supporting first-year students with autism: inclusion

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College Autism Network

Supporting First-Year Students with Autism: Inclusion Begins with Understanding

Brad Cox, Florida State University and College Autism Network

First Year Experience Annual Conference

February 12, 2017 - Atlanta www.CollegeAutismNetwork.org


Outline for the session

Participants will:

1. Get some background about Autism/ASD/Asperger’s in college

2. Consider how ASD traits might manifest on campus

3. Identify potential adjustments to improve student experiences & outcomes

4. Discuss some real-world examples of college students with autism

5. Discover useful resources for learning more

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Recent Estimates: 16,0001 or 143,5002 or 389,5002 … but by 2020: up to 433,0002

Autism Coming to College

1 From Wei, Wagner, Hudson, Yu, & Javitz (2015)

[n=920; 13-16 year-olds from 2000 using national NLTS-2 dataset]

2 Author extrapolations from White, Ollendick, and Bray (2011)

[n=667; enrolled college students at single 4-year institution]

3 Author extrapolations from CDC data


Recent Estimates: 16,0001 or 143,5002 or 389,5002 … but by 2020: up to 433,0002

Autism Coming to College

1 From Wei, Wagner, Hudson, Yu, & Javitz (2015)

[n=920; 13-16 year-olds from 2000 using national NLTS-2 dataset]

2 Author extrapolations from White, Ollendick, and Bray (2011)

[n=667; enrolled college students at single 4-year institution]

3 Author extrapolations from CDC data-20%

0%

20%

40%

60%

80%

100%

120%

140%

2012 2014 2016 2018 2020

Women Part Time Autism

Enrollment Growth Relative to 20103

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Individuals

Challenges at Two Levels

Social

Academic

Independent Living

“Co-Morbidities”

Identification

Coordination

Individualization

Resources/Efficiency

Institutions

Fewer than 39% graduate


The Autism Spectrum

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The Autism Spectrum

High-Functioning Autism


The Autism Spectrum

High-Functioning Autism

“Asperger Syndrome”

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Understanding Autism

A hard-wired, brain-based difference

Autism is characterized by a set of adaptive responses to the way the brain perceives the world.


Drilling down into the characteristics

Impairments in social interaction:• Difficulty reading social cues, the unwritten “rules of engagement”• Challenges with social context• Less concerned about social perceptions • Rule-governed and routine-driven

Impairments in communication:• Odd prosody• Obsessive interests and extensive talking• Literal; challenged by sarcasm

Sensory sensitivity (noise, bright lights, tastes, smells, physical contact)

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Don’s List

1. Finger-flicking

2. Change in routine is hard

3. Very particular about food

4. Smells can cause anxiety, nervousness

5. Noises, too

6. Hyperfocus on a subject

7. Likes to wear the same thing

8. Doesn’t always get sarcasm

9. Doesn’t tolerate crowds well

10.Talks really fast

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Don’s List

1. Finger-flicking

2. Change in routine is hard

3. Very particular about food

4. Smells can cause anxiety, nervousness

5. Noises, too

6. Hyperfocus on a subject

7. Likes to wear the same thing

8. Doesn’t always get sarcasm

9. Doesn’t tolerate crowds well

10.Talks really fast


Perspective and proportion

• Students with autism often have difficulty distinguishing between trivial, or less important, information and significant, “big picture” things.

•When faced with something that doesn’t “fit,” or causes some distress, a student with autism may react in a way that seems disproportionate to the circumstances.

Q: Are these characteristics a problem?

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Participants will:






ASD

Identity

Personal

Connections

Individual

Institutional

Environment

Standard

Operating

Procedures

Personalized

Adaptation

Formal

Accommodations

• Family/Friends

• Past experiences

• Resource advisors

• Knowledge

• Acceptance

• Salience

Individuals w/ Autism

&

College Environments

Which Standard Operating Procedures might be problematic

for students

w/autism?

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What’s so hard about orientation?


What does this look like INSIDE the classroom?

Communication can seem odd or different:• Talks too much, goes on and on about a topic• Struggles with abstract concepts and different perspectives

Can be challenged by assignments:• Seeks very specific instructions, is challenged by vague or flexible tasks• Work may not be turned in on time, or at all• Generalizing skills and concepts is difficult

The social aspect of class may be stressful or difficult to manage• Working in small groups• Presenting in front of class• Critiquing others’ work, or being critiqued

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What does this look like OUTSIDE of class?

Independent residential living• Sensory sensitivities• Social cues and unspoken rules of social life• Roommate challenges/floor and hall interactions can be difficult

Student activities• Seeks social interactions through organizations and activities… • but communication and social differences cause conflicts


And…

Student conduct:• Stalking/harassment•Disruptions of meetings, classes• “Bizarre” behavior• “Unreasonable” demands

Often heard:• “S/he/they just doesn’t ‘get it.’” • “S/he/they can’t get out of their own way.”• “S/he/they can’t see the big picture.”• “How did s/he/they not know that would happen?”

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Depression and anxiety rates in ASD/AS population are extremely high—perhaps twice what the non-ASD population experiences

Concurrent Complications



Participants will:






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Three sources of reassurance for ASD students

Rules: Rather than respond to a fluid environment, people with autism often rely on “rules” to structure their activities, so…

• Provide “rules” for a situation, e.g. “When you eat in a dining hall, you have to wait your turn to get your food.”

Routine: Predictability and stability are important; interruptions to routine can cause stress, so…

• Support a student’s routine, rather than encourage them to “be flexible.”

Prediction: Surprises are stress-inducing, so…• “We are going to have a guest speaker tomorrow who will show a short video and

then discuss it, and you will have an opportunity to ask questions”


Facilitating Success through Foreshadowing

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Working together

1. Be direct! Don’t sugarcoat or soften the message.

2. Provide “rules of engagement” and PRACTICE!


From Aspergers 101 (Facebook group)

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From Aspergers 101:


Working together

1. Be direct! Don’t sugarcoat or soften the message.

2. Provide “rules of engagement” and PRACTICE!

3. Be patient in conversation and in effort (remember: transitions take longer).

4. Don’t dismiss environmental-based requests (to accommodate sensory issues).

5. Write down instructions!

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Working together

6. Policies must include VERY detailed definitions… “unwanted attention” is unclear.

7. Train staff, faculty and student leaders

8. Suggest to both ASD students and the staff who work with them:

TRY DIFFERENTLY, NOT HARDER!


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It’s not just about “accommodations”

Accommodations

+ Understanding

+ Compassion

Success



Participants will:






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Student Stories1) Bryan

2) Karen

3) John

4) Susan

[fake names, composite vignettes]

Reflection Questions1) What about this student’s story is

troubling to you?

2) In your given scenario and functional area, what factors would be more important to consider when addressing this case?

3) What approach would you recommend (think about programs, policies, or procedures) to address similar cases in the future?

4 Case Studies



Participants will:






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Useful resources

College Autism Network website: www.collegeautismnetwork.org

• RA Training Module

• Links to colleges with ASD support initiatives

• Literature summaries

• News stories about related topics

• Slides, handouts, etc.

Videos found by Googling “Autism” and “Asperger”

Aspergers101.com (and on Facebook)


More time to read?

Cox, B. E., *Thompson, K., *Anderson, A., *Mintz, A., *Locks, T. Morgan, L., *Edelstein, J., & *Wolz, A (2017).College experiences for students with Autism Spectrum Disorder (ASD): Personal identity, public disclosure, and institutional support.

http://www.collegeautismnetwork.org/

http://fsu.digital.flvc.org/islandora/object/fsu:291205/datastream/PDF/download/citation.pdf

http://fsu.digital.flvc.org/islandora/object/fsu:291205/datastream/PDF/download/citation.pdf

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Changing the conversation

• High-functioning Autism is not inherently a disability.

• Neurodiversity is as valuable to a college community as other types of diversity.

• It is not the sole responsibility of disability services staff to support the success of ASD students.

• Success on the Autism Spectrum is a win for everyone.


Please fill out our card!!(We may email you in a couple of months, if that’s okay)

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TrainingResearchAdvocacy

Dr. Bradley E. [email protected]

Dr. Lee Burdette [email protected]

mailto:[email protected]

mailto:[email protected]

supporting first-year students with autism: inclusion

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