Autism, Asperger’s and Oxford

Georgina Heywood

Student Welfare and Support Services

Disability Advisory Service

Tuesday 12 April 2016

Today..

• Common features and traits of Asperger’s

Syndrome

• Effects of AS on students at Oxford

• Prevalence

• Getting a diagnosis

• Support available

Asperger’s Syndrome

• A pervasive developmental disorder within the

autism spectrum characterised by a triad of

impairments within the areas of :

Social

Interaction &

Relationships

Communication

Imagination,

Behaviour,

Flexibility of

Thought

Imagination, Behaviour and Flexibility of

Thought

• Strong adherence to routines and rituals

• Special interests; narrow focus; perfectionism

• Resistance to change; difficulties with transitions

• High levels of anxiety

• Difficulties understanding deception in others;

deceiving others

• Unusual body language

• Sensory issues

Verbal and Non-Verbal Communication

• Literal interpretation of language

• Pedantic speech style

• Wide vocabulary; average or above average IQ

• Tendency to dominate conversations

• Tendency to be argumentative and inflexible

• Echolalia / Palilalia

• Issues in executive functioning

• Poor social understanding / awareness of social

rules

• Lack of awareness of conversational partner

• Difficulties picking up on non-verbal cues

• Unusual / limited facial expressions; eye contact

• Difficulties engaging in group activities

• Difficulties making friends; relating to others;

understanding emotions

• Often history of bullying, manipulation, isolation

Social Interaction and Relationships

Conversational Activity

Profile of an AS Student “People say I

always talk about

the same thing

but I don’t know

what else to talk

about”

“I find it difficult to

look at people when

they are talking as I

get distracted by

small details on their

faces”

“I find abstract

concepts difficult

to understand”

“Part of me wants

to socialise but I

find it so stressful

and I do not like

talking to strangers”

“I really like rules,

I know where I

stand with them

and how to act.”

“I often notice

small sounds

when others do

not”

“I prefer to

do things on

my own”

“If I am fascinated by

something, literally

everything else is

insignificant to me.”

“People always

tell me I’m rude

or too abrupt, but

I don’t know

why”

“I know

exactly how I

am feeling but

I can’t explain

it!”

Co-Morbidity

Temple Grandin: Video

• Autism affects 1.1% of the population

(Baird, G et al, 2006; Brugha, T et al, 2012)

• Gender Differences

Male:Female Ratio

• 4:1 Rubenstein et al (2014)

• 1:1 Dr. Judith Gould (2013)

• 2:1 Richard Mills (2012)

• 2:1 Professor Tony Attwood (2009)

For every 3 diagnosed, there are 2 undiagnosed

(Baron-Cohen, S et al, 2009)

Prevalence of AS

• Raising possibility of diagnosis is not the same as

making a diagnosis

• Diagnosis only needed if difficulties have an impact

• Talk about ways of processing information

‘differently’, not ‘incorrectly’

• Diagnosis may often be a relief for the student

• Screening tools can help structure this conversation

and support a student’s decision to refer

Students with a Potential Diagnosis:

How to broach the subject

Diagnostic Criteria- DSM V • Deficits in social communication and interaction

- Deficits in social-emotional reciprocity

- Deficits in nonverbal communication

- Deficits in developing and maintaining relationships

• Restricted, repetitive patterns of behaviour, interests or

activities

- Stereotyped or repetitive motor movements, use of objects or

speech

- Need for routines, resistance to change, inflexible / rigid thinking

patterns

- Highly restricted, fixated interests

- Sensory difficulties

• Symptoms must be present in childhood

• Symptoms together limit and impair everyday functioning

• GP referrals to psychiatrist or clinical psychologist

with autism experience (private or NHS)

• Autism Oxford

• University of Reading Diagnostic Service: Centre

for Autism

Referral Pathways

Diagnostic Activity

• Asperger’s Buddy

• Asperger’s Mentor

• Institutional adjustments: tutorial groups;

accommodation in college; examination

arrangements

• Equipment and software

• Non-medical helper support

Support available at Oxford

• Clear rules, with lack of ambiguity; short sentences

• Calm monotone voice, one question at a time and

wait for answer

• Provide predictability; structure; follow through

• Understand the need for routine

• Provide social support to help loneliness without

increasing social anxiety (IE Buddy Scheme)

• Say what you mean; clearly state expectations

• Use special interests to engage and connect

How to be AS Friendly

• ASPiration Service

• Autism Oxford

• National Autistic Society

• Parents Talking Asperger’s (Banbury)

• Oasis

• Wrong Planet

Other support services

QUESTIONS?