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Autism Spectrum Disorders:Outreach and Training for Service Provision in
Post-Secondary EducationLisa King, M.Ed.
Jane Thierfeld Brown Ed.D. (in absentia)
Lorraine Wolf Ph.D. (in absentia)
March 25, 2010
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Learn strategies to work directly with students with AS (and their families)
Train the campus community about students with AS
Findings of SEAD:Strategic Education for Students with Asperger Syndrome: Pilot program at University of MN, UCONN 2005-2008)
Two-pronged approach:
Wolf, Thierfeld Brown, King Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Behavior management
Profs don’t get it
Students don’t disclose
Environment is barrier
Challenge for The Campus
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Training the Campus
Upper AdministrationStudent Affairs (Dean of Students)Academic Affairs
AdvisingDepartment headsFaculty
RegistrarStudent Health & Counseling
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Academic accommodations
• There are no clear cut guidelines
• Accommodations flow from understanding:
• Nature of student’s functional
impairment
• Domains where having difficulty
(academic, behavioral, interpersonal)
• Fundamental requirements of the course
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
In theory…
• Academic difficulties in AS directly related to deficits in integration, executive dysfunction, and self-regulation
• If we understand why, we can figure out when and how to best accommodate
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
For example…• Some are quite common
– Distraction reduction– Extra time– Computer for exams
• Some need more analysis:– Other means of demonstrating mastery of
course objectives without compromising fundamentals of the course
– Alternative to essay exams which require taking another perspective
– Videotaping presentations vs. in class– Professors need to be involved
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Fundamental Requirements
Academic requirements that are essential to programs of instruction (e.g. spelling for teacher education, math for engineering major)
Modifications should not fundamentally alter educational programs or compromise academic standards
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Support for Faculty
Use of syllabus statement
Refer to DS before Judicial Affairs
Work with DS to identify essential standards and
avoid compromising access
Consider Universal Design strategies
Provide Faculty Fact sheet
Understand behaviors as functional (reasons
underlying manifestation of symptoms), i.e. head on
desk
Housing Issues for Students with AS
• Communal Living- imposed interaction. bathroom etiquette, social
• Roomates- rituals,conflict resolution, hygiene, different schedules
• Space- shared space,need for sameness,structure, organization
• Overstimulation- sensory integration issues, lights, noise, fire alarms
• Policies/Procedures- need concrete rules, use conduct code
• Schedules- dining halls, food and eating rituals, change causes stress
Residence Halls
Room assignments
Disclosure
Independent living skills
Roommates, suitemates, and others
Meltdowns
Parental involvement
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Orient Student and family to Res Life
• Introductions to Res Life Staff (RA, RD)
• Understanding procedures
• Point people / buddy
• Explanations of social programming
• Explanations of social behavior
• Tour of residence hall
• Safe spaces
• Emergency plan
Dorm set up
Important to be aware of how room is
organized
Involve family in side of room/bed placement,
etc.
Ask family to set the structure for the
student’s room
Roommates
Single or Double
Assigned or chosen
Social integration or isolation
Hygiene
Rituals
Study Time
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Policies and Procedures
Know and use the student conduct code
Create rules sheet
Create social/ res life reminders
BE SPECIFIC and concrete
Scripts: Fire Drills, lock downs
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Educate Housing Staff
ASD Fact Sheet:
Definition
Typical Symptoms
Possible Dorm Behaviors
Strategies
Train C.A.s, orientation leaders
Support early move-in, private rooms
Copyright: Bork, King, Thierfeld Brown, Wolf, 2007
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Student Affairs
• Offices with the most out-of class contact with students on campus– Housing & Residence Life– Judicial affairs– Tutoring service– Student Activities Office– Career Services
• Some behaviors need to be translated to understand the context (e.g. stalking, meltdowns, stimming, etc.)
