (Minshew, Meyer & Goldstein, 2002)

• Multiple demands• Processing Speed• Memory• Attention

Proactive and Positive Suggestions for Multitasking

• Note taker • Provide powerpoints • Provide professor notes• Allow audio recording of lecture• Moodle-type system where all course

materials, clarification, changes etc. are available

7. Sensory = reaction to the environment

• May be uncomfortable– Noise– Smells– Light– Proximity

Why? Unusual sensory processing• Over-sensitive = overloaded• Under-sensitive = under-stimulated

Proactive and Positive Suggestions for Sensory Accommodations

• Allow individual accommodations– Hat– Tinted glasses– Space– Movement

• Classroom-wide accommodations?– Scent free zone

8. Stress & anxiety

• Pass course, amount of work• May feel anxious and overloaded,

withdrawn

Why? • The cumulative effect of multiple,

simultaneous social, communication & processing demands

Stress is the enemy of success!

Stress

Learning

Stress reactions = Anxiety, overload

• Shutdown• Meltdown• Outbursts• Fight or Flight• Distress

Proactive and Positive Suggestions to Reduce Stress & Anxiety

• Clear expectations and structure • Relationships–Professors– The Nexus Bridge–Natural supports

• Appropriate (new) accommodations

Final Recommendations

• Ongoing Office hours = plan on it• Collaborate with Nexus and DSS for disclosure

& more • Work out arrangements & accommodations

for class– Offer options– Testing (extra time, quiet place)– Technology solutions

CLEAR AND EFFECTIVE FEEDBACK

• Universal Teaching Mechanisms• Bi-Semester Student Progress Reports• Navigating Campus Resources• Exit Strategies for Coaching Supports• Feedback not Criticism

Most Important Key Technique

HELP YOUR STUDENT TO HELP THEMSELVES