• Students’ behavior under stress and what they might say
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Counseling Center
• They might get calls about the AS student
– From faculty
– From public safety
– From administrative offices
• They are an important ally
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Community Education
• Judicial affairs
– Prepare them for “wildfires”
– Code of conduct
• Academic affairs
– Working with the academic advisor
– Getting started during the first few terms: choosing courses
– Keep them informed of the students’ challenges
– Bending the rules a bit
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Judicial Affairs/ Conduct Code Conduct codes are strictly applied:
Academic
Residential
Community
Disability is not an excuse for breach of conduct (TG story)
Some behaviors may need to be translated to judicial affairs so that they may understand the context (e.g.
stalking) Disability does not exempt student with AS from
sanction for violations
Campus Public Safety:Dennis Debbaudt
Beyond Accommodations
Wolf & Thierfeld Brown, 2007
“Strategic Education for Asperger Students” Model
Demonstration Project (SEAS)
Recently completed pilot between BU,
UConn, and UMN
Strategic Education for Autism Spectrum Disorders (“SEASDS”)
Wolf & Thierfeld Brown, 2005
Existing interventions do not address the needs of this
population
SEAS is a targeted intervention specifically designed for
college students with AS
Based on current research in deficient use of internal
speech and strategy selection in adults and adolescents
with AS Evidence based practice
Strategic Education Training Interprets the campus to the student and the student to the
campus environment.
Provides support through transition from home to college
Creates a structure for the student to follow
Assists the student with social issues/ isolation
Eases out parental involvement to develop independence
Communicates with parents and family
Educates the student on issues possibly not covered in high school or at home i.e. hygiene, social skills, social appropriateness, etc.
The Role of Disability ServicesNarrow role
Policy eligibility determination
Academic accommodations, referral
Broader role
Assess availability and use of resources
Refer on and off campus
Function as point person
Teach campus community about AS
Teach skills to manage ASCopyright: Bork, King,Thierfeld Brown, Wolf, 2007
Role of Disability Specialist
Initial interview and intake with student, family,
Documentation review
Accommodations determination
Letters to faculty
Provide training, mentorship, supervision for Seas trainer
Lead meetings with family, student, others at transition
points
Training to campus community
Roles and Benefits of SEAS Intern
Work with student in or outside of DS office to address housing, dining hall, transportation issues
Is closer in age and perspective to student (buy in)Can address social goals, friendships, club
participationExpands the capacity of DS specialist to support
studentProvides role modelLiaison to parents (more than specialist has time for)Seeks out appropriate resources for students (mental
health, tutors, clubs,writing centers, etc)Teaches procedures to access campus resourcesCopyright: Bork, King, Thierfeld Brown, Wolf, 2007
SEADS Bridge from Secondary Settings
Completion of Intake Questionnaire and Stress Test with
assistance
Meeting with DS, student, parent, case manager, VR
counselor and others
Visits to campus, residential housing, dining hall, etc.
Accommodations for placement tests
Sitting in on a class
Meeting with college advisor
Possible early move in
Regular meetings with DS and parents as needed
Enroll in summer course and possible on-campus job
SEADS for Student
• Both SEADS trainers guide and assist students via sequenced modules including:
Relationship Building and Transition
Setting Goals
Functional & Resource Assessment
Accommodations
Building Skills and Strategies
Psychoeducation about AS
Evaluation & Planning
copyright Wolf, Thierfeld Brown, Bork 2009Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
SEADs Findings
Success at College:
Earlier start to transition
More resilient, deals with change
Higher motivation, self determination & self
efficacy
Well trained campus
Quotes:• “My daughter would never made it through this year without SEADS
support”. parent
• “He was certainly smart enough, but navigating the campus community
without this support would have been a disaster” academic advisor
• “This support should be at ALL colleges” student
• "My sons university has not recognized that the needs of autistic students
are quite distinct and separate from those required of other disabled
students. The SEADS model acknowledges and honors the critical
components of support, typically unrecognized by most disability service
models". parent
• I now know what to look for, whether the student discloses or not”. Faculty
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
ConclusionsAS poses unique challenges
Areas of need cross multiple domains of impairment & student life
Accommodations & interventions reflect nature of impairment and area of difficulty
Needs change over time given:Skills trainingDevelopmentEnvironment
Wolf, Thierfeld Brown, King, Bork, 2008 CollegeAutismSpectrum.com Do Not Reproduce
Questions and Comments
Thank you for coming.Lisa King, M.Ed.
Higher Education and Autism Spectrum Disorders, Inc.612-730-1806
www.CollegewAutismSpectrum.